Theoretical approaches to studying technology and digital media in parent–child relationships with young children.

Abstract

Research on how technology enhances or interferes with parent–child relationships is important because it is the basis for technology-related policies and guidelines for caregivers and others who work with young children. This research is especially crucial as access to technology increases; however, there has not been a consistent theoretical base to this work. The lack of theory can limit the scope of this research, as theory can help to guide and contextualize the implications of the research findings. Here, we suggest an integrative theoretical approach that emphasizes context in the study of technology in caregiver–child interactions. Drawing from ecological theory, the process model of parenting, attachment theory, and social learning theory, we consider a theoretical approach to technology in caregiver–child relationships that considers context at multiple levels to guide high-quality research. Implications of research on recommendations for media use are discussed, and recommendations for research design and methodology to incorporate an integrative theoretical approach are offered.