Habits, norms and use of technologies in early childhood households from a gender perspective

Tena, Rosalía Romero; Barragán-Sánchez, Raquel; Martínez-Pérez, Sandra; Palacios-Rodríguez, Antonio

doi:10.1344/der.2022.41.19-31

Cited by 6 publications

(1 citation statement)

References 34 publications

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“…Considering that we live in a technological society that permeates many of the spaces (home and leisure) in which young children spend most of their time, and the impact of this technological society on their lives [41], we believe that technology can be an ally to redirect these undesired disruptive behaviors. The benefits of its use will help to attain the development of different meta-cognitive and social skills, favoring cooperative learning [42].…”

Section: Introductionmentioning

confidence: 99%

Educational Robotics to Address Behavioral Problems in Early Childhood

2022

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After detecting behavioral problems in an early childhood education classroom and verifying the importance of intervening at early ages, we propose the design of an intervention plan through an educational proposition to modify the problematic behaviors. This proposition is focused on developing standards of conduct through computational thinking using robotics. Firstly, needs were identified; then, an educational proposition was implemented; and, lastly, the results were evaluated. For this study, a mixed methodology (quantitative and qualitative) was used. The instruments selected were observation scale, interview and teacher’s diary. The results show a clear improvement of disruptive behaviors. The technology used contributed to the collaborative resolution of the problem, allowing the students to lead such resolution by stimulating their participation and creativity. Thus, it can be asserted that the development of computational thinking through educational robotics is effective for the improvement of social skills at early ages.

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Section: Introductionmentioning

confidence: 99%

Educational Robotics to Address Behavioral Problems in Early Childhood

2022

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Discourses and Gender Divides in Children’s Digital Everyday Lives

Wilhelmsen,

Lafton

2024

Understanding the Everyday Digital Lives of Children and Young People

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In this qualitative study, we seek to contribute knowledge about how children talk about their digital everyday lives in peer groups and how boys and girls talk about it differently. The empirical material consists of transcripts taken from five focus group interviews with Norwegian children aged eight to ten. We use a Foucauldian-inspired discursive approach by analyzing how the participants position children, including themselves (with their spoken words), as subjects toward (spoken) objects connected to digital technology, and we identify eight different approaches when the participants talk about themselves (and other children) as subjects in relation to digital technology. Six of the ways the participants talk about children are gendered and the main difference we find is that the girls present themselves as more connected to their parents and present themselves as aware of negative content online, while the boys are either very cheeky or present themselves as sensible and social in their online activities. In the discussion we examine the findings as part of dominating discourses. We discuss if different expectations according to gender can be linked to girls not exploiting the learning potential of technology in the same way as boys do and whether boys do not have the same opportunities as girls to come to their parents with their negative online experiences.

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12-year-old students of Spain and their digital ecosystem: the cyberculture of the Frontier Collective

Tejada-Garitano,

Ruiz,

Berasaluce

et al. 2024

J. New Approaches Educ. Res.

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In the context of primary education, students aged 11–12 years old begin to integrate digital devices and online behaviours that are more common and widespread at the secondary level. The objective of this study is to understand the factors that determine the initial digital ecosystem of students, and to evaluate the risks that these students face at a certain threshold age. The 356 participants in the sample completed a questionnaire designed ad hoc based on the findings of other studies with the same aim. The identified correlations and the regression equations obtained indicate, fundamentally, that two out of every three students who own a smartphone use it to communicate with family and friends. Furthermore, the use of mobile phones encourages young people to join and participate in social networks at an early age. The study also reveals that at this age, students use social networks mainly for the consumption of audiovisual content and not so much to share personal information of a critical nature. Finally, students in this particular age group are considered at a threshold age because they begin using smartphones regularly, making autonomous decisions without sufficient supervision regarding digital risks, thus becoming part of the Frontier Collective.

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Habits, norms and use of technologies in early childhood households from a gender perspective

Cited by 6 publications

References 34 publications

Educational Robotics to Address Behavioral Problems in Early Childhood

Educational Robotics to Address Behavioral Problems in Early Childhood

Discourses and Gender Divides in Children’s Digital Everyday Lives

12-year-old students of Spain and their digital ecosystem: the cyberculture of the Frontier Collective

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