WCCIP Logo

Computer Use In Early Childhood Programs
For Adults and Children

Business Tips  

TIPS - Table of Contents

Computers and specialized software can open doors of creativity and convenience for child care programs. Child care administrative software packages offer ease of operation and an effortless way to manage billings invoices as well as student and classroom data. This can effectively enhance center management. ChildrenÉs software packages reinforce literacy and motor skills.

This tip sheet will assist early childhood programs in deciding if computers can enhance their day to day operations. It is broken down into two sections; the first covers adult usage of computers and computer software. The second focuses on children and computers.

ADULTS
Computer utilization
Program directors can utilize computer hardware and software in the following ways:

  • Monitoring children's attendance
  • Checking up-to-the-minute staff/child ratios
  • Reports for the child care food program
  • Parent newsletters
  • Staff memos
  • Staff meeting agendas and minutes
  • Letters and memos
  • Children's records
  • Staff records
  • Financial management, including
    • Budget
    • Accounts receivable
    • Accounts payable
    • Payroll and payroll taxes
    • Monthly and quarterly reports
    • Tax reporting

Hardware
The choices available when making hardware selections change constantly. It is important to consider exactly what you need and what you expect the computer to help you accomplish. Among the considerations are:

  • Power
  • Memory
  • Capability for all software needs
  • Extended warranty
  • Capability to be upgraded

Technical assistance from the computer manufacturer or local computer store is very important.  You need to feel confident that you will be able to get help quickly whenever you need it.

Software
There are many software choices available on the market. Your first decision will be whether or not to buy a program which is designed specifically for child care program management, or whether to use a generic accounting program such as Quicken or Peach tree.

  • Generic accounting software can help in:
    • Creating billing invoices
    • Tracking tuition payments
    • Tracking expenses
    • Developing a budget
  • Specialized center software can help with:
    • Maintaining and reconfiguring the database as families divorce, remarry, and/or have additional children
    • Creating monthly financial reports to satisfy requirements of funding agencies
    • Developing child care food program reports
  • Things to consider in purchasing software:
    • How long has the software company been around?
    • Will the software company remain in business long enough to provide service and upgrades? Is technical support available?
    • Has the software been on the market a year of two so that it has been debugged and improved to the point that consumers can use it without significant problems?
    • Is the software flexible and able to be customized to fit your program?
      • Can the user add fields to the screen (for example addition of pager numbers, or immunization records)?
      • Can the user sort and select everyone with one similar criterion (for example all parents in one zip code area, and can that field be changed for the entire group)?
      • Can you move easily from screen to screen? How many key strokes?
      • Can reports be generated which will assist in making solid business decisions? Can pre-designed reports be adapted to meet your specific needs?
    • Is the software user friendly? How much of a learning curve is there?
    • Can you get a trial disk of the program which is compatible with your computer?

Challenges to computerization

  • Cost may be the biggest challenge to computerization. Costs may include:
    • Hardware
      • Hard drive
      • Modem
      • Keyboard
      • Monitor
      • Printer
    • Software
      • Programs
      • Virus protection
    • Internet access
      • Installation
      • Monthly fees
    • A phone line dedicated to the modem
    • Training, essential for full utilization of software capabilities
  • Used or donated computer equipment
    • May not have enough memory to run needed software
    • May not be compatible with other computers or software
    • May no longer have technical support systems
  • Leased computers
    • May be an alternative to large cash outlays or loans for computer equipment
    • Be sure upgrades are included in the leasing option
  • Work space  
    Computerization may require changes in work spaces. A laptop may be beneficial if:
    • Space is a problem
    • The program director travels between locations
    • The program director works at home on a regular basis
  • Technical support
    Technical support comes in a many forms. Most computers and software programs come equipped with their own tutorials, but many people benefit from hands-on opportunities at local schools or training facilities.
  • File backup
    Backup is critical in preventing lost files. Files should be backed up onto disks or a zip drive or tape drive, and stored at another location in case of fire, flood or computer crashes.

Benefits of computerization

  • Time
    Accounting and word processing tasks are greatly streamlined. Most directors report that installing a computer system in their programs frees up time which would have been taken up with paperwork and other office duties.
  • Professional appearance of materials produced
    • Business cards
    • Brochures
    • Newsletters
    • Flyers
  • Access to information through the Internet
    • Communicating with colleagues
    • Connecting to professional organizations
    • Downloading grant proposals
    • Locating current research on brain development, curricula, etc.
  • Accuracy
    Accounting software has built in math features which will assure accurate data, and spell check can help catch spelling errors in word processing documents.

