Is Your Child Computer Savvy?

It is a myth that children MUST learn how to use the computer. This is a skill that will no doubt help him later on in life, but it is also something that can be picked up later on. Using a computer is literally childs play - it is the programming aspect that gets a bit complicated. So if your child is not computer inclined, dont push him to understand technical terms. However, if he shows an interest in learning how to use computers, encourage this interest. Dont look at the computer as an end in itself. Look at it as a means to help increase your childs general knowledge and sharpen his skills. In this articlePaintComputer GamesAntisocial AspectTeaching YourselfThe InternetPaint If you have a basic PC at home, you could get your child started on the Paint programme. Show him the basics; show him how he can open and close the programme. Familiarise him with the toolbox and show him how he can select colours. Let him learn the rest by practise. His drawings dont have to make sense - they could be nothing more than nonsensical scribbling, but this is how he will pick up. Computer Games This is one of the easiest ways to familiarise your child with the computer, the keyboard and other controls. Most children love playing computer games, and such games also improve hand and eye co-ordination. However, it is equally important that your child indulges in some physical activity as well, and computer games should be supplemented with something more physical like tennis or swimming. Enrol your child in a sports class, and when he returns, let him rest, eat, and then sit in front of the computer. This will inculcate discipline. Anti-social Aspect This is a common yet needless worry amongst most parents. Watching television is not exactly a social activity either, but parents tend to worry more about the influence of programmes on a childs mind than about the anti-social aspect. Computers, on the other hand, do provide opportunity for bonding, especially by way of computer games. Get games that are required to be played with an opponent. Encourage your child to call his friends over to play computer games. Teaching Yourself If you are unfamiliar with the computer yourself, now is a good time to learn. Sit with your child and explore the programmes together. You will be delighted to see that he picks up faster than you do! Get your child interactive learning CDs. The Internet Are you uneasy with the thought of letting your child browse the Internet? There is a vast amount of information out there, and adult sites constitute barely 3% of these sites. It would thus be a shame to discourage your child from net surfing. Instead: Take your child to a few sites you are familiar with, and once the window is open, let him browse through those sites. Consider getting software that blocks access to porn sites. Teach your child how to send e-mail to his grandparents, cousins or uncles and aunts. Encourage your child to search for information on class projects on the net. However, dont teach a very young child to connect to the net on his own. If you have a cable connection, hide the navigator button in a folder instead of keeping it on the desktop. The number of hours a child spends in front of the television has declined for the first time in years. One of the main reasons is the Internet, and the other is computer games. Children are spending more time in front of the computer than the TV, and thats a fact. Does your child seem to know more about using a computer than you? Probably. Does that make your child computer literate? Probably not. Before you try to assess the computer competency of your child, think about what "computer literacy" means. Is it the ability to talk techno-speak and impress (or even scare) parents? Is it the ability to operate a computer and run applications to complete a task? These are simple definitions in a domain that has an incredibly varied set of skills and applications. Perhaps we should look at computer literacy as the ability to apply computers and related technology to thinking critically to solve a problem, creating a solution and ultimately producing a product. That product may be a document, a presentation, a device or some other outcome. There is an old theory that has recently regained the right to be discussed seriously called "Multiple Intelligences". One of the biggest proponents of this theory is Howard Gardner, a professor at the Harvard Graduate School of Education. The basic idea of the theory is that every child must be taught differently, because children understand the world in different ways. Some examples of the different types of intelligence include linguistic, musical, logical-mathematical, spatial, bodily kinesthetic, and personal. Gardner suggests that classrooms be filled with apprenticeships, projects and technologies, where students can develop true understanding through hands-on applied learning, and be given the opportunity to develop their learning style under whichever intelligence best suits them. In a digital world, where computers allow children to develop a learning pattern based upon their own intelligence in a non-threatening way, full-frontal, asynchronous teaching environments cannot-and do not-grab their attention. Does your child need to have logical-mathematical intelligence in order to become computer literate? Absolutely not. So what can you do to teach your child appropriate computer skills? Most importantly, make sure that your child is learning how to apply technology to help him or her think critically, problem-solve, work