In recent years, with the popularization of computer use, computer education has become a part of school curriculum, and gradually develops towards younger age. So can computer education be implemented from kindergarten? Is it good for their future development to be exposed to this information medium since childhood? We admit that the introduction of computers into kindergartens has a series of disadvantages, but whether we like it or not, computers, as an important symbol of the information age, have inevitably affected all aspects of our lives. Instead of passive resistance, it is better to use it correctly and improve the present situation of education. Advantages and disadvantages of children using computers What are the advantages and disadvantages of introducing computers into kindergartens? Perhaps we can make a correct judgment from the following comparison. 1. Computer is a representation tool of plane, which may limit children to two-dimensional space. However, with its rich colors, dynamic pictures and beautiful music, children can naturally master certain knowledge in games and play, and at the same time be exposed to more visual and auditory information and stimulation, and gain fun and a sense of accomplishment in hands-on activities, which is conducive to the development of children's good personality. 2. Computers may be too abstract for children in the early stage of operation. But this is mainly a software problem. Adults can choose appropriate software to promote children's learning according to their development level and interest needs. For example, because the coordination of hand muscles is not perfect, children are not interested in operating the mouse to draw detailed pictures, because it often brings them frustration. But they like to use related tools to modify, supplement and color the original picture. So the question is not whether children can master the mouse flexibly, but whether the required operation can arouse their interest and suit their development level. 3. Overinfatuation with computers will affect the development of children's social skills. To this end, we can design tasks that need cooperation, choose software that needs cooperation, and encourage children to share answers and cooperate to solve problems. Because children have different levels of computer mastery, they can be encouraged to learn from each other, or high-level children can be encouraged to help unskilled children complete certain operations, thus increasing the opportunities for children to communicate. In fact, as long as it is used correctly, computers will not affect children's communication with their peers. This kind of socialization is similar to other game fields, and computers can stimulate communication more than other activities. Computers mainly transmit information through words, which is very difficult for children who haven't mastered the ability of reading and writing, and will bring them frustration and lose interest in continuing their studies. To this end, we should add sound equipment to computers, choose software based on pictures, and take sound and images as the main ways of information transmission. Children in large classes can also be encouraged to help illiterate children. Second, how to use computers correctly in kindergartens can be used as a medium and a tool, just like crayons, watercolors, wood blocks and other materials we provide to children. Computers will not let children learn more than other educational methods, and their activities will be limited by their operation and practice. Learning in a group with teachers is as effective as using a computer to carry out activities alone. Is it worthwhile to spend a lot of money and energy to incorporate computers into the preschool curriculum? Experiments show that the advantage of using computer is that it can change children's way of thinking. If properly guided and used, computers can promote and promote children's learning. It can make a qualitative change in children's thinking concept: children can learn another way of thinking, such as LOGO language, which is helpful for children to divergent thinking and reflection. Computers can't be judged by quality. Whether computers are good or bad for children's development depends on how they are used. Teachers and parents should make wise choices according to the actual situation of young children. The following are some suggestions on how to use computers correctly in kindergartens. 1. Don't use computers as a means to improve children's academic performance. The function of computer is not to let children learn much specific knowledge, but to develop their thinking, stimulate their thirst for knowledge and improve their interest in exploring the unknown world. 2. As an auxiliary media resource, computers can enrich rather than replace other media resources. Computer is not so much a true reflection of reality as a representation, so children's experience in using computers should be related to their real life. We must be clear that computers can't solve all educational problems, training and operating procedures are not conducive to emotional development, and computers can't replace all other activities of children, so group activities and social interaction are essential. Don't neglect outdoor activities. It is very important to organize children to take part in outing, fishing and raising small animals to enrich their practical knowledge and experience. 3. Let children have free access to computers, not force them. In the activity, those children who have the ability and interest can use the computer, and if some children don't like it, they can be allowed to choose other activities. After all, computers can only be used as a tool, not a necessary content. Children should be interested in it, not forced to learn to operate it. Ensure that every child can use the computer equally. All children, rich or poor, regardless of gender, have equal opportunities for contact. Otherwise, timid children will shrink back and let aggressive children take over. It can arrange order for children, ensure that any child who wants to get on the computer has time, and give every child equal opportunities. Computers should not be kept in the laboratory, but should be used in every classroom when children need them. 5. In addition to using only software for training and operation, teachers should also be able to choose software that can be integrated into the curriculum and allow exploration, discovery and creation. For example, the kindergarten auxiliary software in the United States has designed a series of skills training activities for young children in the form of games, combining animation and music. Every activity has a certain situation for children to explore and discover. For example, the study time is designed as a hide-and-seek game, and the children play hide-and-seek with a mouse accompanied by music. When the music disappears, it will leave some sound clues to remind children how to find hamsters. Children need to move the hands of the clock according to the prompts, which provides them with an excellent opportunity to study time and cultivates their desire and ability to explore knowledge. 6. Let children be exposed to the most advanced equipment to adapt to the rapid changes in technology. Don't use some outdated programs and software. 7. Encourage teachers to learn computer knowledge. Teachers themselves should be proficient in operating computers and familiar with the use of some software, and it is best to design some courseware according to the actual situation of children. Only when teachers' abilities are developed can they give their children proper and sufficient guidance. In China, children's computer education has begun. Although it is still in the stage of discussion and trial, some experiments and development have been carried out and some results have been achieved. How to make computers play an active role and better promote children's development requires us to keep trying and thinking in practice.