2.  Form and Function (sound
clips)
 Developmental
Appropriateness
 Screenshots
 Professional Application of
Software
 References
 Time To Play!

3.  Purpose
 Curriculum: Kindergarten (4 years old)
 Subject: Mathematics
 Skills:
 Number sense and numeration (quantity relationships; operational
sense) (Pascal,2007, p.92).
 Patterning (patterns and relationships) (Pascal,2007, p.92).
 Geometry and spatial sense (geometric properties; geometric
relationships; location and movement) (Pascal,2007, p.92).
 Feedback
 Positive feedback: Fosters motivation through praise.
 Sound feedback: Chime noise is made each time a child answers
correctly.

4.  Practice and Review
 Self-correcting: The characters tell the user in a pleasant
way that they have made a mistake and they tell them to
try again. There is an unlimited amount of times to
correct them selves. The character then describes what
the user needs to find. If you still cannot find the
answer, it gives children a hint by briefly lighting up the
right answer if they keep getting it wrong.
 Choices and Control
 Hypermedia: use of graphics, animation, and audio.
 Allows control in navigation.
 Control with time (user doesn’t feel rushed or anxious
since there is isn’t a time constraint).
 Choice of where to place fishes in the aquarium.
 Downfall to this game: Doesn’t provide a map for levels.
 Social Interaction
 Allows for social interaction with the characters but not
with actual living beings (characters talk to children, but
children can’t interact with the characters: 1 way
interaction.)

5.  Age Appropriateness  Behavioural:
 4 year olds  The game praises the user when they
 Cognitive: answer correctly, self-correcting
(tells the children if they are
 The user identifies the
incorrect and to try again),
differences in the
images, counts, identifies  self-correcting goes hand in hand
different shapes, differences with John B. Watson’s classical
in sizes (bigger vs. conditioning (the use of positive
reinforcement through praise
smaller), and identifies conditions the children to answer
most vs. least amount of correctly) (Huskins, 2011, slide 2).
images.
 It teaches children to be patient
 “Understand the concept (makes children wait for the
of tallest, biggest, same character to finish their sentence
and more before completing the task)
 rote counts to 20 or more,  Solitary play vs. Cooperative play
 sorts, classifies, and  Vygotsky believed that some
pattern objects with children hold conversations with
various attributes themselves as a way of thinking out
(smallest to0 biggest; loud and he referred to this stage as
color and shape...)”(Allen “self-talk or inner speech”
& Marotz, 2010. p.148). (Gestwicki, 2007, p.41)

6.  Physical:
 Hand-eye coordination
 Moving in non-locomotor ways (moving the mouse)
 Fine motor development (clicking the mouse)
 Hearing acuity can be assessed by child’s correct usage of sounds
and language as well as by the child’s appropriate responses to
questions and instructions (Allen & Marotz, 2010. p.147).
 Jean Piaget believed that children learn best through exploration
(Gestwicki, 2007, p.40)
 Media and Activities
 There are vivid graphics, animations, video, and sound which can
bring concepts to life (Goyne, McDonough, & Padgett, 2000, p. 2).
 Information and concepts are accompanied by appropriate images
and sounds (Goyne, McDonough, & Padgett, 2000, p. 2).

11.  Consistency with Curriculum  Enjoyable and Interesting
 Allows for drill-and-practice. Manner
 Self-directed.  It depends on personal
 The game is both structured (levels 1-3), and interests of the child.
unstructured (level 4).  Enthusiastic.
 Technical Components  Triggers interests.
 The graphics are clear, sufficiently detailed, engaging.  Intrinsic motivation.
 It is visually appealing without clutter.
 Accessibility to Children and
 It is user friendly. Barriers
 Skills formed can be transferable to other aspects in a  It is free and web-based.
child’s life.
 The user can get lost in cyberspace if they press a
 Children can work in
button outside of the game’s screen. (option for full pairs, but most children
screen should be available) (background can be may want to work
distracting) individually.
 The sound is appropriate.  Headphones will be needed
 The animation and video clips are clear, easily visible. so it isn’t disruptive to other
 Appropriate length of animation: at times the
children.
introductions tends to be long; can be hard to get  Must have a sufficient
characters to repeat themselves amount of computers
available for the children.

12. Allen, K. E., & Marotz, L. R. (2007). Developmental profiles:
Pre-birth through twelve. New York: Thomson.
Gestwicki, C. (2007). Developmentally Appropriate Practice:
Curriculum and Development in Early Education- Third
Edition. Belmont: Delmar Cengage Learning.
Goyne, J. S., McDonough, S. K., & Padgett, D. D. (2000).
Practical Guidelines for Evaluating Educational Software.
The Clearing House .
Huskins, A. (2011, February 10). Unit 3, Class 5: Linking
Personal Values To Philosophical Approaches. Sheridan
College: Trafalgar Campus. Oakville, Ontario, Canada.
Pascal, C. (2007, June 3). The Full-Day Early Learning-
Kindergarten Program: Draft Version. Retrieved November
2, 2011, from www.edu.gov.on.ca:
http://www.edu.gov.on.ca/eng/curriculum/elementary/kin
dergarten_english_june3.pdf