Running head: COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S

EARLY LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 1

Computer Usage in Play Group for Building Up Children’s Early Literacy and Numeracy:

an Example in Jakarta

Rini Herminastiti

STKIP Kusuma Negara

Komplek Pendidikan Yasma PB. Soedirman

Jl. Raya Bogor Km. 24 Cijantung

Jakarta Timur 13770, Indonesia

Tel: +6221 87791773

Fax: +6221 87791773

Author Note

Jl. H. Jusin No. 39 RT 010/01

Jakarta Timur 13750 Indonesia

Telp: +62813 1063 2469

Email: rini_herminastiti@stkipkusumanegara.ac.id

rini.herminastiti@gmail.com
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 2
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 3
Abstract

Computer usage has become popular in Indonesia, especially in Jakarta. Learning with

information communication through computer usage are becoming new trend including early

childhood education. This paper is trying to describe how computer usage in early childhood

education field. The children in Play Ground can develop their literacy and numeracy through

computer and with the information communication technologies help. In play group, children have

found it fun to play with computer and have make them to becoming familiar with the gadget and

build up their abilities in time. The computer program in Play Group has been designed once a

week for those 2.5-4 years old children. The teachers has used the softwares to enhance children’s

learning. The softwares have helped teachers in teaching vocal letters and numbers 1 up to 10 and

can develop children’s familiarities toward letters and numbers.

Keywords: computer, literacy, numeracy, information, communication, technology

COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 4
Computer Usage in Play Group for Building Up Children’s Early Literacy and Numeracy:

an Example in Jakarta

Early Childhood Education

Early childhood is a stage in human development. It generally includes toddlerhood and

sometime afterwards. Play age is an unspecific designation approximately within the scope of early

childhood. Some age-related development periods and examples of defined intervals are: newborn

(ages 0–5 weeks); infant (ages 5 weeks –1 year); toddler (ages 1–3 years); preschooler (ages 3–5

years); school-aged child (ages 5–12 years); adolescent (ages 13–19). Chronologically, early

childhood is defined as age birth to 8 years old. These are the years of greatest dependency on

others, and according to some (Scan, 1976), the period of greatest biological similarity with respect

to the course of development, particularly cognitive development. In addition to recognizing that

this age span consists of many universal developmental traits, it has also been recognized as being

uniquely different from ages beyond the 8th year. There is, in fact, a biophysical change in the

brain that occurs at around age 7 or 8 (Anastasiow, 1986). The maturation and resulting integration

of particular brain functions at this age make it possible for children to learn things at age 7 or 8

that were not possible at age 5. The developmental definition of early childhood is understandably

very closely related to the chronological definition. According to Piaget (1963), a developmental

child psychologist whose work has significantly influenced and shaped the field of early childhood

education, the parameters of early childhood are captured by the sensorimotor and preoperational

periods of cognitive development. These two stages of cognitive According to Ojala (1978a, 311),

in Finland, at the end of the 1970s, the theory of early childhood education was just emerging. He
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 5
asked, whether it was possible to design one single theory or was there a need for several ones.

Ojala concluded that one theory will suffice, but he pointed out that this theory should be

constantly assessed and developed further. This theory should first of all be a pedagogical theory.

In his book (1978b) Ojala writes that early childhood education as a science studies the process of

education before the school age. Early childhood education is an activity that takes place before

the school age. In this case preschool is a part of early childhood education. The aim of early

childhood education is a versatile development of child´s personality. Besides education and

teaching, early childhood education also includes a basic care. Early childhood education should

help a child to be ready and mature for a smooth transfer to school.

Literacy in Early Childhood Education

The meaning of literacy is all the activities involved in speaking, listening, reading, writing,

and appreciating both spoken and written language. The definition of Early Literacy Skills are the

Skills that begin to develop in the preschool years, such as alphabet knowledge, phonological

awareness, letter writing, print knowledge, and oral language. Early literacy skills are sometimes

called “emergent,” “precursor,” “foundational,” or “predictive” literacy skills to distinguish them

from more conventional literacy skills, such as decoding, oral reading, fluency, reading

comprehension, writing, and spelling.

