Parental perceptions of the role of media and technology in their young children’s lives

Abstract

The purpose of this study was to survey parental media attitudes and perceptions of their children’s knowledge and engagement with various media technologies, as well as to explore the children’s actual knowledge and experience with these tools. A total of 101 US parents of young children (ages 2–7 years) and 39 children (ages 3–6 years) participated. Results revealed heavy media consumption both among parents and children, and a large number of children, including the youngest, had private access. Less than half of the parents could accurately identify their children’s technological proficiency, and despite heavy usage, many children misidentified various media tools. Overall, parents showed positive attitudes toward media, to the extent that they believed media exposure to be vital to children’s development, and many disagreed with recommendations from expert sources regarding age-appropriate screen time. Implications of these findings are discussed.

Detailing the digital experience: Parent reports of children's media use in the home learning environment

“…The majority of parents had positive views about the educational value of technology; none of the parents surveyed disagreed with the statement that “technology can be used as a useful learning tool.” Additionally, two‐thirds of parents indicated that their child had learned from an educational app. These findings are consistent to positive views that parents in the US have of their children's screen media use (Rideout, ; Vittrup, Snider, Rose, & Rippy, ). In the US, more than two‐thirds of parents are satisfied with the educational media available to their child, and the majority felt that their child had benefitted from screen media use, citing benefits to learning, creativity, and even social skills (Rideout, ).…”

Touchscreen generation: children's current media use, parental supervision methods and attitudes towards contemporary media

“…For example, educational programmes and games are seen as a good source of learning opportunities (12), whereas video calling applications allow face-to-face communication with extended family (21). Finally, contrary to the concerns about children's media exposure expressed by childhood experts (4), parents believe that, in general, traditional media, such as television and computers, have a positive role in children's development and that early involvement with technology is beneficial for their children's prospective school achievements and employment (12,20).…”

“…Specifically, the literature suggests that, on the one hand, parents seek information about age appropriateness and content of films and electronic games, and comply with industry-imposed ratings (18). On the other hand, they are reluctant to observe paediatricians' recommendations to reduce children's screen time (19) or may even disagree with such advice (20).…”

Dramatic change, persistent challenges: a five-year view of children’s educational media as resources for equity

“…Untethered by wires and cumbersome peripherals (like mice), children can sustain contact with characters and storylines across settings, free to engage with digital media solo or with the company and supervision of others. Concern about overexposure to screens (Plowman, McPake, & Stephen, 2010) and warnings about excessive media use by any audience (Vittrup et al, 2014) are real, but there also is an emerging view of digital media as one tool among many resources available to children and adults. Moderation is the watchword for everyone.…”