Children in kindergarten and early childhood years receive the greatest benefit from computer use when the computer lesson is directly connected to the classroom instruction. This requires planning on the part of the early childhood teacher. Software should not merely be entertaining. Teachers should also be aware that much software that is labelled educational --- especially free software on the internet --- may, in fact, have very limited or no educational value. Rather, interactive software that allows for active learning and discovery has the greatest educational potential in the kindergarten classroom. Additionally, lessons on the computer should be open-ended in their time frame, allowing children to proceed at their own pace.
Interactive audiobook files on the computers can help children to develop language and literacy skills. This is true for beginning readers as well as more fluid readers. A number of programs allow children to read along with the spoken narration and highlight or type words as prompted. Children can also be instructed to draw a picture on the screen, using drawing software, then dictate a story or caption to an adult, who types in the story of the child's picture. This helps the child to develop his imagination; he sees how pictures he creates can tell a story or illustrate an event.
Many math software programs used in early childhood, including kindergarten, make use of manipulatives, where children find patterns, build blocks or use math-based tiles. Children can learn sequencing, naming what comes next in a series, on the computer. This helps the child to build skills in logical thinking. Another useful math application using computers in kindergarten is learning to identify, classify and sort objects by their attributes. This lays a foundation both for science and math. Classifying living things is a fundamental concept that students will later explore in science, while in math they will learn to discern between different types of numbers and formulas, learn to recognize patterns in numbers and shapes, and learn similarities and differences.
Technology was once thought to be a cure-all for failing schools. It became apparent, however, that this is not always the case. Technology is only of value so far as its use is directed in a beneficial way and it is properly controlled. Too much screen time, whether it be television, video games or computer use for children and teens has become a major concern. Children's screen time should be carefully monitored by educators and parents. Children should not use the computer as an escape route from human interactions. Teachers, school technology coordinators and administrators need to make sure that the use of computers in kindergarten and other early childhood grades is a positive and balanced experience for young children.