When it pays to use a pro - marketing communications consultants - Column

Home Office Computing, Oct, 1994 by Steve Morgenstern

Computers

EARLY INTERACTION (2-3 years)

Even simple cause-and-effect experiences are meaningful at this stage. Avoid direct instructions, apply no pressure to perform--this is a time to foster interest and positive attitudes toward computers.

Although touch screens and alternative keyboards make interaction more direct and therefore accessible to younger children, many 2- and 3-year-olds can master a mouse within a few weeks.

EARLY INDEPENDENCE (4-5 years)

After a reasonable length of assisted computer use, your child will probably be quite ready to use the computer independently.

This is a big step and a very good time to seize the opportunity to teach care of the computer. Also, some skills for independent use should be practiced, such as turning the machine on and off, accessing desired software, and selecting individual parts of a program from the graphic menu.

INDEPENDENCE (5-7 years)

At this stage, many children who have been using computers will be able to teach you some things.

Encourage children to share their discoveries with you, their friends, grandparents, and others.

Teaching what one has learned is a very powerful way of learning even more and the benefits of self-esteem are obvious. This is also a good time to involve children in reviewing and selecting software.

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Music, colors, video, animation, and voice make software a great learning tool. But how can you tell what elements will and won't work? Common sense and knowledge of child development can answer this important question. Here are key points to consider when choosing software for children.

Children want to succeed. Good programs offer the right level of challenge. As little as one minute spent on a task that is too difficult can turn enthusiasm into frustration.

Children need control. The best programs put the child in the driver's seat. He can operate the program with limited adult assistance and start or stop activities at any time. Waiting periods are brief, and credits and title screens are easily skipped by clicking the mouse.

Children are active learners. Well-designed software lets children get involved by encouraging them to interact with objects and characters.

Children think differently than adults. Children don't read instructions and they want things to happen the moment they click the mouse. Three-year-olds need clear visual choices, while older children don't want to be patronized.

Children like novelty. Software that keeps children coming back has novel features with each use. The sequence of problems in each activity varies, and the content is extensive enough to accommodate frequent play without a lot of repetition. Surprises also help keep a program interesting.

Children like to play. They like animals that talk and characters they can relate to. Using a blow-dryer to keep a ball rolling through a maze (Sid & Al's Incredible Toons) is a lot more interesting than simply moving a ball with a mouse. Spelling words to avoid confrontation with a hippo is more motivating to most children than a screen commenting, "Good job."