Parent's and Young Children's Communication During Computer Use: Beyond Meditation

Desmond, Roger Jon; Bağlı, Melike Türkan

doi:10.3138/sim.8.3.002

Cited by 2 publications

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“…Gutnick et al (2011) posit that the media habits of young children, which often involve watching online videos, may be due to the hours young children spend at home and the lack of age-appropriate content available on over-the-air television in some countries. Researchers have debated the merits and value of media viewing by young children, particularly from a developmental standpoint (Desmond & Bagli, 2008;Ellis & Blashki, 2004;Marsh & Bishop, 2012;Schlembach, 2012).…”

Section: Studies Of Young Children and Technology In Educationmentioning

confidence: 99%

Watching young children “play” with information technology: Everyday life information seeking in the home

Given

Winkler

Willson

et al. 2016

Library & Information Science Research

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Highlights Young children engage with technology in artistic play, socio-dramatic play and literacy/numeracy.  Everyday life information seeking (ELIS) way of life and mastery of life are modeled in children's activities.  Video data provide a glimpse into technology use by young children in their homes. AbstractResearch on how young children use information to orient themselves in daily life and to solve problems (known as everyday life information seeking or ELIS) has not been conducted, indepth, in information science. This exploratory observation study examines how 15 Australian preschool children (aged three to five) used information technologies in their homes to orient themselves in daily life and to solve problems. Children engaged in various ways with the digital technologies available to them and with parents and siblings during play activities. The results explore the value of artistic play, sociodramatic play, and early literacy and numeracy activities in shaping young children's 'way of life' and 'mastery of life' as outlined in Savolainen's (1995) ELIS model. Observed technology engagement provided an opportunity to explore children's social worlds and the ways that they gathered information during technology play that will inform future learning activities and support child development. By using ELIS theory as an analytic lens, the results demonstrate how children's developmental play with technology tools helps them to internalize social and cultural norms. The data also point to the type of capital available to children and how that capital contributes to children's emerging information practices.

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Section: Studies Of Young Children and Technology In Educationmentioning

confidence: 99%

Watching young children “play” with information technology: Everyday life information seeking in the home

Given

Winkler

Willson

et al. 2016

Library & Information Science Research

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“…Although a number of studies document the devices used by older children and adolescents (e.g., Foss et al, 2012;Large, Beheshti, & Rahman, 2002;Livingstone, 2002;Madden, Lenhart, Duggan, Cortesi, & Gasser, 2013;Rideout, Foehr, & Roberts, 2010), very few include data device access for children under age 8 (Gutnick et al, 2010;see Marsh, 2005 andVandewater et al, 2007, as examples). Similarly, many studies debate the merits and value of media viewing by young children, particularly from a developmental standpoint (e.g., Desmond & Bagli, 2008;Ellis & Blaski, 2004;Schlembach, 2012), but few of these use qualitative approaches to examine young children's experiences, directly.…”

Section: Introductionmentioning

confidence: 99%

Parents as Coresearchers at Home

Given

Winkler

Willson

et al. 2016

International Journal of Qualitative Methods

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This article discusses the use of observational video recordings to document young children's use of technology in their homes. Although observational research practices have been used for decades, often with video-based techniques, the participant group in this study (i.e., very young children) and the setting (i.e., private homes) provide a rich space for exploring the benefits and limitations of qualitative observation. The data gathered in this study point to a number of key decisions and issues that researchers must face in designing observational research, particularly where nonresearchers (in this case, parents) act as surrogates for the researcher at the data collection stage. The involvement of parents and children as research videographers in the home resulted in very rich and detailed data about children's use of technology in their daily lives. However, limitations noted in the data set (e.g., image quality) provide important guidance for researchers developing projects using similar methods in future. The article provides recommendations for future observational designs in similar settings and/or with similar participant groups.

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Parent's and Young Children's Communication During Computer Use: Beyond Meditation

Cited by 2 publications

References 0 publications

Watching young children “play” with information technology: Everyday life information seeking in the home

Watching young children “play” with information technology: Everyday life information seeking in the home

Parents as Coresearchers at Home

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