A Threat to Childhood Innocence or the Future of Learning? Parents' Perspectives on the Use of Touch-Screen Technology by 0-3 Year-Olds in the UK

Autor/inn/en	O'Connor, Jane; Fotakopoulou, Olga
Titel	A Threat to Childhood Innocence or the Future of Learning? Parents' Perspectives on the Use of Touch-Screen Technology by 0-3 Year-Olds in the UK
Quelle	In: Contemporary Issues in Early Childhood, 17 (2016) 2, S.235-247 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949116647290
Schlagwörter	Handheld Devices; Foreign Countries; Parent Surveys; Online Surveys; Infants; Toddlers; Child Development; Questionnaires; Parent Attitudes; Access to Computers; Computer Games; Recreational Activities; Learning Strategies; Skill Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindesentwicklung; Fragebogen; Elternverhalten; Computer game; Computerspiel; Computerspiele; Freizeitgestaltung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Großbritannien
Abstract	The rise in personal ownership of touch-screen technology such as iPads and smartphones in the UK in recent years has led to the increasing use of such technology by babies and very young children. This article explores this practice via an online parental survey with 226 UK parents of children aged 0-3 years within the context of the current debate around whether technology is a problematic or advantageous aspect of contemporary childhood. Using a theoretical framework which draws on dominant discourses of childhood, the article presents and analyses data from this survey in order to ascertain how 0-3s are using touch-screen technology in UK homes, and what parents perceive to be the potential benefits and disadvantages of their usage. The findings are discussed in terms of changes in parenting practice, and the importance of further research in the area is emphasised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01