Documenting young children's technology use: Observations in the home

Abstract

While there has been much interest in children's use of different technologies, research is often done with school‐age children in their classrooms. This exploratory research study looks at fifteen preschool children (aged three to five) in Queensland, Australia and their use of different technologies in their own homes. This paper examines data from a checklist of technologies available in the home and video recording data of children's interactions with online technologies and other people captured by parents, which were analyzed using a modified ‘seating sweeps’ (Given & Leckie 2003) approach to gain a detailed, descriptive analysis of the home environment. A range of technologies are available to children, with the television and DVD player being most common in the home. Unlike desktop and laptop computers, which were restricted to adult use in half of homes, mobile computing devices (e.g., tablets and smartphones) were quite prevalent and generally available for children's use. In almost all cases children used devices designed for adults and often used them in common spaces in the home, such as the home office (38%) or living room (36%). Many children (45%) engaged independently with technology, able to accomplish activities and learn on their own. This study contributes to a growing body of literature about how young children connect to technology and the growing digital world around them. Examining children's interaction with technology and in the home environment allows researchers to better understand the role of technology in children's lives.

Technologies and children up to 8 years old: what changes in one year?

“…Even though research regarding technology usage by children has been growing in the last decades, especially regarding children over 9 years old (i.e. EU Kids online, undertaken since 2006), studies with children up to 8 years old are still scarce (Brito & Dias, 2018, forthcoming;Given et al, 2014;Mawson, 2013). Also, the research regarding the family's role concerning the usage of technology by children up to 8 years old is limited, being mainly focused on questionnaires that calculate the number of hours they spend per day using technology (Plowman, Stevenson, Stephen, & McPake, 2012;Ponte & Batista, 2019).…”

Parents as Coresearchers at Home

“…The data were also analyzed using an inductive, thematic approach to explore emergent themes related to young children's everyday technology activities in the home. Complete results of these analyses are published elsewhere (e.g., Given et al, 2014). This article reports findings related to the use of the observational method, with a particular focus on the impact of video recording by parents on the types and quality of data gathered.…”

Using Digital Devices in a First Year Classroom: A Focus on the Design and Use of Phonics Software Applications

“…Handheld digital devices are now common artefacts that are often used both in class and out by primary school aged children and many of their younger counterparts (Danby et al, 2013;Given et al, 2014;Walsh, 2011), with tablets and hand-held devices identified as the most commonly used devices amongst 3-5 year olds (Given et al, 2014). Whether or not children have access to digital technologies in their homes, digital devices can provide a highly stimulating and motivational environment for young students, with applications designed to support children's literacy development demonstrating positive outcomes for users (Flewitt et al, 2014;McManis & Gunnewig, 2012;Reid & Ostashewski, 2011).…”