ࡱ> 5@ jbjbj22,XX_4MMMM<Nl2|P^PPPPQQQ$(Rz#WQQWW#PP2d2d2dWPP2dW2d2ddslGuPpP pM\Rt*uD Ɓ0u*b6TGuGuVuQQS&2dwTcU_QQQ##dEDI(d DICOMPUTERS IN PRESCHOOL EDUCATION Marija Marinovi Department of Informatics Faculty of Philosophy, Omladiska 14, Rijeka, Croatia Telefon: 051/345-034 E-mail:  HYPERLINK "mailto:marinm@pefri.hr" marinm@pefri.hr Anita Cindri and Vesna Kati Teacher Training College, Trg Ivana Klobu aria 1, Rijeka, Croatia Telefon: 051/315-232 E-mail: anita.cindric@ri.htnet.hr Abstract: The paper explores factors of modern information technology education potentials, especially computers, which has had its foundations in education systems in many countries. Along with noted positive effects, experts' views on usage of computers differ referring to using computers in preschool age. Authorsses consider a variety of questions referring to potentials and implementation of new information technology - conditions of implementation, level of preschool teachers' competence for implementation computers in work with preschool children and potential of computers in terms of preschool children development. For that purpose, a research was performed on sample of teachers in Kindergarten Rijeka, who use computers in their work with preschool children. The research was performed using the survey during January 2004. Mentioned attitudes and opinions were the starting point for further considerations on using computers in childrens education in preschool age. I. INTRODUCTION The new technological era and modern information and communication technologies influence the development of society i.e., require it to change as well. The fundamental idea is that such changes aim to emancipative development of human rights and humanistic orientation of quality of work and living. Since the modern technology is inherent to many human activities and fields of work, it has found its place in education as well: from preschool to university institutions. This phenomenon initiates changes both in teaching and learning process and requires development of new education strategies in working with children, youth and adults. Therefore, teachers have been facing the question as to how to prepare children for the future successful progress and quality of living in the best way. Educators have been seeking for answers to these questions in their professional and developmental activities. Therefore, our research was focused to the very first and starting step of the education system, or more precisely, preschool institution. It is with introducing modern technology to preschool institutions that we provide conditions for spreading the basic computer literacy among children. The fundamental teacher's role is to provide conditions for development of children's actual and potential capabilities. Basing their work on the mentioned facts and observing the principles of humanistic development concept, kindergartens offer programs that would serve actual needs of preschool children and respect specific properties of their immediate environment. More and more their immediate environment has been represented by new information and communication technologies, such as computers, Internet, etc. They find these at home, at work, post offices, banks, kindergarten offices. Hence, computer has become an integral part of everyday life of both children and adults and it is inevitable that it enters into the very kindergarten education group, among children themselves. Since the actual curricula for teacher training do not include forms, ways and methods of using computers, we were interested to find out how teachers themselves cope with the lack of methodic experience. II. METHODOLOGY OF THE RESEARCH The work is based on empirical research performed during January 2004 in Kindergarten Rijeka, Preschool education centers Maestral (DV Delfin, DV Maestral, DV Belveder), Zamet (DV Mlaka, DV Krijesnica), and Turni (DV Topolino, DV Turni, DV Podmurvice), in which centers computers are used. A. Examinees The research included 27 kindergarten school teachers, (i.e. teachers or educators) which represents 40,5% of total staff in mentioned kindergarten centers. The examinees were all female, graduated kindergarten teachers (which is the highest academic degree as prescribed by our education system). All kindergarten teachers work in education groups consisting of children of various age (most often of age three to six).We believe that the answers to the questionnaire obtained from the sample chosen from the educators of preschool children will enable processing of data that are quite meaningful for the preschool children. B. Measuring instruments A questionnaire, specially drawn up for this occasion, was used in research. It contains 14 questions, of which two are open-type, seven are semi open-type as examinees are offered to enter their answers along with those stated in questionnaire, while five questions are open-type. There is one question with two offered answers, five questions with four offered answers, one question with six choices and one question with eight options. Examinees answered the questions by circling one or more desired answers or writing down their answers in dedicated space. Through the questions, we analyzed the following research goals, which were the basis for grouping the results: conditions for implementation of computers teachers' training and competence for implementing computers in work with preschool children and potentials of computers in terms of preschool children development. C. Research procedure Filling out of questionnaire was performed individually. Examinees were given written instructions for filling out questionnaires as well information about the purpose of processing obtained data (instructions attached to questionnaire). D. The goal of the research The goal of the research is to enrich the preschool education practice