collaboratively and ultimately use a variety of technologies that can help them invent, create and ultimately produce. While there are good software packages available to develop these skills for all types of intelligences, finding the right titles is the key. A lot of kids are getting online these days--sharing data about acid rain, talking about social issues, meeting adults as well as kids, and learning about other cultures. There seems to be one of everything on the network. Just like any other form of media, the quality of this massive collection of information is uneven and unverifiable, and just like any bookstore, there is both good information and smut. Computer networks hold tremendous promise; however, its also home to people who dont have good intentions, who use their own anonymity to hurt others or their technical knowledge to steal from them. Not only are there unsavory individuals lurking out there in cyberspace, there are whole Web sites waiting to entice the immature, the easily swayed, and the vulnerable. Hate groups, for example, have discovered that the Net is an effective place to reach vast numbers. Some Web pages can teach your kids many useful and fun things, but bomb-making is probably not high on your list of activities for a Saturday afternoon. By now youre shaking your head and pulling out your elected officials phone number, but wait, lets try to the put the problem into perspective. Generally, yes, its safe for kids to use the Internet. To tell children to stop using these services just because crimes are being committed online would be like telling them to forgo attending college because students are sometimes victimized on campus. The number of sites on the Internet considered objectionable is somewhere between 1% - 3% (depending on your definition of "objectionable"), which leaves about 4.5 million other sites which are interesting and educational. Getting to the objectionable material also takes some sophisticated technical know-how. Unlike the bookstore where a child can just walk in and pick up a book from a shelf, the child who downloads pornography from the Internet has as much intention for mischief as the child hiding in the garage with a Playboy magazine in hand. This raises difficult issues which need to be discussed openly in your home. Can children be prevented from accessing materials which are controversial? Is preventing access even desirable? What alternatives do we have or could we provide? How do we talk with children about these issues? How and by whom are community standards set? Unfortunately, much of the publicity related to these issues has only dealt with potential dangers--and has not encouraged reflection on creative solutions. The solution which gets the most exposure is the use of programs which block offensive sites, so it may be helpful to describe how these programs work. First, each of these programs are set to screen out certain words which are likely to appear on "adult" sites. On its face, this may seem like a good idea, but beware, the same programs which screen out sex sites also screen out sites related to Essex, England, as well as those related to breast cancer, sexual harassment, sextons, "keeping abreast of new ideas," and so on. Second, the programs screen out specific web sites which the company determines are "unsuitable." Keep in mind that sensibilities of the software company may not match your own. One company, for example, screens the Heritage Foundation web site because it feels the organization is too conservative, while another screens the National Organization of Women because it feels the organization is too liberal. Whats more, purveyors of both pornographic and other sites inappropriate to young people are clever at using words with double meanings that may appear innocuous to an electronic scanner, and filters can screen neither graphic elements containing explicit words or pictures nor email messages from individuals who mean to do harm. In the end, filtering programs simply dont do the job. Not only do they fail to block all objectionable site, they also take away the defining role of the parent in childrens education. A child who downloads pornographic or hate sites can only be corrected by positive family influence and parental willingness to instill a constructive value system through family communication. No filtering program is necessary for a child who has learned to say "no" to sites she knows are inappropriate for her. Today, when children are exposed to technology at a young age, parents often find themselves lagging behind their children in computer skills. Surprisingly, this may be the key to your involvement. What better way to learn about the Internet then to do so alongside your child? Theyll most likely pick it up more quickly than you do, of course, but along the way youll have the chance to see, and take pride in, your child at work. Search for information related to your childs homework together and get to know the "friends" your child has on-line, just as you would get to know her other friends. In the end, the truth is that only YOU know the standards you want your children to follow, only YOU can judge whats acceptable for the ages and maturity levels of your kids, and only YOU can decide if your kids can handle anything they see or if you might want to enlist some help. Take time to review the resources and tips combining supervision and communication, which thoughtful parents have used to take advantage of the Internet as a resource while protecting their children, and HAVE FUN WITH IT!

