Mobile Digital Devices and Preschoolers’ Home Multiliteracy Practices

Wong, Suzanna

doi:10.20360/g2cp49

Cited by 29 publications

(16 citation statements)

References 29 publications

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“…For almost two decades, the AAP has called for no screen time for children under the age of two years. Libraries, preschools and childcare centres promote these recommendations in their programmes, and yet, qualitative researchers have documented beneficial uses of digital technology by children in their homes and with their families (Marsh et al., 2015, 2017; McPake et al., 2013; Plowman et al., 2008; Wong, 2015). My lived experiences described in this paper personify the tension between the two camps of scholarly research on infants and toddlers using digital technology.…”

Section: Negotiating Screen Time: a Mother’s Struggle Over ‘No Screenmentioning

confidence: 99%

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Teichert

2020

Journal of Early Childhood Literacy

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The literature on infant and toddler screen time has been built on two traditions—cognitive models of learning and sociocultural models of learning. Cognitive studies have cautioned against the use of screen time for young children because clinical research has not shown children can learn as effectively from screens as they do from human interaction and might delay children’s cognitive development. Conversely, qualitative research has described the social ways children learn and use digital technology through social interactions with other people in their homes. This paper reports on an autoethnographic study of how digital tools were embedded in the everyday ways of life in my home during my son’s first 18 months of life. I present a first-hand account of the tensions I experienced as I grappled with the American Academy of Pediatrics’ recommendation of no, ‘digital media use (except video-chatting) in children younger than 18–24 months’ (p. 3). I juxtapose screen time recommendations with the everyday realities of my life as a first-time mother in the 21st century. Throughout the study, I was enmeshed in two roles—researcher and mother—and drew on phenomenology to describe my infant son and my lived experiences using digital technology in our home. My researcher persona was influenced by the traditions and perspectives of sociocultural theories and new literacy studies and the positive learning that can occur while using digital technology. I noted how digital tools were ingrained in daily moments and ways of life, particularly those which used the TV and smartphones, and could not be removed. Yet, my mother persona felt guilty about our use of digital technology and I struggled with the messages I received from news and social media that warned against screen time for infants and toddlers.

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Section: Negotiating Screen Time: a Mother’s Struggle Over ‘No Screenmentioning

confidence: 99%

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Teichert

2020

Journal of Early Childhood Literacy

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“…Many researchers have explored the possibility that the touchscreen promotes learning (Romeo et al, 2003; Crescenzi et al, 2014; Wong, 2015). One study with adults found that the interactive feature (e.g., dragging an object across the screen) could improve mathematical learning performance (Dubé and McEwen, 2015).…”

Section: Introductionmentioning

confidence: 99%

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Wang

Hao

et al. 2016

Front. Psychol.

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Young children are devoting more and more time to playing on handheld touchscreen devices (e.g., iPads). Though thousands of touchscreen apps are claimed to be “educational,” there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a) whether using a touchscreen was helpful in teaching children to tell time, and (b) to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and post-test design was adopted. After 10 min of exposure to an iPad touchscreen app designed to teach time, three groups of 5- to 6-year-old children (N = 65) were, respectively, tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that post-test scores in the iPad touchscreen test group were significantly higher than those at pre-test, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s post-test performance was also better than pre-test, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.

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“…Several recent studies describe how mobile digital technology (DT), such as smartphones and tablet computers, are being used to support young children's literacy learning at home and at school, and to create a school-to-home link (Neumann, 2016;Radesky, Schumacher, & Zuckerman, 2015;Wong, 2015;Blagojevic, Brumer, Chevalier, O'Clair, & Thomes, 2012). While some studies have examined the use of e-Books, e-games, digital drawing pens (Lee, Wu, & Chen, 2017), augmented reality toys (Yilmaz, 2016) and learn-to-read apps, studies that report on the use of open-ended iPad apps in school environments are emerging (e.g., Fleer, 2014;Herro, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens

McGlynn-Stewart

Brathwaite

Hobman

et al. 2018

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Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position students as the producers and creators of the literacy content. Using pedagogical strategies such as effective routines, opportunities to collaborate and share with peers, and modelling, kindergarten educators can employ open-ended iPad apps to support the literacy and digital learning of children who are English Language Learners or who have special learning needs.

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Mobile Digital Devices and Preschoolers’ Home Multiliteracy Practices

Cited by 29 publications

References 29 publications

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens

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