Skills should not be below or too far above your child's level. The software program should grow with your child's learning (i.e., have numerous levels of difficulty and/or areas about which they can learn) and have a useful life to your child of at least one year. Ages printed on the package are not always accurate for several reasons. First of all, children develop at different rates. For example, if a math program is for children ages 8-10, and your 9 year old child excels in math, you may find that the program is too low level for your child. It is important to look at the skills addressed in the program, relative to your child's skill level. Packages that state the program is appropriate for children age "X" and above require closer scrutiny. With few exceptions, the skills addressed and the motivational aspect of the program rarely span more than a few years. So, if a package says "For ages 8 and above," look closer to determine the specific skills addressed. You can generally assume that the motivational value is probably appropriate for children ages 8 to 12, at the highest.
¥ The subject area(s) addressed are appropriate to your child's needs and interests.
The subject area should be one your child enjoys or they will not use the program on their own. If the child is having difficulty with a subject area, they may need parental recognition and encouragement to use the program as children (and adults) naturally shy away from areas in which they have difficulty. In using software for remediation at home, motivational qualities of the program take on an even greater importance.
¥ The teaching style of the software is compatible with your child's needs.
Several major categories of programs are available and you need to determine which ones are appropriate for your child: (1) Drill and practice software enables children to learn and practice their recall of factual information; e.g., learn their spelling words, learn basic math facts, improve their vocabulary, learn the names and locations of states and capitols, etc. (2) Tutorial software provides in-depth teaching of a subject area and enables children to develop an in-depth understanding of new information. While many tutorial software programs are excellent in a more structured school environment, many are not sufficiently motivating for home use. (3) Learning software simulations and strategy games enable children to acquire new information, but more importantly allow children to apply the information they know and learn. (4) Exploratory software and reference products allow children to explore areas of interest, but are generally not in a game format; for example, electronic encyclopedias, science or geography exploration, etc. In addition, there are numerous software tools available that support children's learning in a variety of areas. Software tools include word processors, creativity, music, graphics and desktop publishing software, and databases, to name few. The most important criteria in selecting software tools for children is that children can understand how to use the program independently, once the parent provides introductory instruction.
¥ The software program is motivating to your child.
Learning at home must be fun or most children will choose another activity. Motivating programs integrate high quality graphics, sound and animation appropriately in the learning game. The pace and direction of learning should be within the control of the child; i.e., the program includes a variety of activities or options your child can select to ensure he/she will want to use the program over an extended period of time and not become bored. Lock-step question and answer programs quickly become boring to most children. In addition, a child should be able to escape from an activity and select a different activity or option at any time without requiring turning off the computer.
Different children have different learning styles and types of activities they enjoy, so you need to match the type of learning activity to your child. For example, some children are very action-oriented and thrive using learning games that are very fast-paced and action-oriented. Other children are more reflective and thrive using involved simulations and strategy learning games. While some game approaches are appealing to a broader range of children, rarely does "one approach fit all."
¥ The software program provides immediate and positive (or neutral) feedback to your child.
With any learning product, children need to maintain a positive attitude toward learning which requires positive feedback for successes, encouragement when they are having difficulty and coaching if they are "stuck." The program should not have long delays between the child's action and the program's reaction. Only positive (when successful) or neutral feedback (e.g., "try again," when unsuccessful) should be provided. Better educational software programs coach a child by prompting them on the correct answer (e.g., gives them a clue what direction to go in solving a problem) or providing them with the correct answer and an explanation (if required) when they answer incorrectly. Children should never get "stuck" in a program and not be able to get any help.
¥ Your child can use the software program independently, once they learn the basic instructions for using the program.
Preschool and early elementary software programs may require some parental assistance in setting the program up and showing the child how the program works. After that, children should be able to use the program independently of their parents. This requires menus and instructions on the screen that are age-appropriate; i.e., the reading and comprehension level must by compatible with the age of the intended user. For non-readers, all menus and instructions must use pictures that are understandable to the child and preferably are spoken to the child. Early readers require instructions and menus at their reading and comprehension level. For children ages 10 and above, the manual should be written at a level that they can read and understand to get started and use the program themselves without parental assistance.
¥ The software program is technically sound and compatible with your computer equipment.
It is important to match the software requirements with the computer equipment you have. Does your computer have enough memory for the program? Does the software program require special accessories, e.g., color monitor, printer, joysticks, hard disk drive, CD-ROM drive? Are the accessories you have compatible with the program? Is the disk in the correct format for your computer system, e.g., 3-1/2" or 5-1/4" floppy disk, CD-ROM, computer operating system (Apple //e, Apple Macintosh, MS-DOS, Windows, etc.)? Does the program require any special additions, e.g., sound or graphics capabilities, color, etc.? Most publishers list requirements on the software packaging, and a reputable retailer can assist you in making sure your computer will run the software program properly.
When you bring the program home, you should not have to worry about "crashing," "lock-ups," or other operational problems. If you find any of these, you should feel confident in returning the program to the store.
¥ The educational approach should be sound and the educational content should be free of errors.
This can be a difficult area for parents to assess, unless they have a background in education. Magazines with reviews of children's software and review guides of children's software are good resources for parents. Some teachers can assist parents, however, parents need to be cautious in using software that is popular in their school. While some products that children love in a school environment are equally motivating at home, many are not. In addition, if children are using a program frequently at school, they may prefer something different at home.
For very young children (ages 2 to 7), most experts agree that the best products are open-ended and exploratory in nature. More structured learning activities are not as enriching for young children's minds.
The Computer Learning Foundation is an international non-profit educational foundation dedicated to increasing the understanding and effective use of technology, particularily among children.
© 1992, Computer Learning Foundation, P.O. Box 60007, Palo Alto, CA 94306 USA.
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