The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior

This study was designed to examine the differential effects of three types of adult interaction with kindergarten children using computers on children 's cognitive performance and style of response. The types of adult interact ion considered were: (1) mediation: provision of mediation, including behav iors such as focusing, affecting, expanding, encouraging, and regulation of behavior; (2) accompaniment: responding to children's questions; and (3) n o assistance: provision of minimal technical assistance. The study sample i ncluded 150 kindergarten children, age 5-6 years. Children who engaged in a dult-mediated computer activity showed higher levels of performance on a se ries of cognitive measures and more reflective response styles as compared to the other children. Adults' mediating behaviors found most predictive of children's cognitive performance were expanding, encouraging and regulatio n of behavior. Findings led to the conclusion that integrating adult mediat ion in pre-school computer learning environments facilitates informed use o f computer technologies and has positive effects on children's performance. (C) 2000 Elsevier Science Ltd. All rights reserved.