In some other dictionaries, "literacy" is defined as knowledge of the written language. In

others, it is defined as the state of having knowledge that is, cultural literacy. Why this difference?

I believe that cultural literacy involves more than one kind of literacy, and that knowledge of the

written language is one of them. Some months ago, the Israeli Ministry of Education started talking

with the psychological services about implementing in the educational system what is called

"education for life skills". The ministry meant subjects like educating to prevent drug or alcohol
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 6
abuse or road accidents. To participated in these discussions and was asked what this meant in the

context of early childhood education. I answered that educating for life skills is what we do all the

time. In early childhood education, education for life skills involves four things. It involves, first,

developing the skills needed to preserve physical safety; this is physical development. Second, the

skills needed to preserve mental health; this is emotional development. Third, the skills needed to

exist in society; this is social development. And fourth, the skills needed to function optimally in

society; this is cognitive development.

Early literacy skills have a clear and consistently strong relationship with later conventional

literacy skills, such as decoding, oral reading, fluency, reading comprehension, writing, and

spelling. Even before children start school, they can become aware of systematic patterns of sounds

in spoken language, manipulate sounds in words, recognize words and break them apart into

smaller units, learn the relationship between sounds and letters, and build their oral language and

vocabulary skills. These are all skills that the National Early Literacy Panel found to be precursors

to children’s later growth in the ability to decode and comprehend text, to write, and to spell.

Although there is evidence of a link between early literacy and later developing literacy

skills, some early literacy skills appear to be more important than others. The strongest and most

consistent predictors of later literacy development are alphabet knowledge, phonological

awareness and memory, rapid automatized naming of letters and objects, and writing letters. As

shown on the next page, there are other early foundational skills that also can make a difference in

getting children ready for the next step, for learning how to read.

Let’s take a look now at how to help teachers plan instruction focused on these foundational skills.

There is a growing consensus among educators that suggests key activities, resources, and

interactions that administrators and professional development providers can share with teachers to
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 7
improve literacy instruction. Again, it’s important for you to recognize that many preschool

teachers may already implement some sound literacy practices without being aware of the real

value of doing so. Identify what elements your early literacy program already has in place and

what additional resources are needed to fully support teachers. Through weekly meetings or a

series of staff development workshops, early childhood administrators and professional

development providers can increase teachers’ instructional skills through activities that help them

(1) reflect on literacy activities already happening in their classrooms, (2) recognize that they are

on the right path, and (3) build on those activities to make sure they include practices that work.

Numeracy in Early Childhood Education

Basic number concepts and skills (numeracy) generally emerge before school entry. It is

important to promote the development of these competencies in young children and to know the

best learning methods, as these skills are often predictive of children’s future school achievement.

Children learn important math skills through their play and routines, and need to experience

a lot of doing and saying, using concrete materials that they can manipulate to learn math in the

early years.

Young children develop early math skills in a variety of areas, including problem solving

and reasoning, number concepts, geometry and spatial sense, measurement, and patterns &

relationships.

When children learn basic math concepts early on, they generally have more positive

attitudes and way more confidence with mathematics later in school. Since problem solving is key

to being able to do all other aspects of mathematics, we need to be sure to provide plenty of

opportunities for problem solving, and not be too quick to help when they can figure things out for

themselves.
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
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Emergent Numeracy includes understanding simple ideas such as splitting things in equal

parts, there is continuity between such understanding and an understanding of fractions which

comes later. Core content of mathematics curriculum for young children should include concepts

about: Number, counting, recognising patterns and shapes, understanding relationships, space,

measure, and processes such as problem-solving and mark-making. Young children learn the above

concepts through play (French, 2012).

