Cognitive Principles for Education-Based Learning in Young Children
DOI:
https://doi.org/10.56198/xhp86k98Keywords:
Game-based learning, Learning, Child development, Children’s mediaAbstract
The use of media devices is increasing with 41% of children between 24-36 months of age engaged in more than two hours of screen time per day. The number of games has also increased recently but little has been done to assess their educational validity. Given the substantial increase in media use by young children, a set of best practices is needed. We present principles that will be useful for designing and developing educational games for young children. To provide an example, we build the principles around a national problem; improving early-childhood language acquisition in low socioeconomic status children. Language development is often an indicator of pre-literacy skills that relates to long-term academic success. We argue that educational games could help facilitate language development and academic readiness skills in children before they enter formal school. Here we provide five principles as a framework to develop learning in young children.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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