Home > Research > Publications & Outputs > "I ask Alexa to play some nursery rhymes, so th...

Research

Associated organisational units

Keywords

View graph of relations

"I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt.": Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Published

Standard

"I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt.": Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months. . / Gillen, Julia; Savadova, Sabina; Flewitt, Rosie et al.
2024. Paper presented at European Early Childhood Education Research Association annual conference, Brighton, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Gillen, J, Savadova, S, Flewitt, R, El Gemayel, S, Arnott, L, Mevawalla, Z, Dalziell, A, Winter, K, Goodall, J & Timmins, S 2024, '"I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt.": Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months. ', Paper presented at European Early Childhood Education Research Association annual conference, Brighton, United Kingdom, 3/09/24 - 6/09/24.

APA

Gillen, J., Savadova, S., Flewitt, R., El Gemayel, S., Arnott, L., Mevawalla, Z., Dalziell, A., Winter, K., Goodall, J., & Timmins, S. (2024). "I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt.": Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months. . Paper presented at European Early Childhood Education Research Association annual conference, Brighton, United Kingdom.

Vancouver

Gillen J, Savadova S, Flewitt R, El Gemayel S, Arnott L, Mevawalla Z et al.. "I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt.": Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months. . 2024. Paper presented at European Early Childhood Education Research Association annual conference, Brighton, United Kingdom.

Author

Gillen, Julia ; Savadova, Sabina ; Flewitt, Rosie et al. / "I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt." : Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months. . Paper presented at European Early Childhood Education Research Association annual conference, Brighton, United Kingdom.

Bibtex

@conference{b43736c432aa412fbb876c3873ea14dc,
title = "{"}I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt.{"}: Play, learning and wellbeing with smart speakers in the homes of children aged 0-36 months. ",
abstract = "Research aimsThis study explores how ubiquitous smart speakers are in homes of children aged 0-36 months in the UK and explores creative strategies with which parents use them to enhance their children{\textquoteright}s play, learning and wellbeing. Relationship to previous workSmart speakers, more technically Conversational Assistants, are fascinating manifestation of human-machine interaction, lending themselves to attributions of life-like qualities by very young children, as presaged by Suchman (2007). Andries and Robertson (2023) explored attitudes and experiences of 6-11 year-old children. Theoretical and conceptual frameworkThe post-digital Home Literacy Environment (Flewitt & Clark, 2020) offers a frame for consideration of bodies, physical space, technologies and virtual interactions as inextricably entwined. Paradigm methodology and methodsOur mixed-method project comprises a survey of families with children aged 0-36 months across the UK (n>1200); surveys of parents and practitioners (n=60), and case studies (n=40). Here, we take a slice from survey and interview data with parents; so use descriptive and inferential statistics, and thematic analysis. ethical considerationsOur detailed ethical framework is constantly interrogated to ensure that research is respectful of all participants (BERA 2018). We translated the survey into 13 languages and designed a bespoke methods palette for multilingual/seldom-heard communities.main finding or discussionOur quantitative findings point to the high frequency of use of smart speakers in homes of very young children, and demonstrate correlations with certain sociodemographic characteristics. Our qualitative data analysis illustrates uses of smart speakers to enhance play, learning and wellbeing.Implications, practice or policyWe propose that ECE settings, as well as families, in considering whether or how to make use of smart speakers might benefit from these creative strategies. ",
keywords = "digital technologies, smart speakers, very young children, digital voice assistants",
author = "Julia Gillen and Sabina Savadova and Rosie Flewitt and {El Gemayel}, Sandra and Lorna Arnott and Zinnia Mevawalla and Andy Dalziell and Karen Winter and Janet Goodall and Sarah Timmins",
year = "2024",
month = sep,
day = "3",
language = "English",
note = "European Early Childhood Education Research Association annual conference : Developing Sustainable Early Childhood Education Systems: Comparisons, Contexts and the Cognoscenti, EECERA ; Conference date: 03-09-2024 Through 06-09-2024",
url = "https://2024.eeceraconference.org/",

}

RIS

TY - CONF

T1 - "I ask Alexa to play some nursery rhymes, so that was the first word my daughter learnt."

