Children are fascinated by their surroundings and all the experiences offered to them. They start to learn by watching and listening. Then they try it for themselves! Their eagerness to touch, feel and move everything within their reach is all consuming. Parents and carers want to be sure that not only is there lots of stimulation and experiences but they are relevant exciting and safe.
Computers can offer children secure, fascinating and challenging experiences. The very young child enjoys the stimulation of seeing things happening on screen and of hearing changing noises. Such 'sensory' software has colour changing, picture building and interesting shapes moving across, round and in and out of the image on the screen. There will also be sounds which may change in step with the movements and changes that can be seen on the screen.
The child can then progress to learning about how the things that they do can affect what they see and hear on screen. This kind of 'cause and effect' software can be controlled by pressing a key on the keyboard, by touching the screen, by moving the mouse, pressing switches, rolling on pressure sensitive pads, lifting a finger through a light beam or even by making sounds which are detected through a microphone.
Of course there is no reason why the screen has to be far away from the child or tiny in size. Modern LCD monitors, which are quite thin and light and have adaptable mounting systems so they can be placed exactly where they are needed. With digital projectors we can give the child an image the height of the room if we wish. We can even use an interactive whiteboard as a child sized touch screen for use by one child or by a group.
Most children will develop their understanding and skills very rapidly. They will soon be able to control programs by using movements of the mouse to point at objects on the screen and clicks of the mouse buttons to make their selection. Children will soon also be able to use the keyboard to indicate their wishes, finding and pressing the individual keys they have chosen with increasing confidence and accuracy.
Most children will be helped by using a small sized mouse, closer to the size of their hand so it is more easily held, and an enlarged key keyboard, with bigger targets for their fingers. A few children will find that a rollerball, with a big and stable ball to move, a joystick, with a suitable hand grip, will be an easier-to-use alternative to the standard mouse, especially as both stop moving when you let go! Other children may be helped by using a keyguard to steady their hand as they aim for the key they want to press, making it less likely they will press the wrong keys!
Exploring scenes on the screen that have first been demonstrated can become first a shared activity and a personal achievement, once independence is achieved. This progression from passive observation, through active co-operation and moving on to personal control is one of the essential sequences seen in the successful development of all young children. It is important never to underestimate the importance of shared activities, especially as learners move towards more "normal" learning tasks, since it is in discussion and exchange that we recognise the strengths and weaknesses of our knowledge and thinking.
A rich library of software that presents scenarios and information, asks questions, offers safe investigation, encourages observation, triggers discussion and all the while develops thinking and language skills is now available.
In this catalogue we have a selection of resources taken from the vast range that is available. We hope what you see here will serve to trigger your thoughts about what is possible! We'd like to hear from you, to discuss how the products and services we offer, and those we could develop for the future, can help extend the experiences you provide for children.
Jeff Hughes, Director, Box42 Ltd
Chartered Educational Psychologist.