It is a myth that children MUST learn how to use the computer. This is a skill that will no doubt help him later on in life, but it is also something that can be picked up later on. Using a computer is literally child's play - it is the programming aspect that gets a bit complicated. So if your child is not computer inclined, don't push him to understand technical terms. However, if he shows an interest in learning how to use computers, encourage this interest. Don't look at the computer as an end in itself. Look at it as a means to help increase your child's general knowledge and sharpen his skills.

Paint

If you have a basic PC at home, you could get your child started on the Paint programme. Show him the basics; show him how he can open and close the programme. Familiarise him with the toolbox and show him how he can select colours. Let him learn the rest by practise. His drawings don't have to make sense - they could be nothing more than nonsensical scribbling, but this is how he will pick up.

Computer Games

This is one of the easiest ways to familiarise your child with the computer, the keyboard and other controls. Most children love playing computer games, and such games also improve hand and eye co-ordination. However, it is equally important that your child indulges in some physical activity as well, and computer games should be supplemented with something more physical like tennis or swimming. Enrol your child in a sports class, and when he returns, let him rest, eat, and then sit in front of the computer. This will inculcate discipline.

Anti-social Aspect

This is a common yet needless worry amongst most parents. Watching television is not exactly a social activity either, but parents tend to worry more about the influence of programmes on a child's mind than about the anti-social aspect. Computers, on the other hand, do provide opportunity for bonding, especially by way of computer games. Get games that are required to be played with an opponent. Encourage your child to call his friends over to play computer games.

Teaching Yourself

If you are unfamiliar with the computer yourself, now is a good time to learn. Sit with your child and explore the programmes together. You will be delighted to see that he picks up faster than you do! Get your child interactive learning CDs.

The Internet

Are you uneasy with the thought of letting your child browse the Internet? There is a vast amount of information out there, and adult sites constitute barely 3% of these sites. It would thus be a shame to discourage your child from net surfing. Instead:

• Take your child to a few sites you are familiar with, and once the window is open, let him browse through those sites.
• Consider getting software that blocks access to porn sites.
• Teach your child how to send e-mail to his grandparents, cousins or uncles and aunts.
• Encourage your child to search for information on class projects on the net.
• However, don't teach a very young child to connect to the net on his own. If you have a cable connection, hide the navigator button in a folder instead of keeping it on the desktop.

The number of hours a child spends in front of the television has declined for the first time in years. One of the main reasons is the Internet, and the other is computer games. Children are spending more time in front of the computer than the TV, and that's a fact. Does your child seem to know more about using a computer than you? Probably. Does that make your child computer literate? Probably not. Before you try to assess the computer competency of your child, think about what "computer literacy" means. Is it the ability to talk techno-speak and impress (or even scare) parents? Is it the ability to operate a computer and run applications to complete a task? These are simple definitions in a domain that has an incredibly varied set of skills and applications.

Perhaps we should look at computer literacy as the ability to apply computers and related technology to thinking critically to solve a problem, creating a solution and ultimately producing a product. That product may be a document, a presentation, a device or some other outcome. There is an old theory that has recently regained the right to be discussed seriously called "Multiple Intelligences". One of the biggest proponents of this theory is Howard Gardner, a professor at the Harvard Graduate School of Education.

The basic idea of the theory is that every child must be taught differently, because children understand the world in different ways. Some examples of the different types of intelligence include linguistic, musical, logical-mathematical, spatial, bodily kinesthetic, and personal. Gardner suggests that classrooms be filled with apprenticeships, projects and technologies, where students can develop true understanding through hands-on applied learning, and be given the opportunity to develop their learning style under whichever intelligence best suits them. In a digital world, where computers allow children to develop a learning pattern based upon their own intelligence in a non-threatening way, full-frontal, asynchronous teaching environments cannot-and do not-grab their attention. Does your child need to have logical-mathematical intelligence in order to become computer literate? Absolutely not. So what can you do to teach your child appropriate computer skills? Most importantly, make sure that your child is learning how to apply technology to help him or her think critically, problem-solve, work collaboratively and ultimately use a variety of technologies that can help them invent, create and ultimately produce. While there are good software packages available to develop these skills for all types of intelligences, finding the right titles is the key.