Current views of mathematics education are inextricably linked with ideas about equity

and access and with the vision that mathematics is for all (Bishop & Forganz, 2007), i.e. all children

should have opportunities to engage with and benefit from mathematics education and no child

should be excluded. Mathematics education is seen as comprising a number of mathematical

practices that are negotiated by the learner and teacher within broader social, political and cultural

contexts (Valero, 2009). An interpretation of mathematics that includes numeracy but is broader

should underpin efforts towards curricular reform in Ireland. This report identifies mathematical

proficiency (conceptual understanding, procedural fluency, strategic competence, adaptive

reasoning and productive disposition) (NRC, 2001) as a key aim of mathematics education. It is

promoted through engagement with processes such as connecting, communicating, reasoning,

argumentation, justifying, representing, problem-solving and generalising. All of these are

encompassed in the overarching concept of mathematization. This involves children interpreting

and expressing their everyday experiences in mathematical form and analysing real world

problems in a mathematical way through engaging in these key processes (Ginsburg, 2009a;

Treffers & Beishuizen, 1999). Thus mathematization is identified as a key focus of mathematics

education and as such it is given considerable attention in this report. Mathematics education

should address the range of mathematical ideas that all children need to engage with. It should not
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
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be limited to number. Numeracy encompasses the ability to use mathematical understanding and

skills to solve problems and meet the demands of day-to-day living in complex social settings. To

have this ability, a young person needs to be able to think and communicate quantitatively, to make

sense of data, to have a spatial awareness, to understand patterns and sequences, and to recognise

situations where mathematical reasoning can be applied to solve problems. (DES, 2011, p.8) In

early childhood, the development of numeracy involves babies hearing the language of

mathematics in play by singing number rhymes (one, two, buckle my shoe…), fitting ‘smaller’

boxes inside ‘bigger’ boxes, learning that some things are the ‘same’, whilst others are ‘different’,

experiencing going ‘faster’ or ‘slower’(Epstein, 2007; NCCA, 2009). Young children learn to

make sense of data through practical experiences such as sorting all the yoghurt cartons into the

recyclable plastics bin and the paper into the recyclable paper bin, or putting things together that

have a connection, such as a cup to a saucer. Developing spatial awareness involves children

moving freely in space, or filling and emptying water containers at the water table. Understanding

patterns and sequences involves children knowing what comes next in a song (pat-a-cake, pata-

cake, baker’s man…) or in a pattern on a pegboard (Montague-Smith, 2002). Babies use problem-

solving skills such as trial and error, for example to make the mobile move by using a sequence of

body movements to reach the mobile.

Computer Usage for Early Literacy and Numeracy

Technology has been lauded as a potential tool to improve mathematics learning; and

technological tools, in all forms, are becoming more prevalent in many Australian classrooms.

Lynch’s definition of technology is utilised here to incorporate all “electronic computing media”

(2006, p. 30). The theoretical framework of Hoyles and Noss (2003) centres on the impact of

digital technologies that have the potential to alter and enhance students’ cognitive infrastructure.
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
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There is a growing research field that investigates the advantages of technology use to enhance

mathematics learning (Gutiérrez & Boero, 2006). While studies on the use of technology in

mathematics learning have explored the pedagogical ramifications and outcomes for older students,

few studies have examined technology use in early mathematics education. Perry and

Dockett(2007) describe a recent surge in early childhood mathematics education research.

However, other reports assert that there is an absence of studies focused on the role of technology

(Groves, Mousley, & Forgasz, 2006; Mulligan & Vergnaud, 2006; Perry & Dockett, 2004). The

reviews of research, specifically related to early mathematics learning, are dominated by studies

exploring the domain of numeracy. There are a plethora of studies, in Australian and New Zealand,

documenting the implementation of systematic numeracy initiatives with young learners, such as

Count Me In Too and First Steps (Perry & Dockett, 2004). These reviews continue to indicate that

the use and impact of technology in early mathematics learning does not appear to have been a

widely researched area (Fox, 2007; Groves et al., 2006; Mulligan & Vergnaud, 2006; Perry &

