An Examination of Touch Screen Tablets and Emergent Literacy in Australian Pre-School Children

Autor/in	Neumann, Michelle M.
Titel	An Examination of Touch Screen Tablets and Emergent Literacy in Australian Pre-School Children
Quelle	In: Australian Journal of Education, 58 (2014) 2, S.109-122 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944114523368
Schlagwörter	Handheld Devices; Emergent Literacy; Foreign Countries; Preschool Children; Phoneme Grapheme Correspondence; Numeracy; Writing Skills; Technology Uses in Education; Parent Attitudes; Australia + Suchen Sie Ihr Suchwort? Frühleseunterricht; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Writing skill; Schreibfertigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elternverhalten; Australien
Abstract	Young children interact with touch screen tablets at home and this may impact upon emergent literacy. The present study examined home access and use of touch screen tablets, as reported by parents, in Australian pre-schoolers (N = 109) aged 3-5 years and whether this was associated with emergent literacy skills (letter name and sound, numeral identification, print concepts and name writing). Children with greater access to tablets were found to have higher letter sound and name writing skills. No relationships were found between time on tablets and emergent literacy skills. The quality of experiences rather than time spent on tablets may be important especially when viewed within a socio-cultural framework. Most parents (69%) reported that tablets were easy for their child to operate and believed tablets support early literacy development (70%). 53% believed children should have access to tablets at pre-school. Tablets have the potential to foster emergent literacy although this may depend upon the quality of digital interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01