Don’t teach children basic computer skills for Kindergarten

Any child can learn an ICT skill, but do they really know when it is appropriate to use?

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It is when children apply these ICT skills through such tool software such as word processors, spreadsheets, databases or graph plotters to problems arising in the contexts of other disciplines that they develop their ICT capabilities.

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To be ICT capable is not merely have secure knowledge and understanding of a wide range of skills and techniques.

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It includes the disposition to construct ICT solutions to problems which are appropriate to the context.

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Regardless of whether your own level of ICT expertise is not of high level you can still help ensure that a high level of ICT capability can be generated by the way in which resources are made available for curriculum work.?

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Where to start?

At home, if you have young children with siblings then a separate laptop or desktop computer is ideal to prevent any issues over use arising. You might also just want the younger child to start playing with a laptop that doesn’t work at all to get them use to using it. This way you won’t have issues with future damages and it is a good way to begin teaching computer skills before moving onto working laptops or computers.

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Using an old keyboard is even a great way to start as you can have it with a monitor and if they don’t work then it is fantastic to be able to help them learn how to type their names. This not only starts to work on their literacy development but it is what they need to develop their fine motor skills too.

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Computer hygiene is very important at this young age and they should be taught to wash their hands before using a keyboard along with being gentle with it. Keeping food and drinks away from computer parts is essential.?

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How to develop computer skills in meaningful ways?

Throughout children’s preschool computer learning there will be wide range of basic computer skills and techniques that can be applied to any context of learning.

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However, to be able to effectively use them in the hope of developing a child’s ICT capability, it is important to first understand not just what they are but their role.

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Once you have achieved this then it should be somewhat easier to apply them in meaningful ways.

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ICT techniques are the explicit, deliberate manifestations of ICT capability and is the combination of skills and routines.?

They vary from task to task and involve the selection and application of choices by the learner. Used to achieve specific effects created by the software tool chosen they are subject to personal preference.

Though, a key part of ICT capability, it is when ICT skills forms routines when transformation occurs.

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Routines involves more than one ICT skill and can also become instinctive.?

A typical routine may involve learning how to use a graphics tablet or a touchscreen.

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Children cannot develop a high level of ICT capability without this content knowledge, but while they are learned quickly, they are of no value unless the child has a purpose in mind.

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Tech Skills for Preschoolers

• Use fine motor skills to use the mouse to move a cursor to a target on the screen.
• Show awareness of the “power keys” on a keyboard (e.g., "enter," "esc," "delete," and the space bar).
• Know the difference between the left and right mouse button (which can be helped by a small label or sticker).
• Be familiar with at least five quality interactive applications, games, or activities.
• Have a basic working vocabulary of common technology terms, such as "digital camera," "iPad," "computer," "Internet," "mouse," "keyboard," and "printer."
• Have been exposed to common technology terms in the natural context of everyday conversation, such as "on/off," "Internet," "browser," "software," "hardware," "computer," "mouse," "monitor," "keyboard," "digital camera," "printer," "battery," and so on.
• Have taken their first digital photo.
• Find the numerals on a QWERTY keyboard.
• Type their first name on a QWERTY keyboard.
• Understand the basic functions of a browser, including how to open or close windows and use the “back” key.

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Typical ICT techniques may include the following (below):

• Control the cursor on the screen using a mouse
• Single click and double click
• Click and drag to move objects on the screen
• Recognize and select different icons
• Launch and quit programs
• Use draw and/or colour editors
• Use text editors (input letters/text)
• Use keyboard to input letters or simple text
• Type first name
• Identify and use "power keys" (Enter, Esc, Delete)
• Identify and use backspace, space, arrows, enter and number keys
• Identify parts of the computer?(mouse, keyboard, screen, etc.)
• Use teacher/parent-selected games and activities (may include internet games)
• Be familiar with at least 5 interactive educational applications
• Work independently or with a partner

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Most of these ICT techniques are transferrable to other programs and can be applied in any context.

ICT techniques have an element of refinement that does not readily apply to ICT skills and routines. When children can only get better at performing routines by doing them faster, progression in relation to ICT techniques may involve several factors.

The ICT techniques that we select in a particular problem situation are a function of the context, the resources available and our strategic knowledge.

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They are all underpinned by concepts, but their application will also depend on the features and the structure offered by the software or hardware, as well as the knowledge that the young child has of these.

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Unfamiliar software will require the learning of new ICT techniques, underpinned by previously learned ICT skills and routines.

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For example, the creation of shapes in a vector drawing program will require the learning of a new ICT technique, informed by ICT skills and routines acquired from paint programs.

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For example, they might first learn by typing in direct commands. Later, they will be able to do the same thing automatically. Both are ICT techniques used to perform a task but the latter is better because it is not only faster but more sophisticated.

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When teaching ICT techniques, it is much easier to use them than it is to describe or explain them. Later on, I will highlight how by making ICT techniques explicit is likely to support concept development and the possible transfer of ICT techniques to new situations.

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As a final note, if you encourage young children to reflect on the use of ICT techniques across contexts and situations, they are more likely to generate principles, ideas and strategies that are widely applicable.

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In a society that expects children to become digital literate teaching computers to preschoolers involves more than just demonstrating ICT skills and in this article, you will have learned how to go beyond this in order for young children to gain an understanding of the ICT potential of things and to be able to construct ICT solutions with computer programs today. Try these strategies today.

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?Some other ideas that you can employ when teaching computers to preschoolers includes:

• Using a sand timer to show children how to self-regulate their time on the computer.
• Display a range of programs that the children can access at their own level of understanding and development.
• Add role play software to laptops that you can set up alongside children’s role play.
• Use software to support peripheral hardware such as webcam software that will capture still and moving images.
• Consider the use of laptops in different areas of the room to enable meaningful and independent use of a computer.

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Developing children’s autonomy with digital technology in preschool activities is essential. When teaching computers to preschoolers these are the key questions that you need to consider in your planning to make learning meaningful and independent today.

To more about teaching computers in early childhood education follow this link now.