scholarly journals The sibling as a factor of parental control over the use of gadgets by children

2021 ◽  
Vol 119 ◽  
pp. 05001
Author(s):  
Nadezhda Sivrikova ◽  
Elena Nemudraya ◽  
Natalya Gilyazeva ◽  
Ekaterina Gnatyshina ◽  
Elena Moiseeva
Keyword(s):  
Young Children ◽  
Parental Control ◽  
Digital Technologies ◽  
Second Child ◽  
Digital Devices ◽  
Frequency Of Use ◽  
The Family ◽  
Mathematical Processing ◽  
The Impact ◽  
Parental Strategies

The study aimed to examine the impact on parental strategies of regulating children’s digital gadgets from having a second child in the family. Ninety-three mothers took part in the survey. Twenty women had two children, one woman – three children, the others women – on one child. Parents evaluated the frequency of use of digital devices by each child and then filled out several checklists. The mathematical processing of data is represented by the analysis of сrosstabs (Cramer’s V Test and Somer’s D Test). The results of the study show that the use of digital devices is widespread among young children. At the same time, with the presence of senior siblings, the age of admission of the child to digital devices decreases. Thus, young children are exposed to digital technologies. Most parents seek to regulate the time and content children use. However, their rules were less stringent for the second child in the family. Parents should pay more attention to this.

Young Children's Engagement With Digital Technologies in the Family Context

2018 ◽  
Vol 9 (4) ◽  
pp. 90-101 ◽  
Author(s):  
Vilmantė Liubinienė ◽  
Ramunė Kasperavičienė
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Family Context ◽  
Smart Devices ◽  
Online Technologies ◽  
Digital Devices ◽  
The Family

Although more and more children engage in daily online activities with digital technologies, the roles that online technologies play in children's lives are still understudied. This article aims at identifying the role of digital devices as well as practices in which young children are engaged at home. It also strives to explore digital literacy practices and to research how these are embedded into the family context. The case study of Lithuania discussed in this article contributes with new knowledge about the local contexts and may help to understand the main problems to be further worked upon with on a global and European scale. The research of young children and their engagement with digital technology in Lithuania comes as part of the EC JRC project “Young Children (0–8) and Digital Technologies.” The findings reveal that although children perceive online technologies and the use of smart devices as entertainment and relaxation, they are not addicted. Several factors affect young children's uses and skills of digital technologies, including family constitution and parental styles.

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

scholarly journals Parental Attitude and Parental Intervention Strategies on Digital Media Usage Among Young Children

2021 ◽  
Vol 6 (9) ◽  
pp. 419-429
Author(s):  
Ka Vian Tan ◽  
Zhooriyati S. M.
Keyword(s):  
Young Children ◽  
Digital Media ◽  
Sampling Technique ◽  
Modern Society ◽  
Intervention Strategies ◽  
Parental Attitude ◽  
Depth Interview ◽  
Parental Intervention ◽  
The Impact ◽  
Parental Strategies

Technology-focused parenting has evolved to provide a constantly updated digital experience for the new digital populations while parents mitigate the risks of digital media exposure in this modern society. This study explores parental attitude on the impact of digital media and their respective parental intervention strategies. There were five parents recruited through purposive sampling technique and they participated in in-depth interview. Parents generally hold positive attitude towards digital media. They apply different parental strategies for children’s media activities and its contents. This study addressed relationships pertinent to current parental strategies, media and child’s factors. Considerable possibilities and patterns to nurture young children with digital media has been elucidated through uncovering parents’ perspectives and challenges.

Digital Technology in Kindergarten

2018 ◽  
pp. 57-76
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

scholarly journals PECULIARITIES OF THE MODERN LEARNERS GENERATION UNDER THE CONDITIONS OF THE DIGITAL SOCIETY DEVELOPMENT

2020 ◽  
pp. 145-160
Author(s):  
Oksana Strutynska
Keyword(s):  
Young People ◽  
Learning Process ◽  
Social Life ◽  
Rapid Development ◽  
Digital Technologies ◽  
Learning Material ◽  
Negative Consequences ◽  
Digital Devices ◽  
Children’S Work ◽  
The Impact

