Computers and early childhood education

Computers are being increasingly integrated into early childhood programs. Over 25% of licensed preschools had microcomputers as early as 1984; it is predicted that virtually all will have such access sometime in the 1990s (Goodwin, Goodwin, & Garel, 1986). A similar ownership rate in homes is probable (Lieberman, 1985). There are still strong debates, however, about the wisdom of this trend. Are young children (here, from birth to 8 years) physically and cognitively ready to use computers? Will such use inhibit their socioemotional development? Can computers help build skills or develop problem-solving ability? Researchers have not answered these questions definitively. In just a few years since the publication of similar reviews (Barnes & Hill, 1983; Brady & Hill, 1984; Goodwin, Goodwin, & Garel, 1986; Lieberman, 1985), however, there has been a substantial increase in what we kQow about young children’s use of computers. In contrast to approaches taken in other reviews (Roblyer, Castine, & King, 1988), we go beyond charting “average�? effects in an attempt to understand factors accounting for variations in effects. Such understanding provides a basis for consultation regarding the effective implementation of computers in early childhood settings.