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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.

The rise in personal ownership of touch-screen technology such as iPads and smartphones in the UK in recent years has led to the increasing use of such technology by babies and very young children. This article explores this practice via an online parental survey with 226 UK parents of children aged 0-3 years within the context of the current debate around whether technology is a problematic or advantageous aspect of contemporary childhood. Using a theoretical framework which draws on dominant discourses of childhood, the article presents and analyses data from this survey in order to ascertain how 0-3s are using touch-screen technology in UK homes, and what parents perceive to be the potential benefits and disadvantages of their usage. The findings are discussed in terms of changes in parenting practice, and the importance of further research in the area is emphasised.

This study provides a sociological account of the child star as both a universal and culturally specific phenomenon. Arguing against dominant 'common-sense' definitions of child stars as precociously deviant, I relocate the child star as a product of wider social contradictions and constructions surrounding children and childhood more generally.Through an analysis of the way in which child stars are constructed in the textual media I demonstrate two central and competing discourses in relation to this group -one which focuses on their powerlessness due to their 'abnormal' status in relation to 'normal' children and the other which celebrates their power due to their 'natural' talents and redemptive qualities. These contradictory-positions are identified through a consideration of the historical and mythological antecedents of today's child stars as well as an analysis of the contemporary discourses which inform news stories about such individuals.I argue that such ambiguity towards child stars can be identified as symptomatic of complex attitudes towards children in our society. The hostility which subjectifies child stars and generates powerlessness can be understood as emanating from the habitual association of performing children with precocious sexuality, the commercialisation of childhood and the fear that children are 'growing up too quickly'. In contrast, the adoration of child stars which imbues them with the power to be reinvented with every new generation can be related to a more profound universal need to reify and admire a small number of 'special' children -a practice which is identifiable across the myths and folklore of the world (Jung 1959).By identifying child stars as both powerless and powerful because of their difference to 'normal' children this study exposes how dominant constructions serve to demonise certain experiences of childhood and validate others, as well as highlighting the important role the child star plays in symbolising hope, innocence and futurity in our society.

There is growing evidence that children labelled as academically gifted are subjected to negative attitudes from others and that this impacts on their self‐esteem and motivation to succeed. Through an analysis of British newspaper stories about gifted children, this article explores the socially constructed nature of the concept of the ‘gifted child’ and finds that children identified as gifted academically are framed more negatively than those who are exceptionally able in music or sport. The article questions the growing practice of labelling children as academically gifted in English schools given the negative stereotypes that surround this classification.