Parental reports on digital devices use in infancy and early childhood
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Parental reports on digital devices use in infancy and early childhood Nadezhda V. Sivrikova 1 & Tatyana G. Ptashko 1 & Artem E. Perebeynos 2 & Elena G. Chernikova 1 & Natalya V. Gilyazeva 3 & Victoria S. Vasilyeva 4 Received: 23 January 2020 / Accepted: 24 February 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
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. Keywords Digital natives . Digital technologies . Informal learning settings . Learning
habits . Google forms
1 Introduction At the beginning of the twenty-first century people began to raise their children very differently from their own parents (Lutskaya and Khalitova 2018). Nowadays these children often communicate, are engaged in creativity, play, socialise, and are involved
* Nadezhda V. Sivrikova [email protected] Extended author information available on the last page of the article
Education and Information Technologies
in activity by means of digital devices. In this way they grow unlike their parents used to do (Shakirova 2017). Digital devices have become more widespread in recent years so modern children are known as “digital natives” (Shakirova 2018). There are several reasons which can explain parents’ and children’s interest in such devices. Intensive development of digital technologies is among them. Secondly, the technologies play an educational role in the modern person’s life. Another reason is the need to train for professions of the future generation. The interest in digital technologies has significantly changed the habitat and development of children (Hsin et al. 2014; Shakirova 2018; Soldatova and Shlyapnikov 2015). Specifically, cognitive development and behaviour of the current generat
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