Exposure and observation:
A child's relationship with the computer typically begins with the child watching a sibling, parent or classmate busy at the computer. Active participation: The child quickly moves from observer to active participant, grabbing at the mouse, banging on the keyboard, and pointing at things that excite her on the screen. The parent, however, still operates the software. Taking control: Eventually, the child learns how to control a mouse or trackball and subsequently how to control what is happening on the computer screen. Using her newfound "point and click" and "click and drag" skills, she can now actively explore a software program.
The computer is my tool:
With greater control, the child begins to see the computer more as her tool - something she can use to make and find things. Increasingly, she approaches the computer with a goal, for example to find dinosaurs or click on something colorful or moving.
Mastering skills:
As she plays with different software programs, a child develops a general sense of how to navigate through simple environments, how to start and quit an activity, and how to operate specific programs. Independence: Most children with consistent access to a computer over the period of a couple years are eventually able to power up the machine, start up a pre-loaded application either from the hard disk or a CD-ROM, quit an application, operate the printer and scanner, access the Internet from the desktop, and even send an email. Thus, the use of computers in schools can bring a drastic development among children thereby producing our country's growth as by product.
For more info log on to our webiste .
A child's relationship with the computer typically begins with the child watching a sibling, parent or classmate busy at the computer. Active participation: The child quickly moves from observer to active participant, grabbing at the mouse, banging on the keyboard, and pointing at things that excite her on the screen. The parent, however, still operates the software. Taking control: Eventually, the child learns how to control a mouse or trackball and subsequently how to control what is happening on the computer screen. Using her newfound "point and click" and "click and drag" skills, she can now actively explore a software program.
The computer is my tool:
With greater control, the child begins to see the computer more as her tool - something she can use to make and find things. Increasingly, she approaches the computer with a goal, for example to find dinosaurs or click on something colorful or moving.
Mastering skills:
As she plays with different software programs, a child develops a general sense of how to navigate through simple environments, how to start and quit an activity, and how to operate specific programs. Independence: Most children with consistent access to a computer over the period of a couple years are eventually able to power up the machine, start up a pre-loaded application either from the hard disk or a CD-ROM, quit an application, operate the printer and scanner, access the Internet from the desktop, and even send an email. Thus, the use of computers in schools can bring a drastic development among children thereby producing our country's growth as by product.
For more info log on to our webiste .
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