Educational informatization is a hot topic in the field of education in recent years. People firmly believe that the application of information technology represented by computers and the Internet in the field of education can improve teaching efficiency, optimize the learning process, build a rich teaching environment, stimulate students' interest in learning, and provide strong technical support for teachers' teaching and students' learning. With the development and popularization of science and technology, modern information technology began to move from cities to rural areas, from universities to primary and secondary schools, and even preschool education. Many preschool education researchers and practitioners have high expectations for the application of modern technology in preschool education. However, the theoretical and practical research on the application of modern information technology in preschool education is not as mature as in primary and secondary schools, higher education and vocational education. "The theoretical and practical research of preschool education informatization has been marginalized and has not received due attention. In addition to the research background and interest of the research object, this phenomenon also stems from the marginalization of preschool education itself to some extent. " [1] Because preschool education is a weak link in all levels of education, there are long-standing problems such as insufficient investment in education funds, serious shortage of educational resources, extremely unbalanced urban and rural development, imperfect teachers, and even the problem of "difficulty in entering the park" is very prominent in some places. If even the basic "admission" is not guaranteed, then the so-called pre-school education informatization can only be stranded.

However, in recent years, more and more scholars and front-line teachers have explored the theory and practice of preschool education informatization. In China HowNet, the author made a professional academic search on "informatization" or "information technology" and "preschool education", "kindergarten" and "preschool education", and the time was limited to 20/200712. 496 related literatures were retrieved, including 42 master's theses, 439 academic journals, 2 conference papers and 3 newspapers/kloc-0. From 2007 to 20 12, the number of documents showed an upward trend, as shown in figure 1.

With the help of the knowledge visualization analysis software CitespaceII developed by Chen Chaomei, the author extracts the subject words from 496 literature records, in order to comprehensively and intuitively present the hot spots of preschool education informatization research in recent years. Get the network time zone view of pre-school education informatization keywords, as shown in Figure 2.

As can be seen from Figure 2, the research hotspots of preschool education informatization in 2007 were the most concentrated and rich, and the center had great influence. Among them, keywords such as multimedia courseware, modern information technology, computer, information technology education, information literacy, information technology means, multimedia technology, teaching activities and integration have become research hotspots this year. From 2008 to 20 12, the research focus changed smoothly, from paying too much attention to information technology to more comprehensive and in-depth research, such as learning interest, educational resources, teaching situation, informationization, subject integration, family education, whiteboard, interaction and network platform.

Although pre-school education informatization has received more attention and research, we still lack a comprehensive understanding of the current situation of pre-school education informatization construction and application. If we can't grasp the current situation and existing problems of preschool education informatization in time and accurately, we can't guarantee the sustainable development of preschool education informatization. Therefore, it is necessary to fully understand the current situation of preschool education informatization construction and application. According to Figure 1 and Figure 2, combined with 496 documents related to preschool education informatization, this paper expounds the present situation of preschool education informatization construction and application from five aspects: policies and regulations, infrastructure construction, resource construction, kindergarten teachers' information literacy and information technology application.

Two, pre-school education information policies, regulations and standards have achieved initial results.

The formulation of policies, regulations and standards of preschool education informatization is a necessary means and an important guarantee to ensure the development of preschool education informatization. In recent years, all kinds of educational policies and documents issued by the state have shown concern and inclination to the informationization of preschool education. 20111212 The Ministry of Education officially promulgated "Professional Standards for Kindergarten Teachers (for Trial Implementation)", [2] which is the basic requirement of the state for the professional quality of qualified kindergarten teachers and the basic norm for kindergarten teachers to carry out teaching guarantee activities, requiring teachers to have certain knowledge of modern information technology. Kindergarten teachers' information technology knowledge plays a positive role in kindergarten information management, information teaching activities, home cooperation and scientific research level, which is an inevitable requirement for kindergarten teachers in the information age.

20 12 "Ten-year Development Plan of Education Informatization (20 1 1-2020)" points out that basic education should cultivate students' learning ability. Encourage students to learn actively, independently and cooperatively by means of information; Using information technology to cultivate students' good study habits, develop their interests and specialties, and improve the quality of learning; Enhance students' ability to ask, analyze and solve problems under the network environment. The cultivation of these abilities and habits inevitably requires kindergartens to be in a good information environment: only by having suitable information infrastructure, enriching suitable information resources and kindergarten teachers with high information literacy can these goals be achieved.

