Developmentally Appropriate Digital Environments for Young Children

The developmental level of child information seekers affects their ability to interact with digital technology as a means to satisfy their information needs. Principles of child development and learning that inform developmentally appropriate practice must be considered when designing digital environments for the very young. Cognitive, physical, social, and emotional development impact a child’s ability to interact successfully with a digital environment. These developmental considerations and design responses supportive of young children’s information-seeking behavior, as well as perspectives of theorists in the area of child development and system design, are addressed. Introduction Today’s child is brought up in the omnipresence of technology. A child may be exposed to digital technology even before he or she is exposed to books. Whereas the child of the recent past may have needed an introduction to computers and digital information upon beginning formal schooling, these things have very likely been a part of life for today’s child from the beginning. One way that children learn is by observing their parents. Today’s child may see his/her parents using computer technology more often than reading books. Digital technology has the potential to seduce young children with color, movement, sound, and interaction. It responds to a child’s input in a most immediate and satisfying way. It empowers the child to make things happen instantaneously. Given the ubiquitous nature of digital information and its signifi cance in our culture as a means of communication, information getting, Developmentally Appropriate Digital Environments for Young Children