This notion proves that knowledge cannot be transferred directly from the teacher to the learner. In other words, in order to make children learn, knowledge must be constructed or reconstructed in such a manner so that 'information' is easily accessible to the children (Ryan & Cooper, 2000, p. 346).
Piaget and Vygotsky emphasised upon the significance of social perspectives in developmental psychology but in different directions. Piaget was formally involved in discovering the social interest of child development. In contrast, Vygotsky emphasised the influence of the specific content of external structuring resources (Miller & Carpendale, 2004, p. 3) and theorised that social interaction shapes intellectual development. Vygotsky believe in language development and thought through social interaction. While conducting various developmental experiments his view for social interaction revolves around egocentric speech. ...
chnology' helpful in providing new learning methods not only to children, but to us so that we can equip ourselves with new technological advances that makes learning easier and interesting for our children.
One such tool which has influenced our perception and methodology in context with children social development is the use of computers. Researchers reveal that since computers are introduced in the classroom and at homes, educators and parents have debated over whether or not they belong there (Clements, 1994). Computers have impacted the social behaviour of the preschoolers in many positive ways. It has emerged as a social tool which involves child involvement in school and other social institutions. At first, the child's world consists almost entirely of the home, but gradually broadens as more and more experiences and skills are acquired (Matthews, 1992). In particular, familiarity with and skills in consumption activities are an important part of what is essentially the process of socialisation. This personal evolution continues, until eventually the child turns into an individual who becomes independently capable of seeking out and appropriating novel experiences, activities and objects to the self (Lally, 2002, p. 28).
The advent of computers in classrooms have promoted the usage of quality learning tools and software which benefit children to the extent as long as they are used in accordance with the DAP (Developmentally Appropriate Practice) guidelines set by the National Association for the Education of Young Children. DAP software provides an attractive interface for young children in which they explore, imagine and learn. This tool welcomes the children to learn and develop their problem solving skills. In order to attract young children, DAP