Parental reports on digital devices use in infancy and early childhood

Abstract

Digital devices have become more widespread in recent years and children’s interest in them has significantly changed their own learning habits. Individual interaction with digital devices in infancy and early childhood posits both benefits and risks in gaining informal learning experiences. The lack of relevant studies on the issue brings forward the aim of the research, which is to explore digital devices use for learning in infancy and early childhood as parents report it. 93 parents of 113 children aged 0–8 years old participated in an online survey to find out peculiarities of the children using digital devices for learning, frequency of using them, and parents’ mediation in this process. For each aspect, Cramér’s V and Somers’ D were employed to make statistical differences between three age groups: 0–3, 4–5, 6–8 years old. The findings showed that the number of children using digital devices for learning increased with their age. Devices with the touch screen were especially popular for viewing videos, self-development, and gaming. The parents restricted content and learning time of their children using digital devices, which still required careful regulation and control. It is recommended that parents select learning applications and games appropriate for their children’s age since digital devices impact on the children’s health and development.

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Correspondence to Nadezhda V. Sivrikova.

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Sivrikova, N.V., Ptashko, T.G., Perebeynos, A.E. et al. Parental reports on digital devices use in infancy and early childhood. Educ Inf Technol 25, 3957–3973 (2020). https://doi.org/10.1007/s10639-020-10145-z

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Keywords

  • Digital natives
  • Digital technologies
  • Informal learning settings
  • Learning habits
  • Google forms