https://doi.org/10.31261/CHOWANNA.2003.21.11
The subject of this article is an analysis of the process of computer-assisted support for selected areas of development in six-year-old children—areas that influence their achievement of school readiness. The main cognitive objective of the designed empirical research was to determine the possibilities and effectiveness of using computers, along with educational software programs intentionally selected to support the process of shaping school readiness in preschool children. The praxeological objective was to raise awareness among preschool teachers and parents of preschool-aged children, to formulate and justify the rationale for including computers among the media that support the process of achieving school readiness. The practical objective was directly aligned with the cognitive one and focused on defining the role of the computer in a child’s life and its connection to the educational process already occurring at the first stage of institutional education. The empirical research initially involved an analysis of the functioning of preschool education institutions that use computer equipment both in the didactic and educational process, as well as in the management and administration of the preschool. The preschools selected for the study were mainly located in the Silesian Voivodeship, while supplementary research materials were collected through a survey conducted among preschool teachers from the Pomeranian, Masovian, and Lower Silesian Voivodeships. To achieve the established objectives, the primary method used was a natural pedagogical experiment, which served as the basis for drawing conclusions and making assertions in the course of the study.
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Vol. 2 No. 21 (2003)
Published: 2025-08-18
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