A lot of kids are getting online these days--sharing data about acid rain, talking about social issues, meeting adults as well as kids, and learning about other cultures. There seems to be one of everything on the network. Just like any other form of media, the quality of this massive collection of information is uneven and unverifiable, and just like any bookstore, there is both good information and smut. Computer networks hold tremendous promise; however, it's also home to people who don't have good intentions, who use their own anonymity to hurt others or their technical knowledge to steal from them.

Not only are there unsavory individuals lurking out there in cyberspace, there are whole Web sites waiting to entice the immature, the easily swayed, and the vulnerable. Hate groups, for example, have discovered that the Net is an effective place to reach vast numbers. Some Web pages can teach your kids many useful and fun things, but bomb-making is probably not high on your list of activities for a Saturday afternoon.

By now you're shaking your head and pulling out your elected official's phone number, but wait, let's try to the put the problem into perspective. Generally, yes, it's safe for kids to use the Internet. To tell children to stop using these services just because crimes are being committed online would be like telling them to forgo attending college because students are sometimes victimized on campus. The number of sites on the Internet considered objectionable is somewhere between 1% - 3% (depending on your definition of "objectionable"), which leaves about 4.5 million other sites which are interesting and educational. Getting to the objectionable material also takes some sophisticated technical know-how. Unlike the bookstore where a child can just walk in and pick up a book from a shelf, the child who downloads pornography from the Internet has as much intention for mischief as the child hiding in the garage with a Playboy magazine in hand.

This raises difficult issues which need to be discussed openly in your home. Can children be prevented from accessing materials which are controversial? Is preventing access even desirable? What alternatives do we have or could we provide? How do we talk with children about these issues? How and by whom are community standards set? Unfortunately, much of the publicity related to these issues has only dealt with potential dangers--and has not encouraged reflection on creative solutions.

The solution which gets the most exposure is the use of programs which block offensive sites, so it may be helpful to describe how these programs work. First, each of these programs are set to screen out certain words which are likely to appear on "adult" sites. On it's face, this may seem like a good idea, but beware, the same programs which screen out sex sites also screen out sites related to Essex, England, as well as those related to breast cancer, sexual harassment, sextons, "keeping abreast of new ideas," and so on. Second, the programs screen out specific web sites which the company determines are "unsuitable." Keep in mind that sensibilities of the software company may not match your own. One company, for example, screens the Heritage Foundation web site because it feels the organization is too conservative, while another screens the National Organization of Women because it feels the organization is too liberal. What's more, purveyors of both pornographic and other sites inappropriate to young people are clever at using words with double meanings that may appear innocuous to an electronic scanner, and filters can screen neither graphic elements containing explicit words or pictures nor email messages from individuals who mean to do harm.

In the end, filtering programs simply don't do the job. Not only do they fail to block all objectionable site, they also take away the defining role of the parent in children's education. A child who downloads pornographic or hate sites can only be corrected by positive family influence and parental willingness to instill a constructive value system through family communication. No filtering program is necessary for a child who has learned to say "no" to sites she knows are inappropriate for her.

Today, when children are exposed to technology at a young age, parents often find themselves lagging behind their children in computer skills. Surprisingly, this may be the key to your involvement. What better way to learn about the Internet then to do so alongside your child? They'll most likely pick it up more quickly than you do, of course, but along the way you'll have the chance to see, and take pride in, your child at work. Search for information related to your child's homework together and get to know the "friends" your child has on-line, just as you would get to know her other friends.

In the end, the truth is that only YOU know the standards you want your children to follow, only YOU can judge what's acceptable for the ages and maturity levels of your kids, and only YOU can decide if your kids can handle anything they see or if you might want to enlist some help. Take time to review the resources and tips combining supervision and communication, which thoughtful parents have used to take advantage of the Internet as a resource while protecting their children, and HAVE FUN WITH IT!