20 12 September, the "National Preschool Education Management Information System" was launched. The purpose of this system is to implement "Several Opinions of the State Council on the Current Development of Preschool Education", strengthen the management of preschool education, and monitor the implementation of major national preschool education projects and three-year action plans of preschool education in various places. The development and operation of the system is the achievement of educational informatization construction, and it is also an important means to promote the scientific management and information management of preschool education.

In addition to the policy and decision support of the national government, some provinces and cities have also realized the importance of the development of preschool education informatization early, started the practice of preschool education informatization, and formulated corresponding regulations and standards to promote the construction and application of preschool education informatization.

In 2009, Beijing preschool education informatization action plan (2008-2010) [3] was released. The Action Plan holds that preschool education is an important part of basic education, and preschool education informatization, as an important part of basic education informatization, needs to be built and developed urgently. The main goal of the action plan is to improve the quality of kindergarten education, improve the level of teachers' informatization, enhance educational ability by means of informatization, and guide parents to master scientific parenting knowledge. Within three years, 60 pre-school education demonstration bases will be established in all districts and counties of Beijing to promote the informatization construction of pre-school education in the city; Establish a high-quality, safe and stable information management platform for pre-school education in Beijing to realize pre-school education resource sharing, information transmission and network exchange; Popularize the network platform construction of demonstration kindergartens and first-class kindergartens, and gradually promote and guide the network platform construction of other classes and kindergartens; Improve the informationization of kindergarten administration at all levels and the information technology level of managers; At the end of 2009, the Zhejiang Provincial Department of Education formulated "Zhejiang Kindergarten Equipment Specification (Trial)" (Zhejiang Education Office Technology [2009] 173). The specification lists the configuration of information technology equipment as a separate item, in which the configuration of computer teaching office, network center and closed-circuit television system are required items, and the broadcasting system and security monitoring system are required items. 20 1 1 Jiangsu provincial department of education issued the information technology equipment standard for kindergartens in Jiangsu province. The standard requirements of kindergarten information technology equipment include: each class is equipped with multimedia system, each kindergarten is equipped with network office area, and kindergarten network campus, kindergarten broadcasting system and kindergarten safety monitoring system should be established.

20 1 1 issued the "Shanghai kindergarten information teaching environment construction and configuration requirements" (Shanghai Education Commission [201] No.88). This requirement puts forward specific requirements from the network environment configuration of the park, the basic configuration of the park to the configuration of class information equipment: except for 1 multi-functional outdoor activities, the demonstration park and the district and county information experimental park can be equipped with electronic whiteboards and video conference systems as needed; Demonstration parks and information experimental parks in all districts and counties can be equipped with multimedia resource rooms as required, and computers with access to the Internet, district education networks and internal resources in the parks can be provided for teachers, children and parents to access relevant multimedia resources; It is suggested that each park should be equipped with a certain number of laptops for teachers' mobile office and study and training.

201212 February, Henan provincial department of education issued the "basic standards for running kindergartens in Henan province (for trial implementation)" (No.2012169), in which modern information technology products such as televisions, DVDs and recording equipment are necessary equipment for kindergartens and office computers.

In addition, Tianjin, Liaoning, Jilin, Sichuan, Chongqing and other places have successively issued relevant documents on the informatization construction of preschool education, which put forward specific requirements from kindergarten education technology and equipment to the construction of digital network resources.

The formulation of these policies, regulations and standards has promoted the development of preschool education informatization and achieved initial results. For example, the construction and selection of Beijing pre-school education informatization demonstration base has actively promoted the informatization construction of kindergartens and formed a distinct informatization construction model. Cotton Hutong Kindergarten in Xicheng District, Beijing [4] started the "information construction project" in 2006, and gradually established a set of network operation mode integrating management, scientific research and teaching, with the goal of promoting the development of teachers, ensuring the safety of kindergartens and promoting the co-education of homes. During the 11th Five-Year Plan period, Fangzhuang No.2 Kindergarten in Fengtai District of Beijing formed a curriculum framework of computer information technology, and built an information management platform, an information resource platform and an information exchange platform. After more than ten years of construction and development, the informationization of Shanghai preschool education has gradually expanded from the initial single information release to the comprehensive service field covering management, teaching, training and support. [6]

Although the national policy has paid more attention to the informationization of preschool education in recent years, all localities are actively practicing and exploring. However, the construction and application of preschool education informatization has just started. Judging from the current development situation, the government should continue to increase the policy support for the informatization of preschool education, and provide a good policy atmosphere for the development of informatization of preschool education. All provinces and cities should formulate regulations and standards for pre-school education informatization according to the existing local economic level.

