Choosing Software for Children. INSTITUTION ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, Ill

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ED 267 914 PS 015 714 AUTHOR Spencer, Mime TITLE Choosing Software for Children. INSTITUTION ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, Ill. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 86 CONTRACT 400-83-0021 NOTE 3p. PUB TYPE Guides Non-Classroom Use (055) Information Analyses - ERIC Information Analysis Products (071)

EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Computer Software; Drills (Practice); Early Childhood Education; Elementary Education; Guidelines; *Media Selection; Preschool Education; Simulation; Tutorial Programs IDENTIFIERS Computer Games; ERIC Digests; *Quality Indicators ABSTRACT This Digest points out characteristics of quality computer software for children, describes different kinds of software, and suggests ways to go'. software for preview. The needto consider the purpose for which the software is to be usedand the degree to which the software meets its stated goals is noted. Desirable software characteristics andprogram features ire suggested in a list of questions to Lsk when consideringsoftware purchases. Highly structured programs, suchas computer games, drill and practice programs, and tutorialsare described. Also discussed are programs which offer children opportunities for creativeresponses, such as simulations and LOGO. Concluding remarks offer specific directions for locating software for peview andstress the importance of taking the child's point of view in assessingsoftware and in designing software for children. (RH)

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Choosing Software for Children

Mime Spencer

I he growing number of children who use coriputers Is the program designed so that it is likely to in school or at home has spurred interest in software be used repeatedly, even by the same child, thus for cHdren which challenges their abilities and extends justifying the cost? their understanding. Teachers and parents are asking Well-designed graphics, color and sound, end rein- what software is "good" and where to find it. This Digest forcement features which are intrinsically related to the discusses characteristics of good quality children's program's content also contribute to a program's qual- softwaredescribes different kinds of software, and ity. Children's ability to follow different paths as a result suggests ways to obtain software to preview. of choices made while operating a program increases their interest and allows a child the satisfaction of direct- Software Use ing the program in some measure. A first step in choosing children's software is to consider its purpose. Is it intender.: to entertain or to teach? Highly Structured Programs To provide art or music experiences? To develop writing Some computer programs can be described as more or programming skills? structured than others with respect to the number and A second step is to determine how well the program variety of responses they allow children to make. succeeds .n its goals. in any case, the effectiveness of Software in which acceptable responses to choices are any software will be influenced by the age and experi- already pre-programmed requires children to match re- ence of the child using it. sponses in the computer's memory rather than to create their own. Brief descriptions of some "highly struc- Software Characteristics and Program Features tured" programs are given below. Good quality children's software can often be recog- Computer Games. Computer games are among the nized by the presence of certain characteristics or pro- most popular software for children. Most of these gram features. The questions below suggest what to games are highly structured, although some of the look for in programs for children. newer ones invite children to make more choices than Does the software contribute to children's com- earlier versions. prehension of the world around them? Does it Drill and Practice. Drill and practice software gives both foster and satisfy curiosity? children practice in doing arithmetic problems or de- Is the program content appropriate and interest- veloping prereadmg skills, reinforcing what children ing for children? have already learned. One advantage of these programs is that the better ones give immediate feedback or move Does the software require a high degree of in- the child to an easier or more challenging drill accord- teraction from the children, calling for thoughtful ing to the child's previous answers. rec-tonses and providing options which require children to make choices? Good drill and practice programs take advantage of the special capabilities of the computer (animation, Are clear directions for running the program chance to try again, choice options, and so on) to en- provided, and does the program consistently re- hance content presentation and encourage the child to spond as expected? interact with the computer. On the other hand. it can If the software is advertised as a program chil- be argued that drill and prtice exercises are widely dren can run themselves, can they do this easily? available in workbooks and that programs which make If adult help is needed initially, can a child manage more inliginative use of the computer's capabilities are alone after some experience with the slftwa,e? preferaole.

2 Tutorials-tutorial-, are educational programs de- Read software reviews in compute' magazines signed to present topical information to 'hildren who and make a list of programs you would like to try already read Children can frequently go through tuto- Ask other teachers or parents to recommend rials by themselves Content questions and self-tests good software. help to sustain interest in the subject being presented See it your library has a children's software col- Less Structured Software lection. Software which encourages self-expression or invites Ask for a demonstration of children's software a child to give creative responses to questions is charac- at your local computer store. terized by few preset respon -hildren may be asked Visit a friend who has a program you want to to use computer "tools" suc, word processing preview and ask to try out the software. program, preprogrammed muse ones, or a color palette to create their own stoi.e!.. composition, de- Write to software producers asking to borrow sign, Two examples of open-ended software follow, software for a specified trial period, agreeing in advance that no copies will be mane. 'mutations. Among the most complex and :rtriguiry programs for children who know how to read, simula- As you preview, remember that a prosram adults tions ask a child to play a role in a specific situation. enjoy is not necessarily appealing to children; con- The child is then presented with alternative choices to versely, software which delights children may miss the help solve a problem or move through an experience. mark with adults. Later choices are based on the consequences of previ- A well-designed, easy to use program with :nterest- ous ones For examp!e, a simulation for older children ing content that also shows awareness of children's low.; might involve a journey for which children must decide for the ridiculous, the repetitious, or the surprising is which supplies to buy, which direction to travel, how a find. When choosing software, look for programs to meet specified hardships, and so on. which reflect understanding of children, and invite chil- Younger children might be asked to shop in a groce-,, dren to contribute from their own experiences. store, using nictures to select food to be eaten by a family in a week As yet few simulations are available FOR MORE INFORMATION for younger children Clements, Douglas H. Computers in Earlyand Primary LOGO. This computer language, which uses a "tur- Education. Englewood Cliffs, NJ: Prentice-Hall, 1985. tle" triangle to indicate direction, was developed for Jones, Nancy Baker, and Larry Vaughan, editors. children at tne Massachusetts Institute of Technology "Evaluation of Educational Software: A Guide to under Seymour Papert Children can think of a design Guides." 1983. ED 237 064. such as a house or circle, determine the programming steps needed to represent it graphically, and use the Malone, Thomas W. "Guidelines for Jesigning turtle to create the image on the computer screen. Ong- Educational Computer Programs." Childhood designed to help children learn mathematical con- Education 59 (March' pril 1983): 241-247. cepts and programming while exploring the capabilities O'Malley, Christophe"Boosting Your Child's of the computer, I OGO provides a computer environ- Creativity." Personal Computing (March 1985): 100-107 ment in ,vh:chhildren can experiment creatively and Papert, Seymour Mindstorms: Children, Computers develop a sense of their own power over the computer. and Powerful t 'as. New York: Basic Books, 1980. Previewing Software Spencer, (\Alma, and Linda Baskin. "Microcomputers in Early Childhood Education " In Current Topics in Early Whatever the degree of structure, finding -optes of Childhood Education, 5, edited by Lilian Katz. programs to preview (or to try out with children) is Norwood, NJ. Abiex Publishing Co., 1984. otten ditfic tag he( ause computer stores seldom carry a Spencer, Mama, and Linda Baskin. "Choosing Software large stock of children's software. Also, a program may for Children "'^ Computers in Early Education Issues not be available for every make of computer Check dncl practices, eciztei by James Hoot. Englevond tirt to see if the program you want mate hes the com- NIPrentice I-- ill, 1986 puter on which it is to be used. As a program may cost from $2n 00 to S7)0 (MI, previewing before purchase is impo 1 tansfo k)cate software to preview

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