|M.Sc Student||Milo-Shussman Yael|
|Subject||Computer Station for Kindergarten Children|
|Department||Department of Architecture and Town Planning||Supervisor||Ms. Rachel Sebba|
The research deals with physical and spatial aspects of the relationships between children and the computer in the
kindergarten. An attempt was made to determine optimal location in the physical
space and in the curriculum; to examine the way it is perceived and its actual
use by kindergarten teachers on one hand and by the children on the other.
The research data were collected by interviews, questionnaires, observations and photographs.
The main findings:
The computer has become a central
playing instrument in the life of children. Most children like the computer and use it at least twice a week.
There are differences between genders regarding computer exploitation.
The computer was found to be a social instrument; more than two thirds of the children prefer to play with peers, and 60% of them enjoy being watched while playing.
About 90% of the teachers are not satisfied with the existing planning and design of the computer station.
The way a kindergarten teacher views the computer (as learning or playing tool) affects the activity time, the types of software/education programs, the number of playing and observing children, etc. It also affects the activity level of children and their relation to the computer.
The research conclusions relate to the importance of paying special attention to children’s needs and kindergarten teachers’ requirements. The research includes several recommendations with regard to the definition of the computer operations and design and planning recommendations.