2. Agenda
Introduce the game (Form and Function)
Group Demonstration
Play Game
Developmentally Appropriate Practice
Professional Manner
Key Challenges
Recommendations
Reference
3. 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.”
4. “Move your leg.” “He moved his leg. Which muscles do I use
to move my leg? Click on me to move my muscles!”
5. FORM & FUNCTION
Purpose
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
6. Playing The Game
Let’sPlay Sid Says as a large group!
When prompted, everyone stand up
and follow what Sid says.
http://pbskids.org/sid/sidsays.html
7. 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
8. 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
9. DEVELOPMETNALLY
APPROPRIATE CONT’D
Does it have appropriate media and
activities?
Three-Dimensional Characters and Setting
Appropriate and Relevant Sounds
Upbeat Music
Minimal Distractions
10. 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).
11. PROFESSIONAL APPLICATION
OF SOFTWARE CONT’D
Does 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
12. 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)
13. 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
14. References
Allen, 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