CHILDREN

Computers should be set up with developmentally appropriate software, and placed in a multi-sensory environment which invites exploration and discovery. Computers should supplement, and not replace other early childhood activities and materials

In her article, "Using Technology to Enhance Early Learning Experiences", Kirsten Haugen says, "The key to successful integration of technology into early childhood settings is to see computers in the same light as traditional materials rather than as something apart. Perhaps the best starting point for using computers to benefit young learners is to incorporate them into thematic teaching units in much the same way we use more familiar materials."1

Guidelines for classroom computer use should include the following considerations:

  • Computer placement should allow:
    • Space large enough for two children and an adult'
    • A place to keep the central processing unit (CPU) in a cabinet or up on a counter out of a childÉs reach
    • A low, wide table which puts the mouse, keyboard and monitor are at a childÉs level
      • The top of the computer screen should be at or below eye level
      • A childÉs wrists should be in a neutral position for typing, not angles
      • The chair should have arm supports so elbows rest somewhere between a 70 - 135 degree angle to the keyboard
      • The childÉs knees should be at a 80 - 120 degree angle
  • Time limits for computer use
    • Computers donÉt have to be on all of the time
    • Provide a sign to indicate when the computer area is open
    • Help children take turns by facilitating how long each child gets to play on the computer
  • Care of hardware and software
    • Post rules to teach children proper use and care of computers
      • Wash hands before using
      • Use gentle touches
      • No food or drink by the computer
      • No magnets by the computer
      • No sand by the computer
      • Only the teacher turns the computer on and off, and handles software
    • Use velcro to stabilize the keyboard to keep it from falling off the table and breaking

Advantages of computer use by children include:

  • Computer play may positively impact childrenÉs social skills by:
    • Encouraging turn-taking
    • Fostering talking and negotiating
    • Developing problem solving skills
  • Computers may allow children to experiment at their own pace
  • Computers provide a rich context for language exploration
  • Computers can benefit children with special needs, supporting their efforts to communicate, explore and play independently or with a peer

Disadvantages of computer use by children

  • In very young children, early concentration on visual stimuli could impair the development of their other senses
  • Increased use of computers, television and other media may stifle childrenÉs abilities to play and create
  • Particularly for young children, "Those writing the software often do not know child development and make no effort to learn even the basics of what research has to tell us about what children learn and when. As a result, they make two errors; namely, they either instruct the child in something they already know, or they attempt to teach the child skills that are far beyond the childÉs developmental reach."2

Computer hardware

  • Computer stations which are designed for children will promote better posture and prevent computer related injuries. Examples include:
  • Trackballs or touch screens may be easier for young children than keyboards
  • Alternative keyboards with fewer, larger colorful keys and alphabetical layouts may also be beneficial to children  

Computer software
Although the market has been flooded with childrenÉs software, not all of it is appropriate or beneficial. When choosing software for children:

  • Evaluate softwareÉs appropriateness for a given child, group or activity.
  • Choose open-ended software in which children are free to explore and experiment
  • Select software which encourages problem solving
  • A good resource for researching childrenÉs software is:

Young Children and Computers: A World of Discovery
http://economics.semo.edu/kidscomp.

Resources
There are several resources available to aid in software research, and to keep abreast of the latest information about computers and technology in a child care setting.

  • Child Care Information Exchange (CCIE)  A directorÉs magazine which puts out an annual comparison of child care software  
    P.O. Box 3249, Redmond, WA 98073-3249 
    www.ccie.com   1-800-221-2864
  • "Child Care Administrative Software" by Michael Kalinowski
    Child Care Information Exchange     July/August 2000
    Pages 81 - 85
  • "BuyerÉs Guide to Administrative Software"
    Child Care Information Exchange     July/August 2000
    Pages 85 - 88
  • Wisconsin Child Care Information Center (CCIC)
    Ask for the most recent software comparison article
    2109 S. Stoughton Road, Madison WI 53716
    www.dpi.state.wi.us/ccic   1-800-362-7353
  • Young Children
     The Journal of the National Association for the Education of Young Children (NAEYC)
    1509 16th St. NW, Washington, DC 20036-1426
    www.naeyc.org   1-800-424-2460
  • NAEYCÉs Position Statement on Technology and Young Children - Ages Three Through Eight (1996)
    (NAEYC)
    1509 16th St. NW, Washington, DC 20036-1426
    www.naeyc.org   1-800-424-2460
  • Young Children and Technology: A World of Discovery by Susan Haugland
    New York: Allyn and Bacon, 1997
  • The Developmental Scale for Software by Susan Haugland
    Cape Girardeau, MO: KIDS and Computers

The following resources explore the pros and cons of computer use in child care settings:

  • "Computers and Technology" by David Elkind
    Child Care Information Exchange. September/October 1998
  • "Using Technology to Enhance Early Learning Experiences" by Kirsten Haugen
    Child Care Information Exchange    . September/October 1998
  • "Creative use of Technology with School-Agers" by Ina Lynn McClain
    Child Care Information Exchange    . September/October 1998
  • "What Role Should Technology Play in Young ChildrenÉs Learning? Part 1," by Susan W. Haugland
    Young Children    . November 1999
  • "What Role Should Technology Play in Young ChildrenÉs Learning? Part 2," by Susan W. Haugland
    Young Children. November1999

_____________________

1 "Using Technology to Enhance Early Learning Experiences" by Kirsten Haugen
Child Care Information Exchange. September/October 1998

2 "Creative use of Technology with School-Agers" by Ina Lynn McClain
Child Care Information Exchange. September/October 1998

WCCIP • 2109 S. Stoughton Road, Madison WI 53716 • Ph 800.366.3556 • Fx 608.224.6178
These tip sheets developed by WCCIP, March 1998 with funding from the WI Dept. of WFD, Office of Child Care, and DHFS

TOP

WHAT'S NEW | CONTACT US | TRAINING & CONSULTING | BEST PRACTICES & ACCREDITATION
THE BUSINESS OF CHILD CARE | HEALTH AND SAFETY | LICENSING STARTUP | RESOURCES | OUR STORE | SITE MAP