|
| Create
a relaxed, supportive environment.
While it is important to establish early guidelines
for basic treatment of computer equipment (no banging
on keyboard, no toppling of CPU, etc.), reinforce that
there is no “right way or wrong way” to
explore software activities. |
|
|
| Children
should be encouraged to use the computer, but never
forced. By allowing children to be
self-directed, you enable personal motivation, as opposed
to a sense of duty. |
|
|
| Expect
that initially children will want to use the computer
more than time allows. Plan extra time
during the “novelty effect” phase of computer
use. |
|
|
| Allow
children to work at their own pace.
Each child will proceed through learning activities
at an individual pace. Pressuring a child to maintain
tempo with others will lend stress to the experience
and thwart educational objectives. |
|
|
| Allow
children to make their own choices during activities.
Children, especially early learners, will delight in
exploring software, clicking on the “wrong”
answer to hear the sound response, exploring alternative
routes, etc. This developmental play reinforces cause
and effect and confidence in personal choices. Remember,
it is often the process of learning that is more important
than clicking on the “right answer.” |
|
|
| Protect
children from Internet predators and objectionable
content. Computers are an essential
part of life in today’s information age. But
as in an environment children are vulnerable. Use the
parental controls offered by your Internet Service
Provider (ISP). There are also a number of quality
content filtering technologies that will offer another
level of protection from objectionable content. |
|
