Preschoolers’ Use of Computer Games:  Basis for Parental and Educational Direction

This study examined the lived experiences of the preschoolers who are playing computer games and the observations of their parents and teachers. The study used the phenomenological method through interview and storytelling of the ten young children, including their mothers and teachers. The data gathered is analyzed and categorized into three themes: a.) children’s lived experiences, b.) parents’ observations and teachers’ perceptions. Children who belong to extended, nuclear family whose parents are working have greater risk of being hooked to computer games. Parents believe that though children seemed to find comfort and relaxation in computer games, playing such must be thought as an earned privilege not an automatic right. Teachers’ perception also revealed that in order for children to benefit rather than be harmed, age-appropriate computer games should be allowed in moderation.