Dockett, 2004, 2007). This is despite an overall surge in early childhood and neuro-scientific

research, with recent policy and curricula reflecting the view that young children are capable

learners (Clements & Sarama, 2007a; Fox, 2007). In summary, previous meta-analyses and

reviews conclude that further research is needed to explore the role of technology in young

children’s development of mathematical concepts. The potential of technology and interactive

media to positively influence healthy growth and development makes it important for early

childhood educators to carefully consider issues of equity and access when they select, use,

integrate, and evaluate technology and media. Early childhood educators have an opportunity to

provide leadership in assuring equitable access to technology tools and interactive media

experiences for the children, parents, and families in their care. In the early 1960s, Head Start and
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 11
other early childhood programs targeted the differences in access to print media for children from

differing economic backgrounds. Today, educators face similar challenges with regard to

technology tools, media, and broadband access to the Internet. Children growing up in affluent

families more often have access to technology tools and broadband connections to the Internet in

their homes, begin using the Internet at an early age, and have highly developed technology skills

and beginning digital literacy when they enter school. Children in families with fewer resources

may have little or no access to the latest technologies in their homes, early childhood settings,

schools, or communities (Becker 2000; Burdette & Whitaker 2005; Calvert et al. 2005; National

Institute for Literacy 2008; Cross, Woods, & Schweingruber 2009; Common Sense Media 2011).

Young children need opportunities to develop the early “technology-handling” skills associated

with early digital literacy that are akin to the “book-handling” skills associated with early literacy

development (National Institute for Literacy 2008). The International Society for Technology

inEducation (2007) recommends basic skills in technologyoperations and concepts by age 5. Early

childhood settingscan provide opportunities for exploring digital cameras, audio and video

recorders, printers, and other technologies to children who otherwise might not have access to

these tools. Educators should also consider the learning and creative advantage that high-quality

interactive media can bring to children, especially when combined with skillful teaching and

complementary curriculum resources that work together to accelerate learning and narrow the

achievement gap between children from low-income families and their more affluent peers. When

educators appropriately integrate technology and interactive media into their classrooms, equity

and access are addressed by providing opportunities for all children to participate and learn (Judge,

Puckett, & Cabuk 2004; Cross, Woods, & Schweingruber 2009). In such an environment,

accommodations are made for children with special needs to use technology independently
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 12
(Hasselbring & Glaser 2000), and technology strategies to support dual language learners are in

place. Issues of equity and access also have implications for early childhood professionals and

policymakers. Some early childhood educators face the same challenges in their own access to

technology tools and Internet broadband at work or home as do the families of children in their

care. Research and awareness of the value of technology tools and interactive media in early

childhood education need to be shared with policy makers who are interested in issues of access

and equity for children, parents, families, and teachers. Technology and interactive media are tools

that can promote effective learning and development when they are used intentionally by early

childhood educators, within the framework of developmentally appropriate practice (NAEYC

2009a), to support learning goals established for individual children. The framework of

developmentally appropriate practice begins with knowledge about what children of the age and

developmental status represented in a particular group are typically like. This knowledge provides

a general idea of the activities, routines, interactions, and curriculum that should be effective. Each

child in the particular group is then considered both as an individual and within the context of that

child’s specific family, community, culture, linguistic norms, social group, past experience

(including learning and behavior), and current circumstances (www.naeyc.org/dap/core; retrieved

February 2, 2012). Children’s experiences with technology and interactive media are increasingly

part of the context of their lives, which must be considered as part of the developmentally

appropriate framework. To make informed decisions regarding the intentional use of technology

and interactive media in ways that support children’s learning and development, early childhood

teachers and staff need information and resources on the nature of these tools and the implications

of their use with children. Above all, the use of technology tools and interactive media should not

harm children. The healthy cognitive, social, emotional, physical, and linguistic development of
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 13
the whole child is as important in the digital age as ever. Access to technology tools and interactive

media should not exclude, diminish, or interfere with children’s healthy communication, social

interactions, play, and other developmentally appropriate activities with peers, family members,

and teachers. Technology and media should never be used in ways that are emotionally damaging,

physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children.

