Parenting approaches and digital technology use of preschool age children in a Chinese community

Abstract

BackgroundYoung children are using digital technology (DT) devices anytime and anywhere, especially with the invention of smart phones and the replacement of desktop computers with digital tablets. Although research has shown that parents play an important role in fostering and supporting preschoolers’ developing maturity and decisions about DT use, and in protecting them from potential risk due to excessive DT exposure, there have been limited studies conducted in Hong Kong focusing on parent-child DT use. This study had three objectives: 1) to explore parental use of DTs with their preschool children; 2) to identify the DT content that associated with child behavioral problems; and 3) to investigate the relationships between approaches adopted by parents to control children’s DT use and related preschooler behavioral problems.MethodsThis exploratory quantitative study was conducted in Hong Kong with 202 parents or guardians of preschool children between the ages of 3 and 6 attending kindergarten. The questionnaire was focused on four aspects, including 1) participants’ demographics; 2) pattern of DT use; 3) parenting approach to manage the child’s DT use; and 4) child behavioral and health problems related to DT use. Multiple regression analysis was adopted as the main data analysis method for identifying the DT or parental approach-related predictors of the preschooler behavioral problems.ResultsIn the multiple linear regression model, the ‘restrictive approach score’ was the only predictor among the three parental approaches (B:1.66, 95% CI: [0.21, 3.11], p < 0.05). Moreover, the viewing of antisocial behavior cartoons by children also significantly increased the tendency of children to have behavioral problem (B:3.84, 95% CI: [1.66, 6.02], p < 0.01).ConclusionsSince preschool children’s cognitive and functional abilities are still in the developmental stage, parents play a crucial role in fostering appropriate and safe DT use. It is suggested that parents practice a combination of restrictive, instructive and co-using approaches, rather than a predominately restrictive approach, to facilitate their child’s growth and development. Further studies are needed to explore the parent-child relationship and parents’ self-efficacy when managing the parent-child DT use, to develop strategies to guide children in healthy DT use.

Preschool and Primary School Pedagogy Specialization Students’ Opinion about Computers in Education

“…As positive effect, it can develop positive attitude towards learning, improve reading skills and visual intelligence, develop psychomotor skills, and contribute to language learning (Li, Atkins & Stanton, 2006; Jackson et al, 2011). As negative effect, it increase the risks of obesity and musculoskeletal problems (Bremer, 2005), it can develop addictive disorders and aggressive behavior (Subrahmanyam et al, 2000;Wu et al, 2014), and it can lead to social isolation (Jackson et al, 2011). Taking in consideration these positive and negative effects, the attitude towards using computers in early childhood is very variant among teachers.…”

Children, parents and tablets: Preschool children's tablet use

“…Small children develop new skills in digital technology use through observing their parents. Thus, it can be inferred that healthy behavior models play a critical role in safe use of these tools by children (Wu et al, 2014). In a study by Funk, Brouwer, Curtiss and McBroom (2009), it was found that parents' guidance in digital technology use was inadequate, which had negative effects on children.…”

“…In another study by Plowman, McPake and Stephen (2010), risky situations in children's digital technology use were revealed, but parents stated that they did not worry about their children's digital technology use as they believed that they had taken the necessary precautions. In a study aiming to determine children's digital technology use and parents' opinions about this topic, families were found to adopt a restrictive attitude towards the use of such technologies, which could be due to parents' desire to protect children from inappropriate media content and other risks (Wu et al, 2014).…”

“…The research related to the effects of using digital screen technologies in preschools on children's development reveal various findings. Although it depends on the use, these technologies were found to have positive effects on children's visual intelligence and psychomotor development while they have a negative influence on their physical, psychological, language, mathematics and social development (Bremer, 2005;Jackson, Eye, Fitzgerald, Witt, & Zhao, 2011;Li, Atkins & Stanton, 2006;Subrahmanyam, Kraut, Greenfield, & Gross, 2000;Wu et al,2014). Regarding preschool education, tablets are defined as tools to increase children's motivation in the learning process, to encourage them to learn and to keep their minds busy (An, Morgenlander, & Seplocha, 2014).…”

“…Owing to fast growing technological improvements, including preschoolers, many children are exposed to technology products more often than in the past, and one of the increasingly used digital technologies by children nowadays has been tablets (Bower, 2012). Some of the reasons for the common use of tablets include internet connection in most places, its transportability and ease of use, and interesting applications for children (Wu et al, 2014).…”