PARENTS – ACCESS FOR ALL
How can I that the computer serves my child?
Cultural Equity
How can I provide my child with equitable
access to computers even if we don’t own one?
Gender Equity
How can I make sure my girls and
boys have equal opportunities to learn with computers?
Learning Disabilities
How can I support a child with learning
issues in using the computer?
Physical Disabilities
How can I support a child with physical
disabilities in computer play?
Cultural Stereotypes
How can I avoid cultural stereotypes
when selecting software?
Urban Settings
How can I include urban settings
to reflect a more diverse population when selecting software?
Violence
How can I avoid the portrayal of
violence when selecting software?
Computers, like other materials and experiences,
can bring out cultural and social differences among children. By being
aware of these differences, parents can understand issues that may arise
in the classroom. They also may help children develop a sense of respect
for others.
Marta: I noticed that in my son’s class the
kids who don’t have computers at home get special turns. Sometimes the
teacher shows them a new game first so they can teach it to the other
kids who have computers at home. She does this because the kids with home
PCs are usually the ones who know more about using the computer. I think
it’s cool that she does this it makes the kids without computers worry
less about what they do and don’t have.
Ruben: Yeah, my daughter’s class has kids with
different backgrounds as well — there are differences with things like
owning a computer and also more simple things like language. The teachers
make an extra effort to help the kids who don’t speak much English follow
what’s happening. This helps all the kids feel at ease — they learn that
it's okay to speak a different language.
Rob: Some of the computer games aren’t so good,
though, at showing different folks. Take holidays. The teacher noticed
that in the software they were using there was something for Christmas
and Hanukkah, but not Kwanzaa. Since then, she’s been great about asking
parents to tell her about holidays we celebrate and then includes them
in classroom activities — both on the computer and off.
Marta: Something related to that happened in
my daughter's class. They were using this program with ready-made cards
for Father’s Day. My daughter started to feel bad, until the teacher showed
her how she could change the title and make a card for someone special
in her life, like her uncle. Then the teacher used Circle Time to talk
about how a family is all the people who love and take care of you.
Follow Up
- Help children understand that families come
in many shapes and sizes. What’s most important is that a family is
all of the people who love and take care of them.•
- If a program or game seems culturally limited
— it’s only about people from one race, for example — find ways to supplement
it with other software, movies, and books.
- Support teachers’ efforts to teach children
with varying language skills.
- Look for opportunities away from the computer
to develop children’s tolerance for people who have backgrounds different
from their own. For example, check out books at the library that explore
diverse groups, rent videos that portray many people, and attend events
at local museums that increase cultural awareness.
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Though girls and boys may be interested in
computers in different ways, parents can create playing and learning opportunities
for both. As with other games and activities, computers can offer boys
and girls alike opportunities to experiment and explore.
Carol: Have you noticed any differences in
the way boys and girls play on the computer? At first, I thought that
only my son loved the computer. Then, when he was away at camp, I saw
that my daughter really got into it. Since he came back from camp, I try
to make sure they both get turns.
Marta: Yeah, I try to do the same thing. The
other day, one of the boys was saying that the adventure game he was playing
was not for girls. Then, a little later, I heard one of the girls say
to a boy, "You can’t be that. That’s a girl character." In each case,
I tried to ask the kids questions and let them know that playing and pretending
- all kinds of games is something both boys and girls get to do.
Rose: But even when they have choices, they
don’t always make them. My son didn’t always want to be the dog when he
played house with his sisters. And he didn't want to play mom like they
played the mom. He wanted to be the dad and make pizza for everyone. You
have to watch out to make sure kids get a chance to play different roles
in any games they’re playing.
Follow Up
- Make sure that girls and boys have equal
opportunities to play on the computer. Don’t assume that one isn’t interested
simply because the other tends to monopolize the machine.
- Though girls and boys may have preferences
for different computer games and activities, let them know they have
many choices of software and are not limited to just a few that their
friends refer to as "boy only" or "girl only."
- Help children understand that all professions
are open to girls and boys by helping them take on different roles in
their imaginative play — both on and off the computer.
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Because computers allow children to play an
activity over and over, they can be good tools for children with learning
disabilities. Also, children find the ongoing positive feedback that some
software programs provide encouraging.
Rob: With my son’s learning disability, it’s
been great seeing him take to the computer. He loves it. The computer
can be so patient and enthusiastic, even when he’s done something over
and over again. It’s been really good for him being able to shine when
he plays.
Carol: I know what you mean. I've found that
the computer has helped my daughter stay focused. I'm not sure if she
has an attention disorder — she's still too young to tell — but she has
a tendency to jump from one activity to the next. We thought that it might
be the same with the computer — that she would have a hard time focusing.
I think because it provides feedback so quickly, the computer is able
to hold her attention and she can stay with the same game for awhile.
Follow Up
- Support teachers’ efforts to work with students
who have a variety of learning skills and challenges.
- For children who need a lot of practice
doing something new, make use of the patience and unwavering positive
feedback that some software programs offer young players — even when
they continue to guess incorrectly.
- For children who are challenged by a lot
of choices when trying to solve problems, select software that lets
you set the skill level or that reduces the number of choices when the
player hasn’t been able to select the correct one.