Third, the construction of pre-school education information infrastructure is weak, with obvious regional differences.

Fund is the key to the construction of information infrastructure for preschool education. According to relevant statistics, the proportion of pre-school education funds in China is only 1.3%, while the international average is 3.8%. Due to the low level of government guarantee, the proportion of private kindergartens in preschool education is very high (2065,438+00, and the proportion of private kindergartens in central and western regions is as high as 80% [7]), and the quality of running kindergartens is uneven. [8] China's pre-school education informatization is uneven in macro-regional development and uncoordinated in micro-internal application. The "digital divide" in preschool education has become a serious obstacle to the realization of educational equity. Kindergarten websites, local area networks and other settings need to spend a lot of money to ask enterprises to set them up, so some private kindergartens with weak economic strength are out of the track of information development. [9] At present, the information infrastructure of kindergartens has become a bottleneck to promote the informationization process of preschool education. The information infrastructure construction of preschool education in China is weak, with significant regional differences. Kindergartens in developed areas can almost achieve 100% network connectivity, and information equipment is constantly upgraded and updated. But for ordinary cities, there is still a long way to go, and for rural areas and remote mountainous areas, such a goal is out of reach, because the basic problem of "entering the park" has not been solved.

The information construction of preschool education in the eastern region started earlier, with sufficient funds and full development; The problem of kindergarten infrastructure and popularization in the central and western regions has not been solved, and the construction of kindergarten information infrastructure has not received attention and strong support, but qualified provinces and cities are still effective in the construction of preschool information infrastructure. Kindergartens in most areas have applied modern information technology to the education, teaching and management of kindergartens, established multimedia activity rooms, and equipped preschool classes with hardware facilities such as computers, electronic whiteboards, projectors and DVDs. Some developed areas are also equipped with two-way video conferencing systems and multimedia teaching courseware platforms, which basically realize the "garden-garden communication".

In the western region, taking Lanzhou as an example, kindergartens are still at a low level in information infrastructure construction, and people's understanding of information teaching equipment is still relatively narrow. Among them, more than 70% of the equipment in kindergartens are networked computer equipment, tape recorders and televisions, of which tape recorders account for 92%, while projectors, slide projectors and digital cameras are mostly less than 50%. 52% kindergartens are equipped with multimedia classrooms, 38% kindergartens are equipped with broadcasting systems, and only 24% kindergartens are equipped with professional computer classrooms, but there are few information-based teaching environments such as video conference rooms and lecture halls. [10] and the hardware facilities in the central region are not perfect: although 100% of the kindergartens surveyed are equipped with computers, printers, scanners and digital cameras, the per capita ownership is significantly different; The per capita computer ownership of provincial model kindergartens is 0.073, that of municipal model kindergartens is 0.04, and that of private kindergartens is only 0.02. [ 1 1]

Relatively speaking, Shanghai's pre-school education informatization is at the forefront of the country in theory and practice. In 2003, 99% kindergartens in Shanghai were able to access the Internet through dial-up or ADSL, and 6 1.5% kindergartens were equipped with local area networks. The main equipment available to teachers are computers, VCD/DVD and video recorders. In 2004, Shanghai also established an application platform for kindergarten management. As of 20 1 1, the coverage rate of "Yuanyuantong" public park reached 100%, which was used by more than 30,000 teachers and more than 200,000 families in the whole city 18 districts and counties. In 2005, the broadband installation rate of kindergartens in Shanghai reached 73.4%, and the average number of computers in kindergartens was 13. In 2009, all districts and counties completed the upgrading of information equipment, and realized the connection of computers to classes and broadband to classes. According to the actual situation of districts, counties and parks, a large number of information application equipment such as two-way video conference system, multimedia teaching courseware platform, electronic whiteboard, projector and digital camera have been added. [12] The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) emphasizes the need to establish a garden-running system with government-led, social participation and both public and private. In the face of the contradiction between the proportion of capital investment and the large amount of funds needed for the informatization development of preschool education, we should actively establish cooperation with all sectors of society and let more outstanding enterprises with social responsibility and historical mission participate in the informatization construction of preschool education.

