Social play at the computer: preschoolers scaffold and support peers' computer competence

Abstract

Computers are increasingly being integrated into the preschool curriculum. They effect young children's peer-mediated cognitive development as well as their social play. Based on observations in a classroom of 4 and 5-year-olds at a fullday child development program at a major university lab school, this article applies Parten's categories of social behavior as well as theory that comes from a a Vygotskian social-cultural learning theory to young children's computer competencies. The authors describe the behaviors and interactions of Active Navigators (including Program, Mouse, and Consolidated Navigation); Vicarious Navigation/Super-onlooker behavior; and the behavior of Spectators/ On-lookers as they interact with developmentally appropriate software during the free choice center time.