SID SAYS

NICOLE CHENSUE, KATHRYN CROSBIE, BRITTNEY SNOW AND MELISSA WRIGHT

Agenda Introduce the game (Form and Function) Group Demonstration Play Game Developmentally Appropriate Practice Professional Manner Key Challenges Recommendations Reference

INTRODUCING SID SAYS

“My dad has muscles everywhere! From his head all the way down to his toes. He’s going to use his muscles to move.”

“Move your leg.” “He moved his leg. Which muscles do I use to move my leg? Click on me to move my muscles!”

FORM & FUNCTIONPurpose

Develop children’s skills and knowledge pertaining to recognizing and labeling their body parts

Helps identify body parts and improves their vocabulary

Promotes memory skills as it uses repetition and requires the children to remember each movement and adds one action on after every successful completion of the sequence.

Promotes simple movement and motor skills

Promotes following simple instructional cues

Playing The Game

Let’s Play Sid Says as a large group!When prompted, everyone stand up

and follow what Sid says.

http://pbskids.org/sid/sidsays.html

FORM & FUNCTION (cont.) Positive Feedback

encourages positive feedback for the child, but it is only in a verbal way.

Learner choices and control does not really provide a lot of control or choice for the

children that are playing the game. Social interaction

can provide social interaction as long as there is more than just one person playing with the game and computer

DEVELOPMENTAL APPROPRIATENESS Developmentally Appropriate?

Three year olds Appeals to their interests Appeals to their physical/cognitive abilities Appeals to the way they learn

Modeling – Bandura Practice Play - Bergen

Appropriately challenging? Gradually builds in complexity – but only after sequence

is successfully completed Can cause learner frustration as mistakes take you right

back to the beginning and progression is stopped Appropriately challenging to a point, sequences can get

too long and become difficult or impossible for a three year old to remember

May also cause boredom as it is very repetitive

DEVELOPMETNALLY APPROPRIATE CONT’D Does it have appropriate media and

activities? Three-Dimensional Characters and Setting Appropriate and Relevant Sounds Upbeat Music Minimal Distractions

PROFESSIONAL APPLICATION OF SOFTWARE

Consistent with the curriculum and learning outcomes

Appropriate with many KDI’s of High/Scope

Moving in nonlocomotor ways (anchored movement:bending, twisting, swinging one’s arms).

Moving in locomotor ways (nonanchored movement: running jumping hopping, skipping),

Acting upon movement direction, and moving in sequences”

“Building relationships with children and adults, and creating and experiencing collaborative play”

Classification Recognizing objects by sight, sound, touch, taste or smell, and Holding more than one attribute in mind at a time

(Hohmann et.al 2008 pg. 376).

PROFESSIONAL APPLICATION OF SOFTWARE CONT’DDoes the software have high quality technical components? colour scheme interactive components sound quality

Does it present material in an enjoyable and interesting manner?

gives opportunity for the child to move around. "the three year old has the highest activity level of any age in the entire human lifespan" (Santrock et. Al, 2008).

Sid the Science Kid 

Is the software accessible to children? What are the barriers? internet access  free (no memberships required) multiple menus to access the game

Key Challenges“Students who are accustomed to a laregely self-directed, constructivist learning environment may not learn much from

highly structured drill and practice software” (Goyne et al., p. 1).

Involves minimal imagination/problem solving Does not support choice Instructions are sometimes confusing

(mouth/tongue) Difficulty with accuracy when selecting body parts

(small facial features are close together, difficult to tell which part you are selecting)

Recommendations Captions – the words of body parts

specifically, to help spell Button to enlarge so top icons are not

distracting More precise Instructions Enlarge the people/body parts Have a rollover feature that highlights the

possible clickable body parts

ReferencesAllen, K.E., & Marotz, L.R.. (2010). Developmental profiles: pre-birth through twelve

(6th ed.) Clifton Part, NY: Thomson/Delmar Learning.

Bukatko, D., Daehler, M. W. (2004). Child development: a thematic approach. Houghton

Mifflin Company, Boston/ NewYork Goyne, J.S., McDonough, S. K., & Padgett, D. D. (2000). Practical Guidelines for

Evaluating Educational Software. Research Responsibility Library. 1. Retrieved November 11, 2011, from https://docs.google.com/document/d/1zz11UpsJbdemjt_Q29tW28CG96-O1dO76i27Aaq-pv4/edit?hl=en_US&pli=1

Hohmann, M., Weikart, D. P., & Epstein, A. S. (2008). Educating Young Children (3rd ed.). Michigain: High/Scope Press.

Kail R. V., Zolner, T. (2005). Children: Canadian Edition. Pearson Prentice Hall, Toronto, Ontario

Santrock, J.W., Mackenzie-Rivers, A., Leung, K.H., Malcomson, T., (2008). Life-span development. McGraw-Hill, Canada