Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices

Ebbeck, Marjory; Yim, Hoi Yin Bonnie; Chan, Yvonne Yoke Yin; Goh, Mandy

doi:10.1007/s10643-015-0695-4

Cited by 75 publications

(80 citation statements)

References 13 publications

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“…American Academy of Pediatrics Council on Communications discussed that media violence related to aggression, lack of empathy and desensitization to violence (2009). Accordingly, the media devices cause poor social competence, social withdrawal and poor communication skills (Ebbeck, Yim, Chan, & Goh, 2015). As stated in the current study, the children have problems with their siblings and sometimes with their parents, especially mothers, because of media tools.…”

Section: Research Findingsmentioning

confidence: 49%

The Effects of Preschoolers’ Media Usage Habits on Their Daily Life and Sustainability

Akyar

Sapsağlam

2019

Discourse and Communication for Sustainable Education

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Today’s children are born into a digital world and are exposed to various electronic devices and digital contents both in the home environment and other environments since the first years of life. Children, who are a natural recipient of the environment in which they live, are exposed to the effects of the digital world at different levels and reflect these effects in different ways. The purpose of the reported study is to investigate if preschoolers’ daily media usage habits affects their drawings. This study is planned according to the case study design of qualitative research methods. The study was conducted with 15 preschoolers and their parents. There were nine boys and six girls in the study. The preschoolers’ drawings and their parents’ interview data were analyzed by using the descriptive analyzing method. The study result shows that there are differences between boys and girls media usage habits. Boys spend more time with media tools than girls. Additionally, boys are exposed to more inappropriate content because of their preferences. The analysis of their drawings revealed that boys are more affected than girls from media contents since boys’ drawings include more characters from media than girls. It can thus be suggested that media tools might be harmful when they are used in a developmentally inappropriate way, and excessive media tool usage has negative impact on children. Therefore, the reported study recommends that parents and caregivers take some precautions to limit preschoolers from spending time with media tools and to control content of children’s activity.

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Section: Research Findingsmentioning

confidence: 49%

The Effects of Preschoolers’ Media Usage Habits on Their Daily Life and Sustainability

Akyar

Sapsağlam

2019

Discourse and Communication for Sustainable Education

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“…An initial look at the remaining ten suggested that they focused on more than computers, but a closer examination showed that this was not always the case. For example, even when the term used was 'digital technologies' or a list of technologies was given in the overview, the analysis often focused on computers or screen-based technologies (Ebbeck et al 2016;Hsu 2016;Konca, Ozel, and Zelyurt 2016;Mangen 2016;Palaiologou 2016a;Preradović, Lešin, and Šagud 2016).…”

mentioning

confidence: 99%

What is educational technology and how is it being used to support teaching and learning in the early years?

Jack

Higgins

2018

International Journal of Early Years Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.Steve Higgins is a professor at the School of Education, Durham University. His research interests include the area of effective use of information and communications technology (ICT) and digital technologies for learning in schools.2 What is educational technology and how is it being used to support teaching and learning in the early years?There are many digital technologies available to support teaching and learning.Historically the focus has tended to be on computers, but this has extended to include interactive whiteboards and tablets. As well as these technologies, which were originally designed for adults, there are devices specifically designed to support teaching and learning in the early years. These tend to be overlooked in the literature. This project aimed to find out if this reflected practice in early years settings.Participants from twenty early years settings in the North East of England were asked about 'educational technologies'. This term was deliberately not defined, the aim was to find out what they thought it meant. They were asked about the technology they had, and how it was being used. This provided an opportunity to explore whether their use of technology fit with their beliefs about teaching and learning.Findings suggest that technology is seen as more than computers and that technology is being used to support a broad range of activities in line with practitioners' pedagogical beliefs. Early years and technology[Technology] has opened new ways of working that I have never seen before… This quote, from one participant, reflects a position that has been seen many times over the last couple of decades: technology can make a significant, positive impact on teaching and learning (Couse and Chen 2010; Higgins, Xiao, and Katsipataki 2012).However, opposing views are seen just as frequently, in social media, websites, blogs, mainstream media and publications (Hall and Higgins 2002; Marsh 2005, 181). 3 Given such different opinions this research was designed to find out what is actually happening in early years settings. One key issue is the definition of educational technology, is there consistency between curriculum documentation, the literature and practitioners' understanding of the term? Technology in the Early Years CurriculumEven in 1990 (Rumbold), curriculum documentation in the UK referred to more than just computers, with references to toys and domestic technology. The Desirable Learning Outcomes (School Curriculum and Assessment Authority and Department fo...

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“…Είναι γεγονός ότι δεν μπορούμε να απομονώσουμε τα παιδιά από την τεχνολογία, αλλά μπορούμε να διασφαλίσουμε ότι δεν θα ζημιωθούν με οποιονδήποτε τρόπο από αυτήν (Ebbeck, Yim, Chan & Goh, 2016• Parette, Quesenberry, & Blum, 2010. Τα παιδιά στον 21 ο αιώνα μεγαλώνουν με οθόνες και ψηφιακά μέσα και είναι συχνοί χρήστες αυτών των μέσων (Guernsey, 2016• Lauricella, Wartella, & Rideout, 2015• Wartella, 2015.…”

Section: προοπτικέςunclassified

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

Papadakis

Kalogiannakis

2017

Ppej

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Smart mobile devices are extremely popular among young children compared with other digital devices. International research indicates that these devices can be used as an educational tool with preschoolers, supporting under proper conditions, certain as-pects of teaching and learning. However, children's ability to participate in rich and dy-namic learning environments within and outside the school environment is closely linked to the quality of mobile applications. One of the key issues that have emerged from a re-view of the literature is the low quality of self-proclaimed educational apps. This research, which is the first of its type in Greece, examines whether self-proclaimed educational An-droid apps for Greek preschoolers have been designed in accordance with developmen-tally appropriate practices to contribute to children’s cognitive development within and outside the school environment. A standardized questionnaire, the Rubric for the EValu-ation of Educational Apps for preschool Children (REVEAC) was used as an assessment tool. The analysis showed that only 5% of the sample was in e-storybook form. The re-maining 95% of the apps was of the edutainment game type, i.e. apps which combine en-tertainment activities to achieve their educational goals. Almost all apps were drill-and-practice-type activities. The apps were based on a low level of thinking skills and they did nothing more than promote mechanical learning, a memorization technique which is based on repetition. There were no apps which aimed to develop a learning environment motivating and enabling children to learn. Some applications offered the possibility of coloring predefined shapes, but these in no way can be considered apps aiming at the development of children's creativity through play and learning. The researchers used the results of the REVEAC scale to evaluate whether the apps have been designed in line with child development principles and practices, so as to stimulate children's overall cognitive, emotional, physical and social development. The study results, consistent with the results from international studies, showed that almost all of the apps were not developmentally appropriate, i.e., they are not designed in such a way as to encourage children to use tech-nology to promote their optimal development. Naturally, we cannot isolate children from technology, but we can ensure that they are not harmed in any way by it. With the prolif-eration of smart mobile devices and their accompanying apps, concerns over the content of apps (content matters) have become even more topical. In this context, researchers, ed-ucators and app developers must ensure that apps addressed to young children should be based on a solid theoretical basis and high-quality standards.

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Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices

Cited by 75 publications

References 13 publications

The Effects of Preschoolers’ Media Usage Habits on Their Daily Life and Sustainability

The Effects of Preschoolers’ Media Usage Habits on Their Daily Life and Sustainability

What is educational technology and how is it being used to support teaching and learning in the early years?

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

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