What do they do digitally? Identifying the home digital literacy practices of young children in Turkey

Ozturk, Gulsah; Ohi, Sarah

doi:10.1080/09575146.2019.1702925

Cited by 15 publications

(16 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, the parents who Aubrey and Dahl (2014) interviewed believed that digital technology helped their children develop basic skills, like letter, number and colour recognition. Other studies described parents and caregivers who actively scaffold their children's digital technology use by modeling how to use devices, giving direct instructions, explaining how to use digital devices, and praising children's uses (Gillen et al, 2018;Kervin et al, 2018;Kumpulainen et al, 2020;Ozturk & Ohi, 2019;Stephens et al, 2013).…”

Section: Parents'/caregivers' Attitudes and Beliefsmentioning

confidence: 99%

“…Many children lead media rich lives literally from birth (Gillen et al, 2018) as they are encouraged to use digital technology and to develop digital skills (Kervin et al, 2018;Marsh et al, 2017;Ozturk & Ohi, 2019). This uptick of use among children under fiveyears of age has led to an increase in scholarly interest and debate about the effects of "screen time" on learning and development.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

Teichert

Anderson

et al. 2021

L & L

View full text Add to dashboard Cite

This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to limit/control, except in school, where digital literacy was characterized as holding a proper place when controlled by educators. Consistent across media messaging was the promotion of traditional, print-based texts as an essential early literacy practice.

show abstract

Section: Parents'/caregivers' Attitudes and Beliefsmentioning

confidence: 99%

mentioning

confidence: 99%

Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

Teichert

Anderson

et al. 2021

L & L

View full text Add to dashboard Cite

show abstract

“…Есть примеры положительного опыта использования в условиях семьи цифровых технологий, способствовавших раннему обучению грамоте детей дошкольного возраста Ozturk, Ohi, 2022). При этом большое значение имеет оказание помощи, поддержки ребенку со стороны родителей, а также контакт родителей и педагогов.…”

Section: Introductionunclassified

Psychological Aspects of Using Digital Devices for the Development of Older Preschoolers with Signs of Giftedness

Belova

2022

RUDN J. Psychol. Pedagog.

View full text Add to dashboard Cite

Revealing children’s abilities and talents in the context of digitalization is one of the urgent problems of modern psychology. The first signs of giftedness may appear early, already at the stage of preschool childhood, when its development largely depends on the conditions of the microenvironment, especially in the family. Digitalization processes set a new direction for the development of the system of family education and training of preschoolers, causing the emergence of both new opportunities and new risks in discovering children’s talents. This is a complex area of scientific research, which still remains little explored. The study was aimed at identifying the psychological characteristics of using digital devices (tablets/computers) as components of a family educational microenvironment for the development of older preschoolers with signs of general giftedness. In accordance with the conceptual provisions put forward by A.M. Matyushkin, giftedness was considered as a prerequisite for the development of a creative personality. The study involved 200 children of senior preschool age (Mage = 6.7, SD = 0.307, including 98 boys) and their parents (mostly mothers - 166). The method for diagnosing intellectual abilities (MEDIA) was used. Intellectual and creative activity as well as creative thinking of the children was studied during a diagnostic game lesson using structured observation and expert assessments. The parents of the preschoolers were surveyed using a specially designed questionnaire containing questions about the use of a tablet/computer (frequency, time, programs/games) at home for the development their children as well as questions about their interests and hobbies. The use of diagnostic techniques made it possible to single out a group (N = 24) of children with signs of giftedness among the preschoolers as well as a group of their peers for subsequent comparative analysis (their intellectual and creative abilities were less pronounced). It was found that almost all the children with signs of giftedness (95.8%), like their peers, had experience of using a tablet/computer at home for developmental purposes. The frequency of using digital devices by the preschoolers with signs of giftedness was less than that of their peers. With the observed variety of developing computer programs/games used, their total number was less in the group of the gifted preschoolers compared to the group of their peers. Partial correspondence of digital content to the interests and hobbies of the children was revealed. Most often, when choosing computer programs/games for them, their parents pursued the goal of preparing them for school. It was recognized as necessary to provide psychological assistance to the parents of the preschoolers in solving the issues of using digital devices to develop children’s abilities and talents. The results of the study can be used to develop practical recommendations based on an integrated approach to the disclosure of giftedness at the stage of preschool childhood, taking into account the digitalization of the family microenvironment.

show abstract

“…Yet, home literacy practices are widely accepted as creating the foundations for children’s learning and development (Neumann, 2014). Home is typically the first context for children to experience digital technologies and media (Kervin et al., 2018; Ozturk and Ohi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Young children’s digital literacy practices in the sociocultural contexts of their homes

Kumpulainen

Sairanen

Nordström

2020

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

show abstract

What do they do digitally? Identifying the home digital literacy practices of young children in Turkey

Cited by 15 publications

References 22 publications

Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

Psychological Aspects of Using Digital Devices for the Development of Older Preschoolers with Signs of Giftedness

Young children’s digital literacy practices in the sociocultural contexts of their homes

Contact Info

Product

Resources

About