Preschool children’s learning with technology at home

Abstract

We produced case studies of fourteen families based on nine rounds of data collection during the period from June 2008 to October 2009. We focused on fourteen children who were three years old when our visits started and used an ecocultural approach to examine their experiences of learning and playing with technologies at home. The study describes i) which technologies children encounter at home, ii) how family practices influence children's encounters with technology, and iii) what children are learning through their interactions with technology. We present a framework of four areas of learning that could be supported by technology: acquiring operational skills, extending knowledge and understanding of the world, developing dispositions to learn, and understanding the role of technology in everyday life.

Implications of low or high media use among parents for young children’s media use

“…Perhaps this motoric capacity is not primarily related to a child's media experience, but rather to biological factors which are generally the same in children in lower and higher use families. Moreover, both the motoric and cognitive oriented capacities could be analogue to two media skills mentioned by Plowman, Stevenson, Stephen, and McPake (2012) …”

Enhancing Literacy Concepts: Digital Natives and Cultural Tools

“…Supporting results include Bertram and Pascal (1996), Yelland (2001;, Bolstad (2004), BECTA (2008), O'Neill et al (2008), Plowman and Stephen (2005), and Plowman et al (2012). Evidence suggests that these limitations stem from a lack of resources and policy implementation (McGarr & Kearney, 2011;Magennis, 2011;European Commission, 2010), while further indicating a significant lack of suitable ICT involvement in initial teacher training, CPD, teacher competence, and confidence as being a contributing factor in ensuring the successful integration of ICT and retracting from the negative experiences which our digital natives are currently experiencing (Gialamas & Nikolopoulou, 2010;McDermott, 2011;McGarr & Kearney, 2011;Magennis, 2011).…”

“…Earlier studies of Talley, Lancy, and Lee (1997) and Plowman and Stephen (2003) offered opportunities for CD story books to be used with four years olds, resulting in evidence that CDs were a useful commodity for increased exposure to print, particularly advantageous when children's home situations limit access to books 2005;Plowman et al, 2012), with Hayden (1998) highlighting significant benefits when ICT was used in pre-school to support children with special educational needs. For example, the UCRA Intervention Program provided evidence of increased interaction, engagement, and social skills during computer activities (Howard, Dryden, & Johnson, 1999;Stephen, 2005;2012).…”

“…According to Plowman, Stevenson, Stephen, and McPake's (2012) observation, computers are more often available during free play, with resent research revealing no statistical evidence about current usage (Plowman & Stephen, 2005), pointing out that if a deficit model of training for practitioners is to be avoided, it is necessary to consider how capable children and adults currently are at using computers and ICT, suggesting that often parents display more enthusiasm than teachers, perhaps due to certain ambivalence about the value of ICT in the practice.…”

“…Fomichova and V. Fomichova (2000) took a negative stance, pointing out ICT proficiency does not necessarily confirm cognitive development, suggesting computer interaction is best left to the older child; while Moseley et al (2005), Stephen (2005), and BECTA (2008) indicated that ICT, when incorporated in the correct manner with a suitably trained adult, can enhance early years development, across a range of areas, supported by Magennis (2011). Plowman et al (2012) indicated the benefits for children gaining an understanding of the world around them. Hohmann (1998) supported claims of benefits to young children using a computer mouse in the enhancement of motor skills, co-ordination, and manipulative skills, while Fatouros (1995) maintained ICT was beneficial in enhancing communication skills, social skills, turn taking, and collaborative problem-solving.…”