Back-and-forth conversation during parent–child co-use of an educational app game

Griffith, Shayl F.; Casanova, Samantha M.; Delisle, Jillian H.

doi:10.1080/03004430.2023.2199173

Cited by 2 publications

(2 citation statements)

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“…Consistent with prior research by Martinez et al [44], parents' advanced educational level increases the effectiveness of parenting techniques and children's academic performance. Parents with a strong educational background can more easily help their children engage with digital technology and digital play at home, as also supported by previous research [45,46]. According to Apdillah et al [47], parents who possess advanced digital skills and maintain a favourable outlook on media generally report better experiences and views on technology-based learning.…”

Section: Discussionmentioning

confidence: 63%

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Views of Parents on Using Technology-Enhanced Toys in the Free Play of Children Aged One to Four Years

Bourha,

Hatzigianni,

Sidiropoulou

et al. 2024

Education Sciences

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New technology has brought about a novel approach to play termed digital play. Digital play shares many characteristics with traditional play but also presents new possibilities (e.g., building concepts and skills about STEM, opportunities for physical, outdoor activities). Despite new toys with technological characteristics being popular, there is limited research on this specific area for children under four years old and their parents. This study explored parental perspectives and was part of a larger investigation that examined 68 (38 boys and 30 girls) very young children’s (1–4 years) engagement with technology-enhanced toys (TETs) in early childhood settings. A sequential explanatory design was employed, wherein parents completed questionnaires before and after their children engaged with TETs. Statistical and thematic analysis revealed that family demographics play an important role in children ‘s use of TETs and digital technologies (e.g., on the quality of engagement with their children during playing with TETs). Parents noted improvements in their children’s skills, including fine motor skills, language, and creativity. This study underscores the importance of considering parental backgrounds in digital technology initiatives for early childhood development. Policymakers and educators may benefit from these insights to tailor digital integration and support children’s digital competence effectively.

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Section: Discussionmentioning

confidence: 63%

“…A Kruskal-Wallis test was also performed on the scores of the three groups (families with one child [A], families with two children [B], and families with three children [C]). The differences between the rank totals of 31.25 (A), 45.77 (B), and 37.67 (C) were significant: H (2, n = 78) = 8.010, p = 0.018 (Appendix A-Table A2).…”

Section: Resultsmentioning

confidence: 99%