Parents’ Views on the Use of Technology in the Early Childhood Period

Ekici, Fatma Yaşar

doi:10.11114/jets.v4i12.1925

Cited by 9 publications

(5 citation statements)

References 15 publications

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“…Technology is defined differently by different authors (Ekici 2016). A small-scale review of the literature (Jack & Higgins 2018) showed that the usual focus is computers, IWBs and/or tablets.…”

Section: What Is Educational Technology?mentioning

confidence: 99%

Embedding educational technologies in early years education

Jack

Higgins

2019

Research in Learning Technology

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This survey of 335 practitioners builds on research which challenged the view that educational technologies are rarely used in early years settings. Previous research tends to focus on individual devices. This research looks at the range of devices being used and, instead of investigating how often they are used, considers how they support pedagogical practice. Findings support the view that early years practitioners are accessing a wider range of technologies and that these technologies are being used in more pedagogically appropriate ways than has previously been reported. Educational technologies appear to be increasingly embedded within early years education. Overall, attitudes towards educational technology are positive. Beliefs, however, are more likely to be linked to the social rationale, that children need access to technology because they are surrounded by it in everyday life, than the pedagogical rationale, that technology enhances learning. It may be necessary to review documentation to ensure that policy and practice focus more specifically on learning and teaching.

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Section: What Is Educational Technology?mentioning

confidence: 99%

Embedding educational technologies in early years education

Jack

Higgins

2019

Research in Learning Technology

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“…This period is the ages when growth and development occur most rapidly (Ozmert, 2005). Children become familiar with technology in the early childhood years allowing them to access games in smartphones, DVD players, music players, entertainment purpose TV's, computers and the internet (Ekici, 2016).…”

Section: Our Modern Societymentioning

confidence: 99%

“…Pre-school children also face risks pertaining to the physical domain associated with the use of ICT including eye health issues due to children sitting closely to display applications for a long time, obesity due to lack of movement and exercise, problems with the skeletal structure, late development of features such as coordination of the sensory organs (Ekici, 2016), headaches, insomnia, tiredness, blurry vision, aggressiveness, muscle-skeletal dysfunction (Theodoto, 2010). Other health-related issues caused by technological devices include distress on joints, injuries, bad posture, (Andelic, Cekerevac & Dragovic, 2012); compulsive disorder called 'Computerphilia' (Joksimovic, 2004).…”

Section: Technology Benefits and Risksmentioning

confidence: 99%

Young Children’s Use of Technological Devices: Parents’ Views

Jabbar¹,

Al-Shboul²,

Tannous³

et al. 2019

MAS

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This paper presents parents’ views of their young children’s access and use of technological devices, the duration spent on technological devices and the benefits and risks associated with that. 500 parents completed a questionnaire and findings suggest that parents hold positive beliefs about technology with smartphones being the most used among their children and the most effective device, while e-reading was the least used. Findings indicated that parents believe technology benefits their children in developing intellectually, socially, physically and emotionally respectively, thus it enhances children’s educational development through educational activities while they interact with peers at the same time; physical development was number 1 risk on children which was associated to health and mental development. Recommendations were given at the end of the paper to examine in depth how technological devices can used in educational settings in favour of children.

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“…It is also noteworthy that some parents shifted from allowing the tablet to come home at the start of the school year to requesting the tablet be left at school, citing various issues, such as them feeling that their child had become addicted to it and tablet use causing conflict at home [18]. This sentiment was echoed in several other studies, wherein parents expressed concerns about increased screen time, unrestricted Internet access, and distraction when children are given access to computer devices outside of school [11,17,22,26,29,33,35,36,[44][45][46][47][48][49]. Finally, sibling jealousy may arise over one child having a device when the other does not [50].…”

Section: Potential Negative Impacts Onmentioning

confidence: 99%

School-Issued Devices for Home Use in Kindergarten through 5th Grade and Parent Perceptions of Child Learning, Behavior, and Conflict

McDaniel,

Gullo,

Kaiser

et al. 2023

Human Behavior and Emerging Technologies

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With many U.S. schools adopting 1-to-1 school device programs, research on the potential impacts of this device usage at home is critical. In this study, we examined elementary school parents’ perceptions of their child’s use of their school-issued device for academic skill-building and entertainment at home. We then examined the associations between these different types of use and children’s learning, behavior, and parent-child conflict over the device use. Overall, we found that children’s use of school devices at home for building academic skills was predictive of positive impacts on learning and child behaviors and less frequent parent-child conflict over use. In contrast, children’s use of school devices for entertainment purposes was associated with negative impacts on learning and child behaviors and more frequent parent-child conflict over use. Additionally, although most parents received some training or resources, many parents felt that device training from schools was insufficient, and parent perceptions of insufficient training were related to less use of the device for academic purposes and greater parent-child conflict. Considering this duality, we offer suggestions for training by schools, which training emphasizes effective child use of school-issued devices within the home.

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Parents’ Views on the Use of Technology in the Early Childhood Period

Cited by 9 publications

References 15 publications

Embedding educational technologies in early years education

Embedding educational technologies in early years education

Young Children’s Use of Technological Devices: Parents’ Views

School-Issued Devices for Home Use in Kindergarten through 5th Grade and Parent Perceptions of Child Learning, Behavior, and Conflict

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