in terms of conditions and problems in implementing computers in children education groups in preschool institutions and to encourage general public to further research and improve approach and contents of using computers at this initial education stage. The starting point in the research is the notion that computers positively impact entire children's development and that special conditions must be met [2], [4] in order to implement computers: hardware and software available in preschool institutions and trained staff. III. RESULTS AND INTERPRETATION In this research it was found out that 27 teachers in eight kindergarten centers of Rijeka used computers in working with children within education groups. Table 1 shows the comparison of the research results obtained [4] in 2001. and 2004. in terms of number of computers dedicated to work with children in preschool institutions in Rijeka. Table 1: Number of computers dedicated to work with children in preschool institutions in Rijeka Year of research2001.2004.Number of computers dedicated to work with children 521 The first goal referred to conditions for implementing computers. Therefore, questions on having computers dedicated to children, quantity and location were asked. Following are the answers about having computers dedicated to children: eight kindergartens have computers dedicated to children, which represents 25% of total number of kindergartens in Rijeka. Situation with computer usage is as follows: in four kindergartens, children use one computer in one kindergarten children use two computers in three kindergartens five computers are dedicated to children. Number of computers in kindergarten is important if we know how to make it familiar to children. A successful introduction of computers depends on educators determination and competence to implement computers in practice. In four kindergartens, computers are located in group day room. In two kindergartens there is a computer room, while in two kindergartens computers are located both in day room and in computer room. Above results lead to the question whether having a computer in day room necessarily enables children to access the computer depending on their interest and curiosity or children have to observe certain rules in using computers. For the closed-type question: When children use computers during their stay in kindergarten? teachers were required to circle one or more of the offered answers. The answers are the following: most appropriate time for children to use computer is after the afternoon rest period and before parents arrive to pick them up, believe 19 teachers arrival to kindergarten is considered to be the best by 13 teachers between breakfast and lunch, consider 7 teachers afternoon rest period, consider 6 teachers computer use in one education group according to the agreed schedule, believes 1 teacher. Answers indicate that computer use timing is adapted to children's needs as much as possible. Four teachers did not answer this question. An insight of teachers training and competence in implementing computers with preschool children were obtained from questions referring to certain elements of education strategy in working with children. In using computers with children, teachers most frequently apply the following sociological forms of work: individual work - mentioned by 18 teachers group work - used by 15 teachers work in pairs - said 9 teachers. Two teachers did not answer the question. As it can be seen from the above, teachers change sociological forms of works. None of the teachers uses frontal form of education with computers. This points to the breadth of children's interest and to the importance of providing material base for simultaneous work of entire children group as well. In encouraging children to use computer, following methods are used, as chosen by teachers: conversation method oral exposition method and demonstration method. Further, five teachers do not encourage children to use computers as they consider themselves inadequately trained. Seven teachers did not answer this question, while the rest provided answers that were not compliant to the question, which indicates to inadequate support from pedagogic theory and practice referring to using computers with preschool children. The implementation of computers in kindergartens inevitably calls for development of new strategies for methodic approach to work with children, which assumes implementation of various working methods as well. The answers to question What is the decisive factor in preferring computers use with children? show as follows: children's freedom in choosing an activity has the decisive importance in preferring computer use, consider 20 teachers existing software fosters children's interest in computers, believe 11 teachers teachers encouraging children to use computers, say three teachers importance of transferring habits of using computers developed at home, think two teachers while other opportunities motivating children to use computers refer to: possibilities for visual arts expression, fostering creativity and other activities. Two teachers did not answer the question. The answers to question: What is teacher's role with children using computers? are: providing support, believe 19 teachers continuous work on improving computer literacy, think 16 teachers provision and selection of software, considers five teachers special conditions, believe five teachers computer maintenance, say two teachers providing necessary computer configuration, consider two teachers. Three teachers did not answer the question. Answers to open-type question What are the benefits of using computers for children? most often contained a wide range of various possibilities stated by each teacher, so after having grouped answers in some way, (Figure 1) we can state as follows: spreading of computer literacy among children, answered preparation for school acquiring social skills learning a foreign language development of research capabilities development of logical thinking, and faster acquisition of knowledge.  