Children are probably aware of adult's Y2K worries. They overhear adult conversations, hear about it on the news, and see it splashed across newspaper headlines. A TV commercial for a well-known insecticide promises to kill the "millennium bug." Because adult fears filter down and impact children, it is time to open a dialogue with our children about Y2K. William Ulrich (1999) states, "Stress is the result of a lack of understanding of an issue and the resulting inability to control the situation. Education is the first step in personal mobilization and contingency planning for those of all ages (p. 1)." Educating the children must reach beyond mere physical preparation, it must include social and emotional preparation. Whether or not the Y2K crisis actually occurs is of secondary importance to our social responses to the possibility (Neron, 1999).

Early in 1999, Weekly Reader Magazine and Time for Kids: World Report ran articles describing the upcoming computer problem. There are five internet Y2K websites written especially for children, two websites concerning talking to children about the problem, and two websites offer Y2K lesson plans for teachers (see Appendix).

I interviewed 32 children from seventeen families living in a suburban area in the Midwest. Three or four children were interviewed from each grade, K - 8. I interviewed a parent to obtain permission to complete a survey of their children, ask about their own Y2K concerns, and warn them that it might prompt additional questions from their children. All of the parents were not worried or only slightly concerned about Y2K.

From the survey, I wanted to find out whether children were aware of Y2K by name or concept. I asked children if they had heard about Y2K, rewording my question if necessary, as the year 2000 problem, or the computer problem. I then asked about the original source of this information. I asked them to explain the problem, asked if it could be fixed, and how it might affect their lives.

Have you heard of Y2K? Six children were completely unaware of Y2K, the year 2000 crisis, or any computer problem. Two of the youngest were aware of a computer problem, but unable to offer any details. By the third grade, all but one child were aware of the problem, and had a definite understanding that the date in the computer was the cause.

Where did children first hear? Only one family had purposefully discussed Y2K with their two young children. Four families had answered questions from their children. Most children heard about it first from older siblings, peers, school teachers, or the media. Seven of them heard it first at school from elementary, Social Studies, Science, Computer, or Language teachers. Ten children discovered it first through the media, a TV commercial, the nightly news, a talk show, or in the daily newspaper. Children encountering Y2K for the first time in the media tended to ask questions of parents, older siblings, or friends.

Can the problem be fixed? Two children felt that the problem was not fixable, five children didn't know if it was possible. Five students answered "yes" but didn't know how. Fourteen children offered explanations such as buying a new computer, updating, upgrading, remaking, reprogramming, or replacing chips and boards. One suggested destroying the virus using "bug" spray, others recommended fixing the clocks or reversing the year to prevent the problem. Three older children correctly identified the solution as changing the year code from two to four digits.

Will it affect your life? Five children didn't know if Y2K would affect their lives, nine answered negatively, and seven answered "maybe" but did not give specifics. Five children answered affirmatively with accompanying explanations. Four young children thought it would affect their computer games, Game Boy. Another was worried that computer prices would increase. Five older children were able to correctly identify areas of their lives that may be affected, including banking, electricity, phones, and groceries.

Most children beyond the first grade are aware of the Y2K crisis and have a fairly solid understanding of the causes. Children's initial contacts with Y2K were from family, school, peers, or the media. The greatest lack of understanding was in the area of prevention. In general, children aren't sure if the problem can be fixed; they are unsure of possible effects in their lives, and most concerns are in areas that will be unaffected by Y2K. Even those aware of legitimate concerns are tentative in their understandings of what exactly can happen and how it could affect them personally. Implications

Children's concerns and confusions need to be acknowledged and explored, and adequate, reassuring responses developed together with an adult. Many parents working to bring their job sites into Y2K compatibility have not discussed the problem with their children at home. Teachers will find their classrooms full of questions about Y2K as the end of the year approaches. Explanations should be handles in the same way as traffic safety, not speaking to strangers, or how to escape safely from a house fire. Calm and definitive characterizations will help children understand and face possible consequences without fear.

Parents and teachers can explain to children that Y2K may affect any machine or software that uses computer chips depending on the date, such as computers and VCRs at home, and ATM machines, electricity, water, grocery stores and transportation in the community. Explain that service interruptions will be short and that companies are working to prevent or limit the effects of Y2K.