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Children and Computers
Abstract
The basic assumption of our research is that in order for teachers and parents to promote an effective and critical use of new technologies in the early years (especially in preschools) they need to gain a deeper understanding of the way in which children spontaneously approach these technologies together with an improved awareness of adults’ representations and ideas (Ferri & Mantovani, 2006). Too often computers and digital technologies are introduced in early childhood contexts without adequate understanding of their cultural meanings, cognitive, and social potentials or constraints, which is particularly true in preschool settings as shown by Varisco (2002) and Albanense, Migliorini, and Pietrocola (2000).
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