Classroom Computers and Social Interaction among Low-Income Preschool Children
DOI:
https://doi.org/10.55370/hsdialog.v17i3.323Abstract
Despite increases in computer availability in the classroom, very little data exists on computer availability and its use in Head Start classrooms. Therefore, the purpose of this study was to examine the impact of availability of computers on urban preschoolers’ naturally occurring social interactions in Head Start classrooms across one school year. The sample consisted of 66, predominantly African American, lower income preschool children in four urban, Head Start classrooms. A design was employed in which three classrooms had computers, while one classroom served as the comparison group. Naturally occurring social interactions were observed during free-play sessions over an 8-month period. Differences in social interactions across classrooms and school year were analyzed. Results suggest that classroom computer availability may increase the interactive behavior of preschoolers. Implications of study findings for use of computer centers in the preschool classroom are discussed.
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