Rights statement: The final, definitive version of this article has been published in the Journal, Journal of Early Childhood Literacy, 20 (3), 2020, © SAGE Publications Ltd, 2020 by SAGE Publications Ltd at the Journal of Early Childhood Literacy page: https://journals.sagepub.com/home/ecl on SAGE Journals Online: http://journals.sagepub.com/
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Space and practices
T2 - Engagement of children under 3 with tablets and televisions in homes in Spain, Sweden and England
AU - Poveda, David
AU - Matsumoto, Mitsuko
AU - Sundin, Ebba
AU - Sandberg, Helena
AU - Aliagas, Cristina
AU - Gillen, Julia
N1 - The final, definitive version of this article has been published in the Journal, Journal of Early Childhood Literacy, 20 (3), 2020, © SAGE Publications Ltd, 2020 by SAGE Publications Ltd at the Journal of Early Childhood Literacy page: https://journals.sagepub.com/home/ecl on SAGE Journals Online: http://journals.sagepub.com/
PY - 2020/9/1
Y1 - 2020/9/1
N2 - Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the conceptof living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.
AB - Young children’s engagements with digital technologies form part of their emergent everyday literacy practices. The study reported here derives from the pan-European study ‘A Day in the Digital Lives of Children aged 0-3’. The methodology was centred on the videoing of an entire day’s experiences of a child aged under 3, together with a reflective interview with the parents and inventories related to digital access, skills and activities of the child. In this paper, we look at three children in Spain, Sweden and England, respectively. We examine our data through three prisms. (1) Spatio-temporal: We consider the children’s engagements in terms of their appropriation of space, in relationships with others in the home and the intimate geographies of young children’s digital literacies. (2) Parental discourse: We use the tensions and contradictions for families framework to examine the selection and monitoring of digital literacies. (3) Practice: Drawing on the first two prisms, we zoom into how children engage with tablet devices and television. Our research demonstrates richness, diversity and agency in these young children’s practices with technologies. We propose the conceptof living-room assemblage as an analytical metaphor to understand the macrohabitats of young children’s digital literacies and practices, which emerge as multi-layered, creative and co-occurring with other family activities.Our analysis also explores the challenges presented to parents and the ways in which they navigate tensions and contradictions in their media and digital environments, which are condensed in family practices and discourses around tablets and television.
KW - technology
KW - media
KW - literacy
KW - space
KW - early childhood
KW - homes
U2 - 10.1177/1468798420923715
DO - 10.1177/1468798420923715
M3 - Journal article
VL - 20
JO - Journal of Early Childhood Literacy
JF - Journal of Early Childhood Literacy
SN - 1468-7984
IS - 3
ER -