ERIC Number: ED248971
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
An Analysis of the Theoretical Foundations for the Use of Microcomputers in Early Childhood Education.
Streibel, Michael J.
This discussion first analyzes major claims of a cognitive-developmentalist perspective on the use of microcomputers in early childhood education. Five topics are specifically addressed: microcomputers and intellectual structures, microcomputers as cultural events, microcomputers and strategy repetoires, instruction and the self-construction of minds, and microcomputers as functional learning environments. In addition, the discussion offers an analysis of ideas concerning the interconnection between behaviorism and microcomputers in early childhood education. In this context, six topics are investigated: microcomputers and skill-training in education, major criticisms of the use of microcomputers in education, behaviorist theories and microcomputers in education, concerns about the skill-training use of microcomputers, behaviorist methodologies in Logo, and claims of behaviorism that go beyond behaviorism. It is concluded that, while the computer may have beneficial educational utility from a cognitive-developmental point of view, great care must be given to ensure that computers have a liberating rather than a constraining influence on children's cognitive development. Further, it is asserted that, while skill-training, microcomputers, and behaviorism will always play a role in early childhood education, the algorithmic nature of both microcomputer programs and behaviorism should not be allowed to predominate. (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).