Connecting kids and computers.

We live in an age when technology has permeated every aspect of our daily lives. Exposure to cell phones, DVD players, video games, computers, digital cameras, and iPods has made today's young people more technologically advanced than those of any previous generation. Most households have at least one computer, and the allure of a flickering screen is understandably strong. As a result, parents' concern that their children are watching too much television has been replaced by the fear that they are spending too much time in front of the computer. Nonetheless, with monitoring and developmentally appropriate software, computer technology can provide a unique and substantial contribution to young children's learning and development while building their confidence in using technology.

Parents in the market for a computer may view making the appropriate selection as a daunting task. However, a visit to the PC World Web site (www.pcworld. com) provides a wealth of information for prospective buyers. The information is readily accessible using topical or alphabetical search options. Particularly helpful are the easy-to-read buying guides for a wide array of computer equipment and a bargain finder to locate daily deals and current promotions.

Once parents have purchased and connected the computer, they should model how to treat the equipment, teach children computer-related terminology, and facilitate their use of the monitor, mouse, printer, keyboard, disk, and CD-ROM drive. Reading the book Surf Sammy's New Computer by Christina Burkart (Roof Publishing Company, 1999), in which the computer comes to life and explains its parts, is an enjoyable way to introduce the computer and its functions to your family. Other informative books include The Magic School Bus Gets Programmed by Joanna Cole (Scholastic Paperbacks, 1999) and Look Inside a Computer by Emily Sollinger (Grosset & Dunlap, 2000). Also, consider placing extra chairs around or near the computer. Having additional seats eliminates the assumption that computer use is a solitary activity and fosters social interaction by encouraging collaboration and tutoring as children interact with, and seek help from, parents, siblings, and/or peers.

It is important to note that a computer's usefulness is directly linked to its accompanying software. Computer software should be carefully selected to promote oral language and cooperative problem solving while making unique contributions to children's learning. Rather than serving as an electronic workbook on which children operate repetitive drill-and-practice programs, the computer should be a tool for increasing children's general knowledge, language abilities, and social competence. A respectable library of high-quality software turns any computer into a dynamic learning tool. Selecting beneficial software is as easy as consulting existing reviews. Descriptions, ratings, publishers, and prices of developmental software can be found monthly in the journal Young Children and Technology or at "Children and Computers" (http:// childrenandcomputers.com).

While the World Wide Web provides another option for connecting children to educationally beneficial computer activities, the Internet also potentially links young users to many sites that contain unsuitable material. It is strongly suggested that children's online explorations be confined to kid-safe sites, which are available on everything from television, movies, music, and games, to world history, science, and trivia. Many service providers, such as America Online, MSN, and Yahoo!, have reliable, free mechanisms that allow parents to limit children's access to Web sites and such communication features as E-mail and chat rooms. Contact your local service provider for detailed information regarding this necessary safeguard.

One kid-friendly site for introducing basic concepts is The Literacy Center (www.literacy-center.net/lessonview_en.htm). Activities (which are available in English, Spanish, German, or French) allow children to practice learning letters, words, numbers, colors, and shapes while requiring only minimal computer manipulation skills (one-click, click and drag, and nominal use of the keyboard). A list of other recommended choices is provided in the box to the right. The American Library Association site (www.ala.org/greatsites) lists its criteria for selecting great Web sites for kids and allows a search of the sites they recommend. Children can have easy access to parent-approved sites by placing them on the "favorites" list or as "bookmarks."

Four- and 5-year-olds need many opportunities to explore open-ended, developmentally appropriate software in a playful, supportive environment in order to gain confidence in their computer abilities and recognize the computer as a viable learning tool. While this same investigative activity is equally important for older children, parents of children in the primary grades also can use the computer for more directed activities, such as modeling use of a scanner or demonstrating word processing programs. As with most learning experiences, quality computer-child interaction is a result of responsible adult modeling--in this case, by parents.

Recommended Web Sites

* Answer supplier: Ask Jeeves for Kids--www.ajkids.com

* Kindergarten Literacy and Math--www.internet-4classrooms.com/month2month.htm

* Kinderweb--http://bright-productions.com/kinderweb/catr.html

* Public Broadcasting Service--http://pbskids.org/

* U.S. government's "Kids.US" domain--www.kids.US

* Web directory Yahooligans--www.yahooligans.yahoo.com/

Rebecca McMahon Giles is Associate Professor, Leadership and Teacher Education, University of South Alabama, Mobile.