Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review
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TY - CONF
T1 - Toddlers, Tech and Talk: 0-3-year-old children’s language and literacy learning at home in the UK
AU - Gillen, Julia
AU - Flewitt, Rosie
AU - El Gemayel, Sandra
AU - Winter, Karen
AU - McLaughlin, Katrina
AU - Arnott, Lorna
AU - Mevawalla, Zinnia
AU - Goodall, Janet
PY - 2023/10
Y1 - 2023/10
N2 - Most children in contemporary society are born into homes where digital technologies feature prominently in their families’ everyday language and literacy practices. Even the youngest children begin to observe and use language in authentic contexts that include digitally-mediated activities, such as reading digital books, playing onscreen, finding information online and interacting with distant family and friends. Digital technologies offer rich opportunities to promote early talk and literacy yet many parents, educators and caregivers are unsure how to support very young children’s engagement with new media in meaningful and playful ways that benefit their learning and their futures, or how to manage young children’s digital safety and security. We report on the design and findings from the first stage of a major ESRC funded research project across the UK. In phase 1 we conducted a systematic literature review. We ran a survey, translated into 13 languages, of parents and guardians to enquire about attitudes and practices involving digital media with their young children. At this conference we will be able to reveal our findings. Subsequent project phases will include interviews N=60 of families and education and care professionals and finally N=40 detailed case studies in homes using a qualitative methods palette.
AB - Most children in contemporary society are born into homes where digital technologies feature prominently in their families’ everyday language and literacy practices. Even the youngest children begin to observe and use language in authentic contexts that include digitally-mediated activities, such as reading digital books, playing onscreen, finding information online and interacting with distant family and friends. Digital technologies offer rich opportunities to promote early talk and literacy yet many parents, educators and caregivers are unsure how to support very young children’s engagement with new media in meaningful and playful ways that benefit their learning and their futures, or how to manage young children’s digital safety and security. We report on the design and findings from the first stage of a major ESRC funded research project across the UK. In phase 1 we conducted a systematic literature review. We ran a survey, translated into 13 languages, of parents and guardians to enquire about attitudes and practices involving digital media with their young children. At this conference we will be able to reveal our findings. Subsequent project phases will include interviews N=60 of families and education and care professionals and finally N=40 detailed case studies in homes using a qualitative methods palette.
KW - very young children
KW - digital media
M3 - Conference paper
T2 - Paper presented at e-LADDA Closing Conference/ELN Pre-Summit Event: Advances in the Study of Language Development and Literacy Learning in the Digital Age
Y2 - 18 October 2023 through 21 October 2023
ER -