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Extra devices and built-in features expand
the reach of computers. By taking advantage of devices for the seeing
or hearing impaired, for example, parents can involve children with physical
disabilities as fully as possible in computer play.
Ruben: The other day, I was the volunteer parent
in class and all of the kids at the computer seemed to be using something
other than a mouse. The teacher saw my confusion and explained how everyone
was using a special switch because that’s what Jose uses. You know, sometimes
it’s okay for the kids to learn to adjust to a different pace or way of
doing something.
Rob: Yeah, there is a kid in my daughter's
class who is visually impaired. Built into the computer is this thing
that makes the words really big for kids who have trouble seeing. There’s
also something that helps kids who have trouble hearing. All of the kids
love playing with these tools.
Rose: I didn’t know there were so many different
devices to help kids who have physical challenges. I hesitate to say this,
but I used to worry that all of the extras would slow some of the faster
kids down that my daughters would have to wait extra long for their turn.
I’ve since realized that what kids learn from being able to play together
is much more valuable.
Follow Up
- Support teachers'
efforts to work with students who have a variety of
physical skills and disabilities.
- If children mention
special hardware and software used by students
with physical disabilities in their class, ask how these devices and
programs help their classmates.
- Help children make
connections between non-computer activities and
people with physical disabilities. For example, children may have
witnessed in their classroom how text readers help blind students
hear words that they cannot see, but children stillmay not be aware
of
Braille and how it works.
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Cultural Stereotypes
Content for the computer, like that on TV,
in magazines and elsewhere, can reinforce misunderstandings of people
and cultures. To combat stereotypes, parents can review software in advance
and play along with children when they're at the computer.
Ruben: I feel bad we gave you that weird game.
I got it for free at work — a friend of a friend was giving it away. No
wonder! The only character with a Mexican accent never knew anything.
Rose: I know — even though all of the characters
are animals, the message that comes across is that all people with Mexican
accents are ignorant. I guess computer games aren’t any different from
TV or magazines or anything else. You have to watch out for bad images
and messages and look for pictures and stories that are positive and show
some variety.
Ruben: Yeah, and it helps to deal with stereotypes
directly. When we played the game, I tried to fight the image by giving
my daughter something else to think about. I said to her, "That sounds
like our friend from Mexico, who's really smart." And then I reminded
her of how thoughtful our friend always is and asked if she remembered
the beautiful bracelet he gave Mom for her birthday. Stereotypes can be
so subtle. Playing this game was a good reminder how I need to check out
the software before I give it to the kids.
Follow Up
- Review software and games for stereotypes
before giving them to children.
- If you encounter a negative stereotype,
try to counter it by giving children additional information. For example,
if an ethnic group is being portrayed poorly, suggest ways that the
people of that ethnicity are smart, capable and generous.
- Look for positive images in the software
you buy, check out from the library and borrow.
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Many software games and activities take place
in non-urban settings. Parents can bring out the differences between what
children see on the screen and what they may experience in the their day-to-day
routines. It is important for children’s reality to be reflected back
to them.
Marta: How come all of the computer games take
place on a farm or a rain forest. We live in a city. My daughter keeps
asking me why the train in one of her favorite games doesn’t look like
the subway she’s used to riding. We’ve checked with the librarian to see
if there is software with more of an urban feel, but so far, no luck.
Carol: I know what you mean. Most of our friends
and family live in big cities. It would be good if there were some games
that helped kids learn about city things too.
Marta: Yeah, there are so many games about
endangered species. Like games about exotic birds — what they eat and
how they look. This is good but we’re still looking for one about animals
in the city. Until we find something for the computer, we'll be sure to
also use books and videos that reflect where we live.
Follow Up
- Look for software and games that reflect
children’s experience.
- If many of the games and software programs
you own or have access to are different from your children’s experience,
ask children to tell you how they are different. Let them know that
their environment is just as interesting and appealing as the one in
the game.
- Ask teachers and librarians for locally
made software suggestions that may be more relevant to where children
live.
- If you are unable to locate software and
games that fit children’s environments, find books, movies, and other
stories that do.
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Violence
Whether on the computer or television screen,
children pay attention to how violence is portrayed. Parents can help
children understand that hitting and physical anger is not a good way
to resolve a conflict.
Rob: It seems like the world is so violent,
especially if you go by what’s on TV. Our pediatrician said that young
kids are able to tell the difference between a cartoon character being
able to do something, like fall from a cliff and then walk away and a
real person not being able to do it. You know, I asked my daughter, and
she understood this. The doctor was right.
Carol: Yeah, our doctor told us something similar.
He said what’s hard for kids is when a game shows a character using violence
to solve a problem. When kids see that they may start to think that’s
what they should do when they’re having a problem because that’s something
cartoon characters and people both can do.
Rose: I think that’s one of the best things
kids can learn: how to get themselves out of a conflict without hitting.
We certainly have tried to keep the kids away from games that show violence
as a way to get your way. We’ve also talked to the twins about what they
can do when they get mad at one another. We set them in different chairs
and have them talk to each other even though they feel like wrestling
it out.
Follow Up
- Review software and games for violent content
before giving them to children.
- Avoid giving children games that portray
violence as a way to solve problems.
- Explain to children that hitting and other
physical aggression is not how they should resolve conflict — even if
this is something that they’ve seen in a video game or on TV — talking
is always the best way to resolve conflicts.
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