Human development passes through multiple stages throughout life, such is that we grow not only physically, but also intellectually and emotionally.

There are many and varied theories about the human development. One of them, the constructivist approach[1], considers concepts based on psychogenetic conditions in the individual, which means plausible potentials to develop, inherent to every person. These potentials are carried out according to well defined stages, bracketed by age (from 0 to 12 years). However, and despite de delimitation of said stages of development, Piaget (main theorist of this trend), does not underestimate the possibility for the development of more complex thinking throughout life.

 The cognitive behavioral approach[2], (with theorists such as Vygotsky), takes up again several precepts from the constructivist approach and adds to the psychogenetic conception, the influence of the environment (culture, interaction, society, etc.) as a key factor in the stimulation and later development of children. One of the most relevant concepts in this development approach is the zone of proximal development (ZPD). The ZPD establishes a difference between the development level that can be achieved autonomously and that achieved through the collaboration or assistance that an experienced (or more capable) individual can offer.

 Now, when speaking about favoring children’s intellectual development by bringing them closer to the use of computers from an early age, there are some factors that have to be considered:

1. Children up to four years have a notorious brain growth, characterized by constant neuron production. In the same way, it’s during this stage that infants acquire a great part of the communication skills that will later turn more complex in terms of abstraction and vocabulary that they are capable of handling.

2. The need of physical development (muscular tone, fine and gross motor skills, spatial location, etc.) that children must fulfill parallel to the intellectual and emotional development.

3. Activities of a computing environment that are suggested as appropriate for children according to their age, content, work methods, etc.

 Therefore, the question that will be presented to us now would be: what age is recommended for a child to start using computers?

 This question has spawned a whole series of debates about whether it is convenient to bring young children close to this type of tools. For example, authors such as Hohmman (1998), do not recommend this until after the 3rd or 4th year, likewise, there are other researches (Clements, 1994 and Papert 1998) that far from making estimates about the appropriate age for it, speak about the benefits that children can acquire with the use of computers, making a series of recommendations to teachers and educators in general to integrate these resources effectively in schools.

 Intel® Learning Series[3] offers teachers and parents cutting-edge tools that favor bringing children and students closer to the use of technological resources. Such is the case of the Intel-powered classmate PC[4], a computer specifically designed for children and conceived to be used in school environments, among its many characteristics are a rugged construction, drop resistance and a keyboard that offers protection against liquid spills.

 Therefore, some of these recommendations are proposed to the reader in order to positively influence development in children from 3 to 7 years:

1.  Allow children to freely explore, although under supervision of an adult or advisor, the features and applications of a computer (clicking, opening and closing windows, launch and use of software and games, etc.).

2. Foster classroom environments where children can interact with their peers on the use (shared or individual) of computers.

3. Consider activities with the computer that promote the development of fine motor skills [5] besides collaborative work[6].

  As can be noted, the use of technological resources, such as computers, can notably influence the comprehensive development of children in early stages. However, this practice should not be extenuating and even less, exclusive, of this type of resources. It should instead focus on the use of a diverse set of tools in a flexible and fun manner, in order to achieve an adequate stimulation that can lead to more and better levels of intellectual development.

---

Footnotes: