a Department of Psychology , California State University , Los Angeles , CA , USA.
Ergonomics. 2013;56(9):1349-62. doi: 10.1080/00140139.2013.820843. Epub 2013 Aug 7.
The use of computers in the home has become very common among young children. This paper reviews research on the effects of informal computer use and identifies potential pathways through which computers may impact children's development. Based on the evidence reviewed, we present the following guidelines to arrange informal computer experiences that will promote the development of children's academic, cognitive and social skills: (1) children should be encouraged to use computers for moderate amounts of time (2-3 days a week for an hour or two per day) and (2) children's use of computers should (a) include non-violent action-based computer games as well as educational games, (b) not displace social activities but should instead be arranged to provide opportunities for social engagement with peers and family members and (c) involve content with pro-social and non-violent themes. We conclude the paper with questions that must be addressed in future research.
This paper reviews research on the effects of informal computer use on children's academic, cognitive and social skills. Based on the evidence presented, we have presented guidelines to enable parents, teachers and other adults to arrange informal computer experiences so as to maximise their potential benefit for children's development.
在家中使用电脑在儿童中已经变得非常普遍。本文回顾了关于非正式使用计算机对儿童发展影响的研究，并确定了计算机可能影响儿童发展的潜在途径。根据所审查的证据，我们提出了以下指导方针，以安排非正式的计算机体验，从而促进儿童学术、认知和社会技能的发展：（1）应鼓励儿童适度使用计算机（每周 2-3 天，每天一到两个小时）；（2）儿童使用计算机应（a）包括非暴力的基于动作的计算机游戏以及教育游戏，（b）不应取代社交活动，而应安排这些活动以提供与同伴和家庭成员进行社交互动的机会，（c）应包含具有亲社会和非暴力主题的内容。本文最后提出了未来研究中必须解决的问题。
本文回顾了关于非正式使用计算机对儿童学术、认知和社会技能影响的研究。根据提出的证据，我们提出了指导方针，使家长、教师和其他成年人能够安排非正式的计算机体验，从而最大限度地发挥其对儿童发展的潜在益处。
