Emerging Computer Skills

Abstract

The purpose of this study was to examine how 4-year-old children learn to use computers, with specific interest in what cognitive factors and parental scaffolding practices are associated with control of the computer via the computer mouse interface. Fifty-three 4-year-old children were videotaped while viewing two computer storybooks. Results indicated that children who had better executive functioning abilities were more likely to control the mouse. When the child primarily controlled the mouse, parent verbalizations were typically related to computer mechanics about how to use the mouse. In contrast, when the parent primarily controlled the mouse, parent verbalizations were focused on story-relevant questions. Regardless of whether the child or parent controlled the mouse, story comprehension was comparable. The results suggest that executive functioning ability is important in young children's development of computer skills and that parents adapt their verbalizations to match the abilities of their children and the tasks that they are doing.

Keywords:

• comprehension
• computer skills
• executive functioning
• inhibition
• interactivity
• learning
• parent–child interaction
• preschoolers
• scaffolding

Acknowledgments

This research was supported by a grant from the National Science Foundation (No. 0126014) and a gift from the Stuart Family Foundation to the Children's Digital Media Center. We gratefully acknowledge their financial support. We also thank the parents and children who participated in this project as well as Samhita Kumar, Elizabeth Zack, Dr. Tiffany Pempek, Amanda Exner, and Katrina Pariera, and the Children's Digital Media Center and the Early Learning Project for their assistance.