Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies

Abstract

This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use ‘by and with’ young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices; (2) relationships; (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in the early childhood education and care (ECEC) sector about appropriate digital technology use ‘by and with’ young children.

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

“…These technologies included televisions, computers, and touch-screen tablets, and were consistently identified across all three grades (grades one, two, and three). This is not surprising as many young children have experiences with these and additional digital technologies in both their home (Mantilla & Edwards, 2019;Plowman et al, 2012;Slutsky & DeShetler, 2017;Tena et al, 2019;Wu et al, 2014) and school environments (Dockett & Perry, 2005;McKenney & Voogt, 2010;Otterborn et al, 2018;Plowman et al, 2010;Yelland & Gilbert, 2018). The presence of digital technologies in the data set indicates that these technologies are familiar to these children and that they have experience with them.…”

“…Research has documented that many young children have experiences with digital technologies. Common technologies that children engage with and have been identified in recent literature include: television, computers, digital cameras, digital phones, touchscreen tablets, and video game consoles (Mantilla & Edwards, 2019;Plowman et al, 2012;Slutsky & DeShetler, 2017;Tena et al, 2019;Wu et al, 2014). These technologies are representative of what children have access to or experience with in their home environments.…”

“…In addition to my own lived experiences with technologies as a child, it has been well documented that many children are engaging with digital technologies (Mantilla & Edwards, 2019;Plowman et al, 2012;Slutsky & DeShetler, 2017;Tena et al, 2019;Wu et al, 2014).…”

Technology and sustainability for/in early childhood education and care

“…Digital technology is already a part of young children’s lives (Mantilla and Edwards, 2019: 11) and children, with their whole lives in front of them, are already more dependent on a sustainable future than adults. STEM and STEM education, with the purpose of preparing students for a hypermodern, techno-optimist, competitive global future, have an obvious economic argument even within ECEC.…”

Rationale, Design and Methods Protocol for Participatory Design of an Online Tool to Support Industry Service Provision Regarding Digital Technology Use ‘with, by and for’ Young Children

“…(2) Health and Wellbeing; (3) Citizenship; (4) Play and Pedagogy. The practice-advice provided in the ECA Statement is informed by a strong reading of the literature concerning the optimal use of technologies 'with, by and for' young children, including aspects such as relationships with significant others, sleep, physical activity and posture, online-safety and digital rights, and young children's digital play [16]. The ECA Statement clearly acknowledges that young children's participation in, and experience of, digital society is subject to variation according to socio-economic status, cultural and linguistic diversity, gender and geographic location [15].…”