T2 - European Early Childhood Education Research Association annual conference

AU - Gillen, Julia

AU - Savadova, Sabina

AU - Flewitt, Rosie

AU - El Gemayel, Sandra

AU - Arnott, Lorna

AU - Mevawalla, Zinnia

AU - Dalziell, Andy

AU - Winter, Karen

AU - Goodall, Janet

AU - Timmins, Sarah

N1 - Conference code: 32

PY - 2024/9/3

Y1 - 2024/9/3

N2 - Research aimsThis study explores how ubiquitous smart speakers are in homes of children aged 0-36 months in the UK and explores creative strategies with which parents use them to enhance their children’s play, learning and wellbeing. Relationship to previous workSmart speakers, more technically Conversational Assistants, are fascinating manifestation of human-machine interaction, lending themselves to attributions of life-like qualities by very young children, as presaged by Suchman (2007). Andries and Robertson (2023) explored attitudes and experiences of 6-11 year-old children. Theoretical and conceptual frameworkThe post-digital Home Literacy Environment (Flewitt & Clark, 2020) offers a frame for consideration of bodies, physical space, technologies and virtual interactions as inextricably entwined. Paradigm methodology and methodsOur mixed-method project comprises a survey of families with children aged 0-36 months across the UK (n>1200); surveys of parents and practitioners (n=60), and case studies (n=40). Here, we take a slice from survey and interview data with parents; so use descriptive and inferential statistics, and thematic analysis. ethical considerationsOur detailed ethical framework is constantly interrogated to ensure that research is respectful of all participants (BERA 2018). We translated the survey into 13 languages and designed a bespoke methods palette for multilingual/seldom-heard communities.main finding or discussionOur quantitative findings point to the high frequency of use of smart speakers in homes of very young children, and demonstrate correlations with certain sociodemographic characteristics. Our qualitative data analysis illustrates uses of smart speakers to enhance play, learning and wellbeing.Implications, practice or policyWe propose that ECE settings, as well as families, in considering whether or how to make use of smart speakers might benefit from these creative strategies.

AB - Research aimsThis study explores how ubiquitous smart speakers are in homes of children aged 0-36 months in the UK and explores creative strategies with which parents use them to enhance their children’s play, learning and wellbeing. Relationship to previous workSmart speakers, more technically Conversational Assistants, are fascinating manifestation of human-machine interaction, lending themselves to attributions of life-like qualities by very young children, as presaged by Suchman (2007). Andries and Robertson (2023) explored attitudes and experiences of 6-11 year-old children. Theoretical and conceptual frameworkThe post-digital Home Literacy Environment (Flewitt & Clark, 2020) offers a frame for consideration of bodies, physical space, technologies and virtual interactions as inextricably entwined. Paradigm methodology and methodsOur mixed-method project comprises a survey of families with children aged 0-36 months across the UK (n>1200); surveys of parents and practitioners (n=60), and case studies (n=40). Here, we take a slice from survey and interview data with parents; so use descriptive and inferential statistics, and thematic analysis. ethical considerationsOur detailed ethical framework is constantly interrogated to ensure that research is respectful of all participants (BERA 2018). We translated the survey into 13 languages and designed a bespoke methods palette for multilingual/seldom-heard communities.main finding or discussionOur quantitative findings point to the high frequency of use of smart speakers in homes of very young children, and demonstrate correlations with certain sociodemographic characteristics. Our qualitative data analysis illustrates uses of smart speakers to enhance play, learning and wellbeing.Implications, practice or policyWe propose that ECE settings, as well as families, in considering whether or how to make use of smart speakers might benefit from these creative strategies.

KW - digital technologies

KW - smart speakers

KW - very young children

KW - digital voice assistants

M3 - Conference paper

Y2 - 3 September 2024 through 6 September 2024

ER -