The paper considers the peculiarities of the modern learners generation, the impact of digital technologies on their development. The modern generation of children is born and grows under the conditions of rapid development of digital technologies, digital transformation of many areas of social life, etc. Young people perceive these changes as daily phenomena, this is their ordinary world, in which they can orient easily and accept new formats of interaction naturally. In order to effectively teach young people, it is necessary to understand their motivational factors, ways of thinking, peculiarities of perception of learning material under the conditions of constant use of digital technologies and digital devices. The paper presents brief characteristics of generations according to the theory of generations by N. Howe and W. Strauss. The peculiarities of generations Y and Z, which are represented by modern students and pupils, respectively, are characterized. It is determined that the learning of generation Y representatives differs significantly from the learning of students of previous years. Modern students have a number of characteristics that radically change the traditional learning process. The peculiarities of generation Z, which includes modern students, is that they use technology more effectively. Thus, understanding these peculiarities of the learners' development, teachers can increase the efficiency and effectiveness of the learning process. The findings describe the impact of digital technologies on the development of modern youth, namely, how children are involved in the use of digital technologies; how working in the online environment and communication using digital devices affects the development of the modern generation; how this differs from traditional ways of perceiving data, etc. Also, some negative consequences of the impact of digital technologies on modern youth, the most common threats to children's work on the Internet and possible ways to ensure their information security are considered. The studies results showed the importance of taking into account the characteristics of the current learners' generation to determine ways of effective pedagogical interaction with them.

scholarly journals Exploring the lived experience of the Social ABCs parent-mediated intervention study

2021 ◽  
Author(s):  
Melanie Elizabeth Fenwick
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Lived Experience ◽  
Family System ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
The Social ◽  
The Family ◽  
Intervention Impact ◽  
The Impact

In light of the paucity of research investigating the impact on the family of parent-inclusive models of intervention for young children with Autism Spectrum Disorder (ASD), this study explored the lived experience of families involved in the Social ABCs parent-mediated intervention for toddlers with ASD. Influenced by phenomenological inquiry, semi-structured interviews were conducted with seven parents from six families. Parents were asked a range of broad open-ended questions, some of which were guided by the literature on family outcomes of early intervention for children with disabilities. Using thematic analysis, the findings revealed several themes that highlighted the impact of the Social ABCs intervention on the child, the parent, and the family as a system. Five themes are discussed as they provide insight into the lived experience of families involved in the intervention: impact on child, impact on parents, impact on the family system, feasibility of implementation, and reflections on the Social ABCs experience. These findings may be useful for informing practice, policy and program development related to early intervention for young children with ASD and their families.

‘i’Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices

2016 ◽  
Vol 18 (2) ◽  
pp. 163-188 ◽  
Author(s):  
Eugene Harrison ◽  
Marianne McTavish
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Family Literacy ◽  
Digital Technologies ◽  
Digital Culture ◽  
Language And Literacy ◽  
Home Environments ◽  
Second Languages ◽  
Digital Devices ◽  
Digital World

Children today are growing up in a digital world that is changing and advancing at an unprecedented rate. While some adults may struggle to keep up with new technological gadgets, we find our very young may be quite at ease with the use of digital technologies, even before learning to speak. This study builds on a foundation of family literacy studies that looks at the literacies children are exposed to within their home environments. Given the influx of technology in children’s home environments, it is important to understand children’s digital literacy developments from a family literacy perspective. Studying two very young children and their families interacting with these new devices provides a deep and detailed look into how digital technologies might be influencing young children’s language and literacy development in first and second languages. Findings from this study can inform parents and educators of what, why and how young children interact and learn with digital devices.

scholarly journals Exploring the lived experience of the Social ABCs parent-mediated intervention study

2021 ◽  
Author(s):  
Melanie Elizabeth Fenwick
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Lived Experience ◽  
Family System ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
The Social ◽  
The Family ◽  
Intervention Impact ◽  
The Impact

In light of the paucity of research investigating the impact on the family of parent-inclusive models of intervention for young children with Autism Spectrum Disorder (ASD), this study explored the lived experience of families involved in the Social ABCs parent-mediated intervention for toddlers with ASD. Influenced by phenomenological inquiry, semi-structured interviews were conducted with seven parents from six families. Parents were asked a range of broad open-ended questions, some of which were guided by the literature on family outcomes of early intervention for children with disabilities. Using thematic analysis, the findings revealed several themes that highlighted the impact of the Social ABCs intervention on the child, the parent, and the family as a system. Five themes are discussed as they provide insight into the lived experience of families involved in the intervention: impact on child, impact on parents, impact on the family system, feasibility of implementation, and reflections on the Social ABCs experience. These findings may be useful for informing practice, policy and program development related to early intervention for young children with ASD and their families.

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