The typical representatives of using social forces to promote and develop the informatization of preschool education in China are IBM and Ankang Jiayuan (also known as Ankang "public welfare" network project). In 200 1 year, IBM cooperated with the Ministry of Education of China to introduce the "Children's Intelligence" project into China. Up to 20 10, IBM has donated more than 3,400 "Kid Smart" children's computers and supporting software to preschool education institutions in China, with a total value of over 68 million RMB, covering more than 150 cities in China. The "Little Explorer" project is based on the donation of multimedia children's learning center and supporting teaching software. By organizing cooperative kindergarten teacher training, teachers can further explore the transformation of teaching methods and models of early childhood education, improve the ability and level of kindergarten teachers to use modern education, and promote the improvement of teachers' professionalism. [13] As of 201265438+122, kindergartens that have joined the Ankang Plan 187 12, teachers 5 19 154. The starting point of pre-school education informatization in Jilin Province is Ankang Home. In view of the fact that there are many private kindergartens in Jilin Province, the degree of informatization support is low, and the construction funds are almost zero, Ankang Jiayuan has given timely help to promote the informatization development of preschool education. [ 14]

We should refer to the local economic level and regional characteristics, and according to the different levels of kindergartens, we should give classified guidance, implement it step by step, and promote it step by step, so as to improve the current situation of weak infrastructure construction of preschool education informatization and significant regional differences. For example, in developed regions and cities, on the basis of existing informatization construction, we should speed up the construction of informatization learning environment, further improve the functions of informatization teaching and management services in kindergartens, and explore a new mode of integrating information technology and curriculum suitable for kindergartens. In economically underdeveloped areas, urban schools with conditions can increase the popularization and promotion of the Internet and "Garden Link" and further improve the construction and training of information infrastructure. In areas without conditions, it is necessary to increase the configuration of traditional information technology facilities, such as tape recorders, televisions, cameras, DVDs, etc.

Fourth, the information resources of preschool education are seriously insufficient and the level of specialization is low.

The construction of educational informatization resources is the guarantee and important support to realize informatization, and it is also the basis to support teachers to integrate information technology with curriculum. The quantity and quality of resources determine the quality of preschool education informatization. "Integrating high-quality educational resources and promoting resource sharing is a top priority for pre-school education informationization." [ 15]

At present, the existing forms of pre-school education information resources mainly include pre-school education resource database (to meet the needs of kindergarten teaching), special learning website, teacher blog, courseware making material database in various parks and so on. The construction of preschool education information resources mainly depends on the input and support of local governments, and is completed with the joint efforts of kindergartens, teachers, parents and some social forces. At present, the education departments of most provinces and cities in China have established pre-school education websites, and kindergartens also have their own independent web pages, class blogs, home interaction platforms, pre-school education theme forums and a series of network resource platforms. For example, China Preschool Education Network, Shanghai Preschool Education Network, Zhejiang Preschool Education Network, Shandong Preschool Education Network, and Preschool Education Information Research Network (sponsored by Henan University Preschool Education Information Research Institute) have fast updating speed and rich contents. Most of these websites transmit the latest information of preschool education at home and abroad, advocate the latest ideas of preschool education, provide information services for leadership decision-making and preschool education reform, and provide information services for early education in the whole society.

However, there are few network resources dedicated to children's learning, and the software development technology suitable for children's learning and development is still immature in China. In Lanzhou, the popularization rate of kindergarten websites (web pages) is 36%, and its main uses focus on kindergarten publicity, teaching information sharing among teachers and interaction between teachers and parents. And the independent learning resources provided for children are almost zero. [16] Shanghai preschool education network is one of the core achievements of Shanghai preschool education informatization. It is a resource library that collects professional information of preschool education at home and abroad, and it is also a curriculum resource library that collects excellent activity designs, courseware and materials in Shanghai. Shanghai Preschool Education Network integrates the achievements of Shanghai kindergarten curriculum reform through multiple channels, gathers experts and famous teachers from all sides, meticulously creates high-quality professional resources for preschool education, and successively launches channels for preschool teachers, family education and early education, focusing on the construction of curriculum materials, 06 games, 06 hospitals, 06 kitchens, 06 reading enjoyment, family education and 03 baby-rearing. By optimizing, integrating and sharing kindergarten curriculum resources, teachers' burden can be effectively reduced and kindergarten teaching quality can be improved. [ 17]