This includes undue exposure to violence or highly sexualized images (NAEYC 1994; AAP 2009).

Just as early childhood educators always have been encouraged and advised to monitor and apply

the latest research findings in areas such as health and child development, so too should they

continually monitor and assess research findings on emerging issues related to technology,

including 3D vision and eye health, exposure to electromagnetic fields and radiation from cellular

phones (EMR Policy Institute 2011), toxins from lead paint or batteries, choking hazards involving

small parts, child obesity, screen time, or any other potentially harmful, physiological, or

developmental effects or side effects related to the use of technology.

Appropriate technology and media use balances and enhances the use of essential materials,

activities, and interactions in the early childhood setting, becoming part of the daily routine

(Anderson 2000; Van Scoter, Ellis, & Railsback 2001; Copple & Bredekamp 2009; NAEYC

2009a).

Figure 1. The children played the Edu games at Play Group AL-Azhar Jakarta
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 14
Technology and media should not replace activities such as creative play, real-life

exploration, physical activity, outdoor experiences, conversation, and social interactions that are

important for children’s development. Technology and media should be used to support learning,

not an isolated activity, and to expand young children’s access to new content (Guernsey 2010a,

2011b). For infants and toddlers, responsive interactions between adults and children are essential

to early brain development and to cognitive, social, emotional, physical, and linguistic

development. NAEYC and the Fred Rogers Center join the public health community in

discouraging the use of screen media for children under the age of 2 in early childhood programs.

Recognizing that there may be appropriate uses of technology for infants and toddlers in some

contexts (for example, viewing digital photos, participating in Skype interactions with loved ones,

co-viewing e-books, and engaging with some interactive apps), educators should limit the amount

of screen time and, as with all other experiences and activities with infants and toddlers, ensure

that any use of technology and media serves as a way to strengthen adult-child relationships. Early

childhood educators always should use their knowledge of child development and effective

practices to carefully and intentionally select and use technology and media if and when it serves

Figure 2. The teacher showed the children how to play the game corretcly
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 15
Research Question

How is the developing in computer usage in play group for bulding up children’s early

literacy and numeracy, an example in Jakarta, at Al-Azhar Play Group for exactly. The softwares

that they have been using up to now are “Bobi Bola Bermain bersama Batita” and “Bobi Bola di

Rumah Ajaib”. The games are edu games that teach children early literacy and numeracy.

Methodology

The methods chosen for this study and the processes of data interpretation reflect our

sociocultural perspective that children’s learning is defined by interpersonal, institutional and

socio-political circumstances (Vygotsky, 1978). The methods also reflect our aim to gain insights

into how children’s literacy and numeracy learning is mediated through the usage of computer. We

therefore observed episodes of interaction around computer edu games, conducted interviews with

staffs to explore attitudes towards before and after using the computer in class, and we talked with

some of the child participants about the games on computer. The children in play group was

seventeen children with 2-4 teachers. They have computer program 2 times in a week for thirty

minutes.

Findings

The results of this research are the children’s familiarity towards vocal letters is increasing

and also with the numbers 1-10 in one month. The children’s familiarity is also increasing in using

computer. They have becoming faster in operating the computer while they are playing the games.

Sometimes they asked the teacher why they could not play the games when they had to pass the

day without computer program on the schedule. Some of them told the teacher that they also played

the games or similar games at home. These have been proofs that the program has brought

enhancement to children’s abilities. They can recognized the vocal letters, and through time they
COMPUTER USAGE IN PLAY GROUP FOR BUILDING UP CHILDREN’S EARLY
LITERACY AND NUMERACY: AN EXAMPLE IN JAKARTA 16
had been even better and better. They also able to recognized the number up to ten. They could

answer the questions in the games mostly.

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