Taking a stroll down the memory lane, when I was young, I went to my grandmother's house daily. My cousins lived there and we played together all the time. Be it tying a piece of grandma's scrap cloth on our foreheads to be Rambo, or Barbie Dolls, or turning off all the lights and playing "ghost" and getting so scared one of us would cry... Ah, those were the days. I don't remember us watching tv or playing computer all the time.
Of course, I am not THAT old, so I had my fair share of Tv and computers as I was growing up. I remember watching educational shows like Barney and Sesame Street, but I also remember having to ask for permission every time we wanted to watch a video on the vcr. I remember playing computer, but playing educational games like Spelling Bee. My dad was strict in controlling us.
Nowadays, I see kids being babysat by the television, spending time together by being at the same place at the same time but staring into individual PSPs (playstation portable), having own cellphones at the age of 5... I even read about a cellphone which is designed for kids.
I don't know about you, but I feel that we are being too pampered by technology. No doubt technology is wonderful, but I do not like the idea of relying too much on technology. Can you live without technology? This question was raised in class one day. Some said no, most were on the fence, some said yes, but it would be a challenge. I personally think I can, can you?
Here are some tips I found on the internet for both teachers and parents alike:
- Use computers for short periods of time (10-20 minutes).
A long period in front of any screen—a computer, television, or a video game—is time away from other, more valuable activities.
- Sit with the child, or encourage children to work in pairs.
Use children's computer time to improve their social and language skills. They can learn rules of fairness, have opportunities to become "experts" with a program or game, and practice taking turns. They may also learn new words as they explain what they are doing and teach others how to use the computer.
- Choose software and Web sites that are "open-ended," age-appropriate, and encourage prosocial values.
Open-ended software that encourages creativity, language skills, early reading skills, and problem solving can benefit 3- to 5-year-olds. Computer games that show killing and destruction as fun or as an acceptable way to solve problems can be harmful. Read reviews of the software or try it out before buying it. Is it suitable for young children?
- Extend learning from the computer—at home or in preschool.
Extending learning means that you apply the lessons learned at the computer to other activities. Housekeeping; playing games; identifying shapes, letters, or numbers; or writing and acting out stories are some examples of activities that can help reinforce what children are learning at the computer.
- Put the computer in a public area.
Make it part of a learning center, or put it in a playroom or in the kitchen. When the computer is near you, it's easier to see how children are using it. It's also easier to make computer use part of other activities.
- Be sure that you know the content of the software or Web site first!
If you are familiar with the software, you will be able to answer questions and suggest activities that reinforce what children are learning on and off the computer. Monitor children's computer use. When young children use a computer, an adult should be nearby. Try to avoid telling the children what to do next, but be available to help them figure out what to do.
http://illinoisearlylearning.org/tipsheets/computers.htm
1. Ask lots of questions as your child uses the computer.
Though it's tempting to walk away when your child is engrossed in an activity, make time to ask your child about the games and activities she is undertaking. Get her in the habit of thinking about what is on the screen by asking questions like these: How do you play this game? What happens when you move there? Which character is talking?
2. Don't let screen time substitute for physical activity.
Turn off the computer every so often and get your child playing outdoors, making arts and crafts, looking at books, singing songs, dancing to music, building forts, making up stories or exploring.
3. Introduce your child to software and Web sites that fan her creativity.
Drawing pictures, coming up with stories and making rhymes are ways for your child to convey what she may not be able to express through everyday conversation. Your child may want to share what she's made, or she may prefer to keep it to herself. Either response is okay.
4. Get your child playing electronic games alongside others.
Look for games that have "explore" settings, which allow your child to play with others rather than compete against them. Encourage your child to play with siblings and friends; discourage her from using video games as a fallback activity when no one else is around. Allow yourself to join in, getting to know each game firsthand.
5. Find opportunities for your child to make decisions and try something new.
Even simple choices—choosing a character, finding a background for a picture, selecting a game—are good opportunities for your child to explore. If your child seems bored with one activity, suggest something new; this could be a different level of the same game, or a new game altogether. (Unless you point them out, your child may not realize he has other choices.)
6. Keep one child or group from dominating program choices.
They are not limited to those their friends say are "for boys only" or "for girls only." Talk to your child about the importance of taking turns using the mouse and computer.
http://www.pbs.org/parents/childrenandmedia/computers-preschool.html
