Parents’ perspectives on the use of touchscreen technology by 0–3-year-olds

O’Connor, Jane; Fotakopoulou, Olga; Hatzigianni, Maria; Fridberg, Marie

doi:10.4135/9781526463173.n6

Cited by 3 publications

(4 citation statements)

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“…critical thinking, digital judgement), needed by pre-service educators and teacher educators (Crompton, 2017[87]; Falloon, 2020 [84]; Krumsvik, 2014 [61]). [99]).…”

Section: Problem Solvingmentioning

confidence: 99%

Professional development for digital competencies in early childhood education and care

2023

OECD Education Working Papers

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Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful integration of DC in ECEC workforce development programmes. The review shows there has been limited research and policy support regarding the development of DC in ECEC and discusses the importance for the ECEC workforce to understand how digital technologies may be incorporated to their work, encompassing both technical aspects and responsible use, as well as the social and collaborative dimensions of professional development in this area. The review examines also how attitudes towards technology use with young children condition skills development in the sector.EDU/WKP(2023)10  5

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“…critical thinking, digital judgement), needed by pre-service educators and teacher educators (Crompton, 2017[87]; Falloon, 2020 [84]; Krumsvik, 2014 [61]). [99]).…”

Section: Problem Solvingmentioning

confidence: 99%

Professional development for digital competencies in early childhood education and care

2023

OECD Education Working Papers

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“…Similarly, according to interviews with parents across Europe, parents viewed technology as an inevitable and useful tool (Chaudron et al, 2018). Drawing on a survey with parents from United Kingdom, Sweden, Australia, and Greece and Australia, O'Connor et al (2019) highlighted that parents believed touchscreen technology could enhance children's schooling experience.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some parents were concerned that children would become addicted to technology, experience negative physical effects, access inappropriate content, and that technology would replace traditional learning and play experiences (O'Connor and Fotakopoulou, 2016). Parents were also concerned that technology might undermine children's innocence without proper adult guidance and protection (O'Connor et al, 2019). Sandberg et al (2021) explored parents' moral struggles in young children's technology use and found that parents struggled to select appropriate content and monitor their child's technology use.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The Chinese parent's quotation above reflects views that are held by some Chinese parents about young children's technology use (Kucirkova and Flewitt, 2020). Parents play roles as gatekeepers, mediators, and scaffolders in regard to their children's technology access and use (Dias et al, 2016; O'Connor et al, 2019; O'Connor and Fotakopoulou, 2016). Parents' perspectives on technology affect children's technology access and use (Flewitt, 2012; Stephen et al, 2013).…”

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confidence: 99%

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Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

Hao

2022

Literacy

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This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.

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Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan

Dardanou

Unstad

Brito

et al. 2020

Journal of Early Childhood Literacy

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This paper discusses findings from online surveys completed by parents of 0–3-year-old children in Norway, Portugal and Japan concerning their young children’s use of touchscreen technology. The study investigated parental practices, views and perspectives related to children’s digital practices and explored these in relation to wider cultural discourses around early childhood in the participant countries. The study adopted Bronfenbrenner’s ecological systems theory to inform the questionnaire and interpretative data analysis of how parents’ views and experiences are influenced by a wide range of social, cultural and personal factors. The findings demonstrate some coherence between beliefs among parents regarding very young children’s use of touchscreen technologies and their place in the children’s home lives. Quantitative and qualitative results highlight that the respondents from all countries expressed the need for further guidance regarding technology use, and better communication with early education and care centres. The study findings are discussed in relation to the reported uses of touchscreen technologies in the three different cultural contexts, parents’ views on the benefits and/or disadvantages of children’s touchscreen technology use, and the potential influences of dominant cultural discourses on parents’ perceptions, views and practices.

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Parents’ perspectives on the use of touchscreen technology by 0–3-year-olds

Cited by 3 publications

References 0 publications

Professional development for digital competencies in early childhood education and care

Professional development for digital competencies in early childhood education and care

Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan

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