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106 COMPUTEI COMPUTE! May. May, 1982. Issue 24<br />
actual number. The child continues until the correct<br />
actual number. The child continues until the correct<br />
numberr is guessed. Then a marker on the numberr<br />
line flashes, music plays, a large colored number<br />
line nashes, music plays, a large colored numbe r<br />
appears, and die corresponding numbe r of beeps<br />
appears, and the corresponding number of beeps<br />
play. The other games involve two dimensional<br />
grids and other things more suitable for olde r<br />
grids and other things more suitable tor older<br />
children. Like Above/Below/LeftfRight, Above/Below/Left/Right, the Bumble<br />
Games have some of the prelliest screen displays<br />
Games have some of the prettiest screen displays<br />
we have seen.<br />
Letters LeUers and all.d Numbers NWII/.bers (for PET computers, from<br />
Teaching Tuols: Tools: Microcomputer Services, P.O.<br />
Box 50065, Palo Alto, 94303). This program provides<br />
practice in matching aand fill-in drills with<br />
lellers letters aand numbers. When matching is chosen,<br />
large lellers letters or numbers (created with PET graphics)<br />
appear on the top of the screen. The child<br />
presses th e matching letters o r nUlnbers o n th e<br />
presses the matching letters or numbers on the<br />
keyboard. Correct answers result in smile faces,<br />
incorrect answers in an X and another try. When<br />
fill-in fiJl-in practice is chosen, a sequence of lelle letters or<br />
numbers with one missing appears. The child is to<br />
type the missing one. Pressing the question mark<br />
key provides hints. The first hint is a display off the<br />
a lphabet o r digits, the second hint cha nges the a rea<br />
alphabet or digits, the second hint changes the area<br />
off the answer to reverse field. There are a number<br />
of options ons to be set by ann adult, such as whether<br />
upper case lelle rs, lowe r case letters, or numbers<br />
upper case letters, lower case letters, or numbers<br />
are displayed, , how many practice sets are given, and<br />
how many letters or numbe rs appear in each seL<br />
how many letters or numbers appear in each set.<br />
Frog! (for PET computers, from Cursor # 19, ,<br />
The Code e Works, Box 550, Goleta, CA 93116).<br />
This is a playful program which is enjoyed by<br />
people from age two on up. We know a three-yearold<br />
who calls all computers ""Eroggy" Froggy" since he played<br />
this program. p Froggy captures bugs and makes<br />
terrific<br />
sounds each time he gets one. The player<br />
three-year-<br />
controls Froggy by pressing keys on the numberr<br />
pad. The 1I to 9 keys form a 3 by 3 square. The<br />
higherr up on the square you press, the higherhe r up<br />
Froggy jumps. The more to the right you press,<br />
the longer Froggy's tongue extends. You do not<br />
need to know the numbers, just the locatiun location of uf the<br />
key. The bugs keep moving (you can set the speed)<br />
and you must catch them quicklyy enough to prevent<br />
Froggy from starving. Very young children easilyy<br />
learn which keys make something happen, aand can<br />
understand how to get Fruggy Froggy to jump higher.<br />
Printsit Prints;l (for the PET, from Cursor #24, see<br />
address above). This program m lets the childd create<br />
pictures. The child can select anyy of the graphic or<br />
alphanumeric symbols on the PET by simply pressing<br />
the appropriate key. The symbol can be changed at<br />
any lime, and even reverse fi eld characters ca n be<br />
any time, and even reverse field characters can be<br />
used. . The symbol is then plotted olled on the screen<br />
using the number pad to cO control lllrolthe movement -<br />
the direction off movement corresponds to the<br />
position n of the key on un the number pad. If youu have<br />
a printer with PET graphic symbols, the entire<br />
picture can n be printed. Children enjoy creating a<br />
picture and being able to change it easily. We were<br />
told by one child that it's much better belle r than trying<br />
g<br />
to draw and erase with a pencil. PET graphics<br />
make it possible to create many interesting displays,<br />
and children especially y enjoy gelling getting a printed<br />
copy o f th eir wo rk.<br />
copy of their work.<br />
Music! Mus;c '<br />
(for the PET, from Cursor #20, 20. see<br />
address above) turns thee PET into a one octave LO toyY<br />
piano. Older PETs, which do not have built-in<br />
piano. O ld er PETs, which do not have built-in<br />
speakers, need a CB2 sound add-un add-on to use this<br />
program. The child presses a key to playa a note. note,<br />
and have it shuwn shown on a staff on 0 11 the screen. The<br />
length of the note is determined by how long the<br />
key is held duwn. down. The child can create a tune, play<br />
it, il , change it, and save it on tape. This program<br />
makes it possible pussible for young yuung childrenn to play with<br />
music, create their own tunes, and learn something<br />
abollt about musical notation, without first learning to<br />
pia play), an instrument.<br />
Some Principles Of Software Design<br />
For Young Children<br />
We have seen many programs designed lo r yuung<br />
We have seen many programs designed for young<br />
children in addition to those described above. In<br />
our opinion on and the opinions of children we have<br />
observed, the programs described are among the<br />
observed, the programs described a re among the<br />
best t available. What makes them belter beller than the<br />
others? There are many important considerations<br />
in designing good educational software. Special<br />
care is needed in programs for young childrenn<br />
since they cannot compensate for a program's<br />
shortcomings as well as olderr people, e, and Can can<br />
become confused o r distracted easil y. Six principles<br />
become confused or distracted easily. Six principles<br />
off software design we regard as especiallyy important<br />
in programs for young children are discussed<br />
below. Although the programs we have described<br />
below. Although the programs we have described<br />
follow these principles forr the most part, all the<br />
programs could be improved. As all software<br />
designers agree, there is no such thing as a perfect<br />
program.<br />
Ma"e lite pro/Srwn easy 10 get sla.,-ted. For example,<br />
Make the program easy to get started. For example,<br />
the Above/Below/LeftfRight Above/Bclow/Left/Right program starts with a<br />
simple four choice menu in which each choice is<br />
described by a colorful picture. This makes it easy<br />
described by a colorful picture. This makes it easy<br />
for young children to select the option they want.<br />
The Letters and Numbers program requires answering<br />
a series of questions and so must be setup<br />
by aann adult.<br />
Make it easy for the child 10 to u.ndersland understand how his Itis<br />
aclions actions calISe cause lhings things 10 to ha.ppen. happen. Children learn by<br />
realizing the relationshipp between what they do<br />
and the resulting action of the computer. For<br />
example, a child using the Hodge Podge program<br />
will not learn to associate A with apple until he<br />
realizes that an apple appears each time he presses<br />
realizes that an apple appears each time he presses
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