Description
Digital device use by young learners is increasing as a social and educational phenomenon and is a growing concern for many educators and parents globally. Many young children are experienced users of digital technology within their homes (Marsh, 2017, Rideout, 2017) and home digital practices impact children’s “funds of knowledge” (González, Amanti & Moll, 2005) they bring to school. Two independently conducted studies’ qualitative data sets are combined to provide a deeper understanding of pre-schoolers’ digital literacy experiences at home and in a formal education setting. Theoretical grounding is provided by complexity thinking (Davis & Sumara, 2006) that offers challenges to linear and reductive frames for understanding systems and phenomena, and sociocultural theory (Vygotsky, 1978) provides a lens to understand children’s literacy learning as a social practice. Data were gathered as part of a home-based inquiry of multi-literacy practices of preschool children, a case-study of preschool teachers working with iPads, and surveys of teachers’ and parents’ perspectives of children’s experiences with technology. Data were collected through informed consent and anonymised. Key findings are organised around themes regarding adult perspectives towards technology and their impact on children’s opportunities of usage. These include gaps in equity and access at home and in school, some parents expressing anxieties regarding technology, purposes and academic success, and concerns about children’s screen time. Implications for practice includes a discussion of affordances of digital devices as nonlinear and unpredictable forms that can invite opportunities for more complex engagements for young learners at home and in school.| Period | 28 Aug 2018 → 31 Aug 2018 |
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| Event title | EECERA 28th Annual Conference: 'Early Childhood Education, Families and Communities' |
| Event type | Conference |
| Location | Budapest, HungaryShow on map |
| Degree of Recognition | International |