Buried Treasure: The Impact of Computer Use on Young Children's Social, Cognitive, Language Development and Motivation

Autor/inn/en	McCarrick, Katy; Li, Xiaoming
Titel	Buried Treasure: The Impact of Computer Use on Young Children's Social, Cognitive, Language Development and Motivation
Quelle	In: AACE Journal, 15 (2007) 1, S.73-95 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-3696
Schlagwörter	Computer Uses in Education; Motivation; Language Acquisition; Child Development; Preschool Children; Cognitive Development; Social Development; Social Integration; Teaching Methods; Pretests Posttests; Young Children; Preschool Education; Early Childhood Education; Kindergarten + Suchen Sie Ihr Suchwort? Computernutzung; psychologische; Motivation (psychologisch); Sprachaneignung; Spracherwerb; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Soziale Entwicklung; Soziale Integration; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Increasingly, young children are being exposed to computers at home and at school despite disagreement regarding the appropriateness and potential impact of technology on young children's development. Many views that predominant the debates lack empirical support and are too broad in their scope. This study examines the existing empirical studies from 1985-2004 on the impact of computer use on pre-schooler's social, cognitive, language development, and motivation. Findings are discussed within the framework of social and cognitive theories by Erikson, Piaget, and Vygotsky. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10