3. Use of The KidSmart Young Explorer Unit

3.1 Type of group interaction while using the unit

In all centres children work at the unit in groups of between four and six
children In 39 (89%) of the 44 centres children engaged in debate,
discussions, provide assistance and guidance to each other, imitate the
different characters and sing along with the music themes. In 5 (11%) centres
the educator would instruct the children to work quietly at the unit and not say
anything. However, the programme manager indicated that this inhibited
children's opportunities to learn from each other. When these centres were
visited later in the year. The children were interacting freely with each other.

3.2 Best opportunities for children's learning

In all instances the educator indicated that children learn best when the
teacher is there to offer assistance and guidance, especially when a new
activity is introduced.

3.3 Educator's intervention when children use the unit

Educators all indicated they were almost always present at the unit when
children are working. They would usually have either an assistant teacher to
supervise the other children in the class or the educator would set them tasks
and would periodically monitor their progress.

4. Educator Interaction With Children At The KidSmart
Young Explorer Unit To Support Children's Learning

4.1 Support and assistance to children

Support and assistance were provided in a number of ways:

- All educators explained the instructions to the children,
- All educators provided assistance when children experienced difficulty,
- Educators from 27 (61%) centres translated words and phrases that
children didn't understand into their mother tongue,
- Educators in 5 (11%) centres held 'debriefing' sessions after each session
at the unit to determine what children had understood and whether they
were able to relate it to work they were doing in class.

4.2 Record keeping on children's use of and progress with the Software

Educators from 30 (68%) centres monitored and recorded children's progress
as part of the overall monitoring of children’s development and progress. 14
(32%) centres kept brief notes on each child which were updated regularly,
and which covered both how the child performed in class and in the linked
activity on the unit.

5. Children's Engagement In Sustained Interactions With
The KIDSMART Young Explorer Unit

5.1 Children's attitude about attending the centre

All educators indicated that the unit had made a significant difference in
children's attitude towards the centre. This has resulted in the following:
- An increase in attendance especially of children who are habitually absent,
- Children no longer arrive late, they are punctual - if not early,
- Children follow the rules of the centre more easily,
- Children encourage their parents to pay their fees on time,
- Children do not cry anymore, and
- Where before children would play sick, they now come to the centre with
their medication.

5.2 Initial response to the unit

Educators from 29 (66%) centres indicated that the children were very excited
when first introduced to the unit. The children were amazed by the unit’s
ability to produce music and speech and wanted to know what this "TV-like
thing" was all about. They all wanted to work at the unit at the same time. 15
(34%) centres indicated that some children were initially afraid to touch the
unit and were tentative in using the mouse.

5.3 How children relate to the unit now

For the most part children are very keen to work on the unit and they;

- Feel confident and are able to choose in what activity they want to work,
- Want to work at the unit all the time,
- Have been able to make the link between what they are learning in class
and what is happening on the unit.
- Are able to start-up and shut-down the unit properly, and
- Are able to use the mouse effectively.

5.4 Children's use of the unit

Educators indicated that the child's ability to persist with solving a problem
varied from child to child. Children's persistence was however influenced by
their

- Understanding of the instructions given, and
- Grasp of the English language,
- Ability to use the mouse properly, especially in activities where they
needed to 'click and drag 'objects.

Once children understood the instructions and were able to manipulate the
mouse properly, they tended to persist until they solved a problem.
Random clicking of the mouse was prevalent when the children were first
introduced to the units, when they were learning to use the mouse, and while
experimenting to see what all the different objects on the screen would do
when touched. At the time the evaluation visits were conducted, children were
using the mouse confidently and random clicking was virtually nonexistent.
In all centres children worked at the unit in groups of 4 to six children. This
enabled them to work with each other, sharing ideas, and providing
assistance. Children were never left to work alone at the unit.

5.5 Impact on children's learning, social skills and behaviour

Educators report that children's learning was affected in the following ways.

X The development of thinking skills,
X Their memory improved,
X Their vocabulary increased,
X Non-English speaking children learnt to speak English better,
X Their concentration improved,
X They have mastered early literacy, numeracy and life skills taught at the
centres,
X Their listening skills have improved.
Children's behaviour have improved- they have learnt to:
X Say 'please ' and ‘thank you ‘
X Wait their turn and to share,
X Work together,
X Respect others' property, the computer and other equipment in their
centres,
X Carry out and obey instructions given to them. Their discipline has also
improved.

6. Impact of the unit on centres

Educators felt that the unit had a positive impact on their centres as it had
resulted in

- Security al the centre being improved
- Enrolment for next year is higher than this year,
- Enrolment this year increased,
- Absenteeism has dropped,
- Parents being more enthusiastic about the centre.

6.1 Reaction of parents and committee members

Parents end committee members:
- See the unit as providing their children with an opportunity they (the
parents) had never been exposed to,
- Encourage their children to attend regularly so as not miss out on the
opportunity to work on the unit.
- Are encouraged by their children's improvement in English, especially the
second language English speakers.

6.2 Parents' interest in the centre and their children's development

Educators have indicated that parents are more involved in the centres as a
result of the unit This is demonstrated as follows:
- Parents attend parent meetings more often and in greater numbers,
- They pay their children's fees on time.
- Parents ere raising funds to improve the centres,
- They have suggested that the fees be increased as they perceive the
service provided by the centre to have improved.
- Children's attendance usually drops around the middle of the year, as
parents struggle financially and make the decision not to keep their
children at the ECD centre. This phenomenon has not been as wide
spread 35 in the past.
- Parents are promoting the centre to friends and family members who have
young children, which has resulted in most centres having reached their
quota of children for next year already.
- Parents now visit the centres regularly to see how their children are
progressing,
- Parents feel that they can more clearly see the extent of their children's
development.

7. The Benefits Of The Unit

The educators reported the following as benefits of the KidSmart unit;

X It is outcomes-based and therefore fits in with the approach used in South
African Schools,
X It is age appropriate; and starts from the simple and moves to the difficult,
X It has expanded children 's vocabulary,
X Children are able to grasp concepts easier,
X Children are using computers confidently, with no fear. It has enhanced
their self confidence and self esteem,
X It gets children to school every day - they QK not bored,
X It is very practical,

X Children with sped a! education needs have benefited greatly.

8. Difficulties Experienced With The Unit

Educators reported the following difficulties:

X Children will be going to primary schools in disadvantaged communities
where there are no computers for them to work on.
X The software tends to freeze in 'What's My Number' an activity in 'Milile's
Math House.
X Second language English speaking children struggled to understand the
language spoken, especially in the more advanced activities,
X Educators' grasp of Geography and the Sciences was limited. They
therefore struggled with 'Earth Scout' in Trudy's Time and Place, and with
'Acorn Pond' and the 'Sorting Station' in Sammy's Science House. To
compensate for this they had to do more detailed research at their local
libraries when planning their teaming programmes so that they could more
easily facilitate children’s earning.
X Educators felt frustrated by their inability to fix basic things, i.e. the
speaker adapter's cable tended to fail out or fuse, and educators did not
know how to fix this.

Despite the difficulties mentioned above, we conclude that the KidSmart
Young Explorer Computer Programme (Phase 2) has been a great success.
The outcomes set for the programme have been achieved and the young
learners exposed to the unit have shown phenomenal growth and
development, not just intellectually but also socially.