EMBED Excel.Chart.8 \s  Figure 1: Teachers attituddes on benefits of using computer by children According to the teachers, the main drawbacks in computer use with children refer to children's psychophysical development and inadequate contents (software) used. Teachers emphasize that the physical development is an important aspect of children's development and lengthy use of computers considerably compromises children's opportunities for taking part in physical activities oriented to the development of large muscles. (Figure 2)  EMBED Excel.Chart.8 \s  Figure 2: Teachers attituddes on drawbacks of using computer by children Along with insufficient physical activity, drawbacks are noted in children's emotional development, inadequate social development. Teachers especially draw attention to the inadequate contents and insufficient parental supervision of children using computers. Teachers are concerned with consequences such as sight damage, intellectual disturbances, decrease of concentrations and perception (due to monitor flicking, loud sound and various effects). Some teachers say that children using computers loose their sense for creativity and imagination. The cause lies in trivial games and contents inappropriate for children. In answering the open-type question referring to remedying drawbacks occurred with children using computers, teachers' reflections point to the methodically elaborated work that would provide answers to questions: what, when, why and how long to use computers. In the same time, a need arises for including other factors with program relations to children, where the cooperation with parents plays the crucial role in common, systematic care for children. Besides, they mention computer use as one of the many activities offered to children in kindergarten and emphasize the need for changing activities. Computer potentials in terms of preschool children development can be viewed in the light of answer to questions referring to activities related to computers, age and how long children use computers. Answers to question: Which activities children choose when offered to use computers: games, drawing, music, browsing Internet, e-mail, printing and scanning and using computers along with other media? show that in kindergartens of Rijeka children use computers for playing games and drawing, Reason for not choosing other activities lies in fact that kindergartens are not equipped with adequate computers, software and networks. Further, in computer use with children, we were interested in children's age and duration of usage. Playing games in kindergarten modestly starts at age of three, as stated by 3 teachers, it is somewhat intensive at age of four according to 12 teachers, and most of the children using computers are at age of five and six years, as reported by 23 and 22 teachers respectively. Teachers suggest that duration of using computers, depending on age, varies from 5 to 60 minutes a day. Children start using drawing software at age of three (two teachers), at age of four (4 teachers), and more frequently at age of five (12 teachers) and six years (11 teachers), most frequently 5-15 minutes or 15-30 minutes. (Figure 3) Teachers consider that computer should not be overused because this would have negative impact on children's psychophysical development.  EMBED Excel.Chart.8 \s  Figure 3: Childrens activities related to computer Computer use should be carefully and opportunities offered by computers should be discovered together with children. Educators should be familiar with software types and contents as well as computer features. There are many creative programs make preschool children informed better. Software engaging childrens socialization has been made, and this is actually encourages common play and interaction among children. The results of the research indicate the need to train future educators, as competent users of modern information technology will be the fundamental requisite for quality education of the preschool children. Training of educators for their profession should not only be focused on acquiring professional knowledge, but also on methodic work, and in that contest, on the issue of choosing and implementation of information technology in educational process. Children's psychophysical capabilities are limited in terms of age, so computers and its usage should be adapted to children. Psychophysical development can be disturbed not only by negative impacts caused by computers but by the environment as well. Children's environment must provide warmth, safety and generally proper motivation. IV. CONCLUSION The process of introducing information technology to preschool institutions should include care for each child, love, play and socializing with friends. Children should be given a chance to develop completely, which would enable them to face the challenges of the future. Here we believe that educators and parents (family environment) should play the major role in their welfare. The development of children assumes achievements of all children's individual potentials in order to gain a quality life and competence for entering the social life. In comparison of the results with previous researches, we found out that in practice there has been progression in computer use with children education groups, which manifests in number of kindergartens and computers serving children's needs. We note that, in the city of Rijeka area, there are kindergartens without computers, as well as those whose concepts do not include computer use with children. The research performed in this project shows that teachers are well aware of both positive and