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iPad and Preschool Children

iPad and Preschool Children. Dr. Linda Chmiliar Athabasca University. iPad Research. Initial Exploratory Project 6 preschool children Mild to moderate difficulties Situated in a rural area of Alberta Canada Attending an inclusive preschool program. Objectives.

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iPad and Preschool Children

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  1. iPad and Preschool Children Dr. Linda Chmiliar Athabasca University

  2. iPad Research Initial Exploratory Project • 6 preschool children • Mild to moderate difficulties • Situated in a rural area of Alberta Canada • Attending an inclusive preschool program

  3. Objectives • Examine the use of early learning applications on the iPad and their impact on the preschool and readiness skills of preschool children with learning difficulties • Examine the use of early learning applications on the iPad and their impact on child/parent interactions • Examine parent perceptions of digital technologies and whether their willingness to use technologies changes through use of early learning applications on the iPad • Examine which early learning applications work best for preschool children and their families and why • Examine what resources parents require to effectively use early learning applications on the iPad with their preschool children

  4. Study • 6 children between the ages of 3 to 5 • Received an iPad with 86 early learning applications • Parents interviewed at beginning of study and at the end • Parents kept track of iPad use • Each child received 15 – 20 minutes of guided use at the beginning of the study • Families had the iPads for a period of 6 weeks

  5. Parents • Found that they had no difficulties using the iPad or the apps • They had previous experience with mobile technologies • The child figured out how to use the iPad and did not need help from the adult

  6. Parents • Were interested in owning an iPad themselves and downloading apps for their child • Indicated that they would like to have a list of “good apps” for their child • Spent less time with the child in learning activities than previously • Felt that the activities on the iPad were better than TV

  7. Children • All learned to navigate very quickly • Two of the children needed 2 or 3 sessions to master the navigation, the rest learned immediately. • All used the iPad independently and did not need help from an adult • They were able to navigate the 86 apps themselves and find the apps that they wanted to use (parents reported that the children tried all or most of the apps, then identified the ones that they liked.) • Explored all the features of the iPad that were accessible to them

  8. Children • Majority of the children were able to pay attention to what they were doing on the iPad and there were no struggles to get the child to play learning games • Improved attention to books, songs, and other learning activities • Shared their interests and successes with other family members

  9. Children • Positive skill changes in many areas (many surprised parents) • Letter and number recognition • Counting • Tracing of letter and ability to write letters and name • Puzzle completion • Problem solving and faster thinking while solving problems and playing games • Improved memory • Improved language skills

  10. Children • The children were even demonstrating the skill outside of the app situation

  11. Children • What apps capture the children’s interest • Immediate interesting consequences for their actions • Lots of reinforcement • Music, sound, and pictures • Apps with familiar themes such as Elmo and Thomas the Tank Engine • Apps where they created new items

  12. Drawbacks • Parents felt that the iPad might be too engaging for their child • That there needed to be some balance between the use of the iPad and other activities • Child would easily spend more time on the iPad than allowed. • A couple of the children abandoned the iPad in favor of other technologies in the home environment – where they could play favored games • 1 child was reluctant to “work’ at learning apps.

  13. Implications • iPad could be a valuable tool for families with preschool children with disabilities. • It can be used independently by the family so resources need not be set aside by community organizations to provide technical support • Families are willing, when financially able, to purchase the iPad and the apps, reducing a burden on community organizations to provide technology tools • Families need support as to the apps that would be suitable for their child at any specific point in time • Preschool community organization need to have knowledge of the applications that are available and their suitability for specific children. • For children with difficulty engaging in tasks, playing with apps on an iPad may be an avenue in to stimulating their interest in learning.

  14. Comments • Small study – few participants, short duration • However, results surprisingly positive • Further exploration of use of the tool in necessary

  15. “This project is supported by the Alberta Rural Development Network (ARDN)”

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