In contrast, foreign children's education and social networking sites are more mature. 20 12 foreign evaluation 15 children's websites are the most popular, among which [18] Nick's website ranked first has nearly 5 million monthly visits. Foreign children's websites have strong professionalism and clear classification. For example, website content generally includes education, entertainment and adults (for teachers and parents), among which educational websites are subdivided into seven categories: animals, art, mathematics, music, science and space. Moreover, most of the contents of these websites are mainly for fun, in order to let children know something they rarely touch, rather than let them remember anything. These websites are also accurately positioned and graded according to the content of the websites, so that children with corresponding knowledge levels can learn the corresponding content. The key point is that foreign children's education websites also pay attention to cultivating children's media literacy. They will teach children how to protect their privacy in the process of surfing the Internet, and also set up a "For Parents" page for parents to provide parents with suggestions on how to guide their children to use the Internet correctly. These practices are worth learning and learning from.

The lack of pre-school education information resources is an important factor that hinders kindergarten teachers from using modern information technology for teaching. Even if kindergartens are equipped with good modern educational technology and equipment, they cannot play a role in actual teaching and management. In addition, the specialization level of information resources still has a lot of room for improvement, and the existing resources are difficult to meet the teaching and research needs of front-line teachers. Preschool education information resources should conform to the current goals, contents and characteristics of preschool education, and the design should conform to children's study habits and psychological characteristics. At the same time, special designers and developers are needed to collect and sort out the related materials such as one-day activities, teaching activities and observation classes in kindergartens, and present them in various forms such as pictures, words, audio, video and animation. According to the physical and mental development characteristics and teaching needs of children of all ages, with the help of the basic education information network platform or "garden alliance", these resources will be transformed into professional information resources and shared.

Fifth, kindergarten teachers' information literacy is not high and they lack effective training.

The application of modern information technology in kindergarten teaching and management is the general trend, and it will become an important factor in kindergarten education environment. This is undoubtedly a great challenge for kindergarten teachers. The information literacy of kindergarten teachers is related to the application effect of information technology in kindergarten teaching, the integration quality of information technology and kindergarten activity curriculum, and the quality of preschool education informatization. If kindergarten teachers don't have certain information literacy and information technology teaching ability, the informationization of preschool education will become empty talk, information technology can't play its advantages in kindergarten, and it can't be realized to cultivate children's ability to explore and learn independently in the information environment. At present, the overall level of information literacy of preschool teachers in China is not high, and there is a lack of training opportunities, and the state has not formulated the information technology ability standards for preschool teachers. Since 2005, when the Ministry of Education issued "Standards of Educational Technology Ability for Primary and Secondary School Teachers (Trial)", the national educational technology ability building plan for primary and secondary school teachers has been launched. By the end of 2007, more than 65,438+0,200 national key teachers had been trained, and 40,000 provincial (county) key teachers had been trained successively. 14 provinces, autonomous regions and municipalities directly under the central government have also started the training of front-line teachers, and nearly 400,000 teachers have participated in the training.

Compared with the information technology ability of primary and secondary school teachers, the information technology ability of kindergarten teachers is still far behind. At present, kindergarten teachers have a good grasp of traditional modern educational technologies and equipment such as tape recorders, televisions and computers, but have a low grasp of projectors, slide projectors, printers and cameras. Most rural kindergarten teachers have never used PowerPoint and Excel, and most of them especially lack the ability of making multimedia courseware and processing multimedia materials. [ 19]

The lack of professional training opportunities is an important factor that hinders the improvement of kindergarten teachers' information literacy, and the training has little effect. In the western region (taking Lanzhou as an example), only 64% kindergartens occasionally carry out information-based teaching training, 9% kindergartens have never carried out information-based teaching-related training, and there are not enough kindergartens that regularly carry out this training 1/3. [20] It is gratifying that in 20 1 1 year, the Ministry of Education and the Ministry of Finance launched the national kindergarten teacher training plan, and conducted different forms of centralized training for rural public kindergartens (including departmental and collective kindergartens) and inclusive private kindergartens in the central and western regions. Among them, in the training of most provinces and cities, special information technology courses are set up to cultivate their information literacy and enhance their ability to use modern information technology.

