You are invited to explore the unique world of “KomoArt“, a universe of interactive learning experiences created for children. A kingdom for the growing mind and spirit ruled by creativity and stimulating learning adventures. An environment where technology is taken to the limits of the state-of-the-art in order to remove all boundaries to knowledge acquisition. A nurturing home for developing imagination, cognitive skills and the thirst to know… more.
Now close your eyes for a moment and remember what it was like to be a child whose eyes opened up every day to a new world.
Building on Technology’s Potential to Create Learning Environments
“KomoArt” transforms the potential of technology into software-based interactive multimedia learning environments for children.
“KomoArt” incorporates unique media which create new modes of interactivity. They include a variety of 3-D objects, electronic devices and didactic tools which interact directly with “KomoArt” interactive software. Each learning environment can be activated in numerous modes and paced to the child’s achievements by using progressively more challenging levels. The cumulative impact rivets the child’s attention, inspiring and teaching simultaneously.
Building Learning Environments Which Build Knowledge and Cognitive Skills
“KomoArt” hands-on learning experiences enrich the child’s knowledge base, develop cognitive skills and spark the imagination. They encourage creativity, logical thinking and problem-solving, while also strengthening dexterity and coordination. The variety of the everyday world and the vast diversity and richness of the universe are transmitted as a kaleidoscope of activities and creative exercises. They are experienced through lively, friendly and highly motivating interaction with the multimedia environment. As the child engages the computerized environment, broad-based computer literacy is acquired, preparing the child for participation in a technological society.
Build on our Team and our Experience
“KomoArt” development environment is as interactive as its learning environments. Talented, creative graphic artists, animators and writers work together with professional pedagogues, psychologists, computer scientists and programmers. Together, they create products which motivate, teach and give hours of learning pleasure.
“KomoArt’s” learning environments are used and enjoyed by children on five continents and acclaimed by pedagogic authorities as an achievement in the harnessing of technology to education. They are installed in schools, learning centers and special education institutions or programs. Over a decade of experience in computer-based education and pioneering work in the application of multimedia and education make “KomoArt’s” the preferred partner of educators with vision.
Pedagogical and Educational Philosophy
“KomoArt’s” specializes in developing interactive computer-based learning systems in the multimedia environment. These learning systems integrate computer software with three-dimensional didactic tools. “KomoArt’s” various learning products are intended for pre-scholars, children in elementary schools and in special education.
The unique integration of the three-dimensional didactic tools with computer activities enhances children’s abilities to grasp and process learning materials and is at the heart of the “KomoArt’s” educational approach. The “KomoArt’s” learning systems are adapted for both individual and group activities.
“KomoArt’s” integrated computer-based learning systems and three-dimensional didactic tools set a number of educational objectives, among them:
- Developing cognitive skills.
- Strengthening spatial orientation.
- Moving from three-dimension to the abstract and vice versa.
- Developing abstract thinking.
- Strengthening coordination.
- Improving language skills.
- Understanding mathematical concepts.
- Developing strategic thinking.
- Developing creativity.
- Encouraging cooperative learning.
- Strengthening learning skills.
- Creating motivation for achievement.
In its learning activities “KomoArt’s“places special emphasis on the child understands of spatial thinking at various levels in order to enrich children’s educational capacity and lead to self-discovery. “KomoArt’s” systems provide children with the ability to understand and recognize through stimulation various impressions and connect them to previous experiences.
“KomoArt’s” systems are based on various educational theories researched by specialists in their respective specialized fields.
The cognitive structure of children is developed in stages allowing the child to imagine his self-location from different angles. Piaget and his students explained the importance of the use of the tangible in all stages of learning, exploring and introversion. Piaget also explained the importance of leaving the 3-D for the tangible and vice versa.
Witkin stated that spatial orientation involves the use of concepts containing shape, size, color, distance, quantity, direction, time and speed. Using these images and symbols increases the ability of the child to accomplish at later stages more accomplishments in reading comprehension.
The reflective thinking process is a product of the thinking process and involves concepts connected with for example, size, color, quantity, etc.
It is possible to determine that all the stages that accompany the activity in the “KomoArt’s” learning system integrate all the different TOOLS mentioned in the above researches. Expertise that has been learned is completely separated from the need to use the body in the introversion process and is expressed in the activity around the table in individual and group activity.
Foirstein states the importance of the 3-D factor in introverting and understanding the process of the tangible and the abstract. Properly supervised development gives the child the opportunity to develop logic only on condition that it integrates 3-D experiences allowing him to approach concepts such as space, color, size, etc.
Elliot at Lancer and Gilor
Published a research study on the development of spatial understanding and its implications in relation to the learning process. In this study emphasis is placed on the awareness of the Locomotive Space factor and spatial concepts, as well as representing the mental introversion of space (representational). An additional study done by Elliot showed that children of different ages use different frames of reference in space.