Take Back the Afternoon: Preserving the Landscape of Childhood In Spite of Computers

In this article, the idea of children at a very young age being sought after as consumers of technology was looked at with a disapproving eye. At the forefront of the argument is essentially this: Does the computer really make your preschooler (or any aged student) smarter, happier and healthier? Or does it numb her brain and make her just another contributor to the globalization of a consumer-oriented, ecologically destructive culture? Parents, even with students in the youngest of grades are constantly wondering, "Where are the computers?" "Is this school going to be getting computers?" Though most do not know why this is of utmost importance, they just see the 'vehicle' of computers as something that will ensure their child is not left behind.

The idea of computers, at least what they represent for most, is in complete contrast to childhood imaginative play. With a computer, you choose predetermined, prefabricated, and and usually predestined things-- pictures, fonts, websites, even learning games have a certain input and output that does not allow imagination. Like television, computers encourage our children to become couch potatoes. The sophisticated processes of critical thinking, problem-solving and kinesthetic coordination appropriately mature out of children's interaction with concrete materials, caring adults and thoughtfully managed groups of peers. Luring children into the world of pure information and electronic images alienates them from experience and disembodies their learning. But in concert with active learning, computers can enhance the educational experience. In all things, moderation.