Computers learning have become increasingly familiar in early childhood educational settings. Research findings overseas reviewed young children using computers have gender bias (Kirova-Petrova, Bhargava & McNair, 1999; Clements, 1998). However, another research showed that there are no gender differences for boys and girls in using computers in early childhood settings (Austin & Hoover, 1986). As Hong Kong early childhood educator, I am eager to investigate whether there is any significant gender differences in using computers in Hong Kong’s early childhood setting. This paper is to investigate boys’ and girls’ use of computers in an early childhood setting. It examined the value of computers in early childhood education. Also, it discussed if gender typing affects the use of computers by young children. The interview which would ask the following questions: 1).What is the reason for boys and girls like playing computer? 2).What is the best usage of computer? 3).What types of computer games do boys and girls like? 4).What kind of computer activities belongs to boys and girls? 5).How many computers do boys and girls have at home? 6).In what ways that the early childhood setting can make effect to using computers? The main outcomes would be on the knowledge about boys’ and girls’ use of computers in Hong Kong early childhood setting, and there are no significant gender differences in this research.
|Publication status||Published - 2004|
CitationKwok, A. (2004, July). Gender differences of young children in using computers in Hong Kong kindergarten: From the child perspective. Paper presented at the 24th World Congress of OMEP: One World: Many Childhoods, Melbourne, Victoria.
- Development of Subject Knowledge
- Early Childhood Education