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Electronic Games in and out of School

Jeffrey Goldstein
한국유아교육학회 (The Korean Society For Early Childhood Education)|2004.06|International Journal of Early Childhood Education|제10권 제1호|pp. 77-88

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참고문헌

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Abstract

This paper summarizes selected studies on uses and applications of electronic games and toys in learning environments, including school, home and playground. Computer and video games, both commercially available games and those developed for specific educational goals, have been used successfully to teach a broad range of skills to children, adults and the elderly. Children use modern ‘smart toys’ in ways that demonstrate competence, communication and social skills. Schools have been slow to adopt computers and related technologies, often overlooking the educational potential of children’s fascination with popular culture. Four objections to using electronic games in the classroom are reviewed: that technological toys limit the child’s imagination, and may lead to addiction, social isolation and aggressive behavior. There is little consistent evidence to support these positions. Children seem to use games to make and maintain friends, to experience competence, and to regulate emotional and physical states. Studies of the presumed harmful effects of violent electronic games rarely consider how and why people play them.

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