Abstract:

Over the last ten years there has been a gradual but significant introduction of computers in Italian nursery schools. After the initial stages, the process has given way to a stable trend which is going to be further expanded.
Computers in nursery schools can be powerful interactive tools which positively affect learning and encourage flexible thinking, as long as they are used as part of a wider cognitive process.
To this end the Interdepartmental Centre for Didactic Research (CIRD) of the University of Calabria has begun a process of action-research ((R.-A) into the use of computers in the classroom through the INF@ 0.1 didactic software.
The aim is to investigate whether suitable learning environments contribute to an increase in child creativity as well as strengthen specific learning abilities in given contexts.
This work presents a synthesis of the R.-A experience carried out, and some interesting results obtained.
The pedagogic objectives underlying the R-A process were:
- Facilitate the learning of logical-mathematical concepts through games and creative activities using the computer;
- Promote learning processes which link the use of computers to multisensory experiences.

Five (5) nursery schools in Calabria (ITALY) have been involved in the R-A experience, with a total of 10 teachers and about 130 children (age range 5 years) taking part.
The experiment was organized in three phases: project, operation and feedback. It lasted one school year, from October 2007 to May 2008. In-depth study concerning the use of computers and the best practices in literature was carried out prior to the project phase.
The INF@ 0.1 didactic software was designed and created during the project phase (see bibliographical notes). After that, the scaffolding for the experimentation was structured as follows:
1. initial investigation into the latest available information on computer usage in Italian nursery schools. This phase generated ideas for the teacher training and on how to take the project further.
2. teacher training, set up as three different stages over the one-year period, supervised by the CIRD, during which teachers had the chance to get to know the INF@ 0.1 software as well as put forward suggestions for practical activities to be carried out in the classroom. The activities were of an interdisciplinary nature and were centred in particular around the field of experience ‘Knowledge of the world (order, measure, space, time, nature)’.
3. Reflection, checking of the work in progress and adjusting the initiatives carried out in class. A comparative analysis of the children’s behaviour and the learning processes they put into being was made in order to evaluate and verify the overall level of learning and skill acquisition.

During the operative stage various teaching material was made. The children involved in the project produced many works as a result of the consolidation work carried out and while they completed the different tasks.

Keywords:

computer, didactic software, nursery schools, mathematical education.