negative impacts on preschool children. Children of this age are sensitive to various external factors. It is considered that a child should not be forced to use computers if he or she does not want to or is not attracted by computers. If a child wants so, he or she should be given a chance to access and try using computers and thus gain his or her first experiences. For children using computers, dedicated space should be arranged, number of children using computer and duration of using should be defined as well as intended contents. Teachers should promote the development of healthy life routines and activities. Use of computer should not be the prevailing activity in children's life, just one of the many. This requires educator to carefully plan the timing, contents, methods, arrangement of space and number of children using computers. A general schedule should be drawn up for children as to how they will spend the day, when and how long they will spend with computer and other activities respectively. In such a case, Rijeka teachers' past experiences show that computer positively impact children's social development through encouraging communication and interactions among children. Further researches, knowledge on potentials of computer use in preschool institutions will be completed by preschool parents attitudes and reflections: REFERENCES N. Babi, S. Irovi i J. Krstovi: Suvremene informacijske tehnologije i edukacija, Informatologia 36, 2003, 1, 1-82, p.p. 8.-14. V. Iliain, A. Marinovi Bobinac and F. Radin: Djeca i mediji, Dr~avni zavod za zaatitu obitelji, materinstva i mlade~i, Institut za druatvena istr~ivanja u Zagrebu, Zagreb, 2001. M. Marinovi, V. Kati: Computers in pre-school education, MIPRO 2001, Opatija, p.p.16.-19. M. Marinovi, A. Cindri and V. Kati: Computers in pre-school institutions: Students' attitudes, MIPRO 2002, Opatija, p.p. 14.-18. M. Marinovi, V. Rosi: The role of computers in nurture and education of children, Informatologia 35, 2002, 2, 80-155, p.p. 108-112. D. Matkovi, B. Petrovi: Zajedno upoznajmo kompjutor, Zbornik radova, akovec 2000, p.p. 141.-144. B. Petrovi-So o: Odgojno-obrazovni potencijali kompjutora u predakolskoj ustanovi, Proceedings of The Conference: The Teacher and Modern Educational Technology, Rijeka, 2000, p.p. 219-225. Cijenjena kolegice Cindri, obavjeatavamo Vas da je izvraena recenzija prispjelih radova savjetovanja Ra unala u obrazovanju /CE za XXVII. meunarodni skup MIPRO 2004. Vaa rad pod naslovom  Computers in Preschool Education prihvaen je. U prilogu Vam dostavljamo recenzijski obrazac. Ukoliko postoje primjedbe molimo napravite potrebne korekcije na temelju naputka iz recenzijskog lista. Popravljeni rad dostavite e-mailom  HYPERLINK "mailto:mipro@ri.hinet.hr" mipro@ri.htnet.hr najkasnije do 05.04.2004. godine (DOC i PDF datoteku). XXVII. meunarodni skup MIPRO 2004 odr~at e se od 24.-28.05.2004. u Kongresnom centru Grand hotela Adriatic u Opatiji. Slu~beni jezici savjetovanja CE su hrvatski i engleski. Za izlaganje rada predvieno je 10 minuta plus 5 minuta za raspravu. Svi prihvaeni i popravljeni radovi za ovo savjetovanje tiskat e se u zborniku radova CE. 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Ivan `kunca REVIEW FORM - 27TH INTERNATIONAL CONVENTION MIPRO 2004 May 24 - 28, 2004 - Opatija, Croatia FORM B (A copy of this page will be sent to author(s) - Please use black ink) Paper # CE35Reviewer # 033C Paper title:Computers in Preschool Education Contribution of the paper: (please circle one number) Originality543210Technical content:Advance to theory543210Advance to application543210Tutorial543210Account of prior work543210Presentation style:Overall clarity543210Organization of the paper543210Conciseness of the paper543210Written presentation in English543210Relevace to the Conference543210Paper isa) scientificb) professional Paper overall evaluation: (please circle one number) 543210 Decision about the paper: (please circle) AcceptedRejected Comments to author(s) - mandatory if paper is rejected (please type or print in black ink comments which will help author(s) to improve the paper. If necessary, please use another sheet) REVIEW FORM - 27TH INTERNATIONAL CONVENTION MIPRO 2004 May 24 - 28, 2004 - Opatija, Croatia FORM B (A copy of this page will be sent to author(s) - Please use black ink) Paper # CE35 Reviewer # LR Paper title: COMPUTERS IN PRESCHOOL EDUCATION Contribution of the paper: (please circle one number) Originality 5 4 3 2 1 0 Technical content: Advance to theory 5 4 3 2 1 0 Advance to application 5 4 3 2 1 0 Tutorial 5 4 3 2 1 0 Account of prior work 5 4 3 2 1 0 Presentation style: Overall clarity 5 4 3 2 1 0 Organization of the paper 5 4 3 2 1 0 Conciseness of the paper 5 4 3 2 1 0 Written presentation in English 5 4 3 2 1 0 Relevace to the Conference 5 4 3 2 1 0 Paper is a) scientific b) professional Paper overall evaluation: (please circle one number) 5 4 3 2 1 0 Decision about the paper: (please circle) Accepted Rejected Comments to author(s) - mandatory if paper is rejected (please type or print in black ink comments which will help author(s) to improve the paper. If necessary, please use another sheet) The paper focuses on a very important issue of using computers in preschool education. It provides a detailed analysis of an experience of using computers in a number of preschool education centres and offers useful recommendations relating to the implementation of computers in preschool education, and outlines both positive and negative impact of computers on children.  Z^؎ڎ6<@v68:lΓғ46\`̔ؕڕH26tvЗҗؗܗJLfh&(`b`ڳڢڢڢڢڢڢ *h.CJh.CJmHsHhS;h.CJaJ h.5CJ h.CJ h.CJhS;h.CJ h.CJ h.5CJh. h.5 h.5CJh.5CJH*@̎֎ $Ifgd.gd.$a$gd. ֎؎ڎ6ytkk $Ifgd.gd.kd^$$Iflr /%! k4 la68:<>@vqq>2kd$$Ifl1%%4 lagd.7kd$$Ifl40%%4 laf4 $Ifgd.Gkd$$Ifl00%h4 4 laʏΏҏ֏ڏޏ $$Ifa$gd. $Ifgd. & F$Ifgd.gd. 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