An analysis of the literature produced over the last decade regarding the use of computers by young children reveals some concern for the developmental appropriateness of this technology. In order to plan appropriate experiences for young children, both the selection of the software and the implementation of computer-based learning experiences should reflect a child-centred approach to learning and create an environment which promotes social interaction, problem solving and the use of language for a variety of purposes. This review identifies the concerns and criticisms as well as the research findings about young children's use of computers. From this discussion, implications are drawn for the use of computers in early childhood settings.
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