The educational level of preschool teachers in China is generally low, and various forms of training should be taken to improve the level of teachers. According to 20 10 national kindergarten teachers' education statistics, taking Shanghai as an example, 45.95% kindergarten teachers have bachelor degree or above, and 93.6% kindergarten teachers have junior college degree or above. In the central region, taking Henan as an example, the proportion of undergraduate and above is 0, that of junior college and above is 60.3%, and that of technical secondary school is 39.7%; Taking Gansu as an example, the proportion of undergraduate and above is 0, that of junior college and above is 70.23%, and that of secondary school is 29.77%. [2 1]

Therefore, for kindergarten teachers in developed areas in eastern China, their understanding of preschool education informatization has become "personalized". They have mastered modern information technology equipment and can apply appropriate information technology according to the characteristics of kindergartens, so they mainly pay attention to the study of ideas in training, such as listening to expert lectures, reports and discussions. For kindergarten teachers in the central and western regions, their understanding of information technology is more "popular". Although they are aware of the importance of modern information technology to the development of kindergartens, they are not very clear about how to locate and develop the informationization of preschool education. Then in addition to learning the necessary knowledge and skills of modern information technology, we should also pay attention to the study and infiltration of ideas. For example, participatory training led by teachers' active learning can not only help teachers learn how to use information technology to guide children's active learning, but also effectively promote teachers' self-development and improvement. [22]

Six, information technology has been widely used in preschool education, but the research level needs to be improved.

The application of information technology in kindergartens not only improves the scientific management and information management level of kindergartens, but also enriches and perfects the form and content of family cooperative education. More importantly, it can optimize the process of teaching activities, create a rich environment for children's learning, and create active learning scenes. At present, the application of information technology in the field of preschool education in China mainly includes three aspects: first, the administration of kindergartens, second, kindergarten education and teaching, and third, family education.

Information technology has been widely used in preschool education and teaching in China. It not only combines information technology with teaching activities in the fields of language [23], health [24], society [25], science [26] and art [27], but some kindergartens also offer computer courses for young children [28], which has aroused heated discussion among parents and society for a time. In 2006, the author of Investigation and Analysis on the Application of Information Technology in Kindergartens in Shanghai [29] mentioned that when faced with the problem of how to apply information technology in kindergartens, most people first consider setting up special computer classrooms and carrying out computer education activities. This reflects that the concept of applying information technology in preschool education has not changed, and computers have not been used as a "booster" for preschool education and teaching activities, which has been seriously affected by information technology education in primary and secondary schools.

Although information technology is widely used in preschool education and teaching activities, there are more practices and less academic research. There are more news reports and less experiments and data. There are many special cases, videos and research projects on the Internet. Among them, the information technology shared by kindergarten teachers all over the world has been applied to preschool education and teaching. For example, the Research Report on the Integration of Computer Information Technology and Regional Games in Kindergarten by the Computer Information Technology Research Group of Fangzhuang No.2 Kindergarten in Fengtai District, Beijing [30], the Application Research of Modern Information Technology in Kindergarten Art Teaching by the Kindergarten Affiliated to Anhui Normal University [3 1] (project number: JG05 16 1), and children's information literacy have been initially formed. The "China Preschool Education Research Association" also published the "Eleventh Five-Year Plan" and "Twelfth Five-Year Plan" projects online. Among them, the topics related to information technology and kindergartens are: Research on the Application of Information Technology (Multimedia) in Kindergarten Art Activities (Kindergarten of Political Department of Lanzhou Military Region), Research on the Influencing Factors of Teachers' Application of Information Technology in Kindergarten Teaching (School of Education Science of South China Normal University), and Empirical Research on Information Technology Promoting Home Cooperation and Exchange [32]. But these are mostly practical experiences of cities, grass-roots kindergartens or research institutions, lacking corresponding theoretical support and research depth.

These topics or practices are under way or have been completed. Among the existing research results, its academic quality is not convincing, lacking experiments and data, and mostly subjective judgment and empirical demonstration. In the past 12 years (1985- 1997), the United States has been arguing fiercely about the potential harm and benefits of computers in kindergartens and primary school classrooms to children's development (Haugland, 1997). [33] Researchers use a large number of experimental samples and data to prove the disadvantages of children using computers at school. For example, a study by Princeton Education Testing Service shows that among 65,438+04,000 fourth-grade and eighth-grade students, "students who spend a lot of time playing computer in school score lower in math exams than those who play computer less", and "earlier studies have not come to the conclusion that the new technology is better than pencil and paper in teaching children to read, write and calculate. [34]