A Developmental Contextual Approach to Emergent Computer Literacy

Abstract

This ethnographic study examined computer experiences of two six-year old children in the home setting. Children's computer activities were observed, recorded, and transcribed with resulting data analyzed to explore computer skills being used by the children, computer activity categories and the implications for a child's emerging computer literacy. The main categories of computer activity that emerged were children's independent activity time and an adult guiding a child's interaction with a computer. Adults guiding a child's growing understanding of how to use a computer utilized strategies such as being in close proximity, providing directive and procedural language, and offering positive verbal reinforcement to support a child's emerging computer skills. The implications of understanding appropriate approaches for an adult guiding young children's interaction with computers may suggest how early childhood educators could effectively guide young students in the school setting.