A threat to childhood innocence or the future of learning? Parents’ perspectives on the use of touch-screen technology by 0–3 year-olds in the UK

O’Connor, Jane; Fotakopoulou, Olga

doi:10.1177/1463949116647290

Cited by 36 publications

(32 citation statements)

References 13 publications

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“…One teacher even referred to "a stigma attached to technology that I feel like will eventually dissipate" (by GMA) which reveals the negative extremes often presented by media. This result is consistent with previous studies reporting considerable concerns on behalf of teachers and parents about the long term impact of technology for very young children (O'Connor & Fotakopoulou, 2016). The majority of teachers referred to the need for "setting limits," "having a balance," "being informed about the quality of tools" and using technology in meaningful, purposeful and intentional ways to benefit children, extend their skills, explore information, create and not just play: "using technology as another branch of their learning" (by M).…”

Section: Microsystemic Factors and Beliefs Based On Online Surveys Ansupporting

confidence: 93%

“…Teachers and parents particularly worry about very young children's fine and gross-motor skills, language development, working memory, self-regulation, eyesight, future postural problems and other developmental issues (Bedford, Saez de Urabain, Cheung, Karmiloff-Smith, & Smith, 2016;O'Connor & Fotakopoulou, 2016). A growing number of studies has emerged in recent years examining the direct impact of such technologies on certain developmental areas (Bedford et al, 2016;Radesky, Silverstein, Zuckerman, & Christakis, 2014).…”

Section: Research On Factors Impacting Integration Of Technology Intomentioning

confidence: 99%

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Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Hatzigianni

Kalaitzidis

2018

Brit J Educational Tech

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This paper reports on an Australian study around early childhood educators’ attitudes and beliefs on the use of touchscreen technologies by very young children, under three years of age. The study adopted an ecological perspective and educators and directors of early childhood centres completed an online survey and were interviewed on this specific topic. Data were analysed to identify teachers’ competencies (eg, digital skills) but also possible factors behind attitudes and beliefs (eg, leadership styles; training; teaching philosophy). Findings suggest that early childhood teachers’ views are evolving and they are now more confident when they use technology for work/personal purposes but not as confident when integrating technology with very young children. Educators’ overall confidence and hours using technology is significantly associated with a positive attitude towards the incorporation of technology. Their teaching philosophy is also associated with their technology use with very young children. In contrast, training or lack of it is not significant. This study has direct implications for Early Childhood Education as it will contribute to better understanding educators’ views and practices on a hotly debated topic and whether they are ready to change their traditional views and embrace this new social reality. The need for more research on the influence of technological use on very young children’s development will also be underlined.

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Section: Microsystemic Factors and Beliefs Based On Online Surveys Ansupporting

confidence: 93%

Section: Research On Factors Impacting Integration Of Technology Intomentioning

confidence: 99%

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Hatzigianni

Kalaitzidis

2018

Brit J Educational Tech

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“…Therefore, the adoption of smart toys is determined by two contradictory perspectives on "good parenting" (O'Connor & Fotakopoulou, 2016). On the one hand, the IoToys are appealing for both children and parents because of their edutainment potential.…”

Section: Adoption and Domestication Of Smart Toys What Is Already Knmentioning

confidence: 99%

Young children, digital media and smart toys: How perceptions shape adoption and domestication

Brito¹,

Dias²,

Oliveira³

2018

Brit J Educational Tech

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Contemporary homes are filled with digital technologies, and children are exposed to them almost since birth, initiating their first digital experiences at very early ages (Chaudron et al., , Young children (0–8)). This trend is expected to become stronger, as our future has been envisioned around the concept of the IoT (Internet of Things), and the first smart toys are arriving at the homes of digitally savvy families. This study focuses on the digital practices of young children, looking particularly at smart toys, aiming to: a) explore how smart toys are being adopted by families, considering the perceptions of children and parents about drivers and barriers to adoption; and b) understand the domestication of smart toys. Our research is exploratory and builds on the theoretical framework, methodological protocols and ethical guidelines of the international projects “Young Children (0–8) and Digital Technologies” (Chaudron et al., , Chaudron et al., Young children (0–8); Dias and Brito, 2016, 2017, Crianças (0 a 8 anos)) and “Media and Social Discourses around Young Children and IoToys” (Mascheroni & Holloway, 2017). Our methodology is qualitative, based on visits to families including interviews with children and parents and participant observation. We selected a purposive sample of 21 medium‐ or high‐income and digitally savvy families in Portugal. Concerning drivers and barriers for adoption, most children identify several smart toys and express interest in having them. Parents are motivated by the amount of satisfaction that the toy will afford the children and the added‐value in terms of learning or developing skills. However, most parents prefer mechanical toys, sports or outdoors activities and the high price is an obstacle. Concerning domestication, smart toys are still scarce in homes and perceived as novelty, thus being in a very early stage of domestication.

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“…There has been an increase in the use of touchscreen technologies both at home and in early childhood settings (Dunn et al., 2018; Flewitt et al., 2015; Marsh et al., 2015; Neumann and Neumann, 2017). However, limited research on parents’ beliefs, attitudes and practices focuses on children under the age of three (Cristia and Seidl, 2015; O’Connor and Fotakopoulou, 2016; O’Connor et al., 2019; Smahelova et al., 2017).…”

Section: Introductionmentioning

confidence: 99%

Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan

Dardanou

Unstad

Brito

et al. 2020

Journal of Early Childhood Literacy

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This paper discusses findings from online surveys completed by parents of 0–3-year-old children in Norway, Portugal and Japan concerning their young children’s use of touchscreen technology. The study investigated parental practices, views and perspectives related to children’s digital practices and explored these in relation to wider cultural discourses around early childhood in the participant countries. The study adopted Bronfenbrenner’s ecological systems theory to inform the questionnaire and interpretative data analysis of how parents’ views and experiences are influenced by a wide range of social, cultural and personal factors. The findings demonstrate some coherence between beliefs among parents regarding very young children’s use of touchscreen technologies and their place in the children’s home lives. Quantitative and qualitative results highlight that the respondents from all countries expressed the need for further guidance regarding technology use, and better communication with early education and care centres. The study findings are discussed in relation to the reported uses of touchscreen technologies in the three different cultural contexts, parents’ views on the benefits and/or disadvantages of children’s touchscreen technology use, and the potential influences of dominant cultural discourses on parents’ perceptions, views and practices.

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A threat to childhood innocence or the future of learning? Parents’ perspectives on the use of touch-screen technology by 0–3 year-olds in the UK

Cited by 36 publications

References 13 publications

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

Young children, digital media and smart toys: How perceptions shape adoption and domestication

Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan

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