Digital literacies among infants and toddlers: Everyday engagement of digital media in the home environment

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2025-06-25 DOI:10.1177/14687984251350491

Ebba Sundin, Helena Sandberg, Ulrika Sjöberg

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Abstract

For many children, their home is where they first encounter digital media technologies. The aim of this study is to investigate how children 0 – 3 years old engage in digital media. We address digital literacies as a sociocultural mindset and a toolbox with attention to skills and comprehensions as well as how children express their agency. The overall research question is: What skills, comprehension, and agency children 0 – 3 years old perform and express when engaged in digital media? We have studied 16 families in Sweden and followed the methodology of “A Day in the Life” developed by Gillen et al. (2007) . The study shows that children use technology in their interactions of play in for example video calls, and that dexterity skills are early developed in relation to touch screens. The study also shows that children express agency toward digital media in several ways, for example in taking actions and initiatives. The study concludes that although there is an increased interest in young children’s digital media practices there is still need for more studies with focus on the very young children.

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婴幼儿的数字素养：家庭环境中数字媒体的日常参与

对许多孩子来说，他们的家是他们第一次接触数字媒体技术的地方。本研究的目的是调查0 - 3岁儿童如何参与数字媒体。我们将数字素养视为一种社会文化心态和工具箱，关注技能和理解，以及儿童如何表达他们的能动性。总体研究问题是：0 - 3岁儿童在从事数字媒体时表现和表达了哪些技能、理解力和能动性？我们研究了瑞典的16个家庭，并采用了Gillen et al.（2007）开发的“生命中的一天”方法。研究表明，孩子们在与游戏的互动中使用技术，比如视频通话，而与触摸屏相关的灵巧技能在早期就得到了发展。该研究还表明，儿童通过几种方式表达对数字媒体的代理，例如采取行动和倡议。该研究的结论是，尽管人们对幼儿的数字媒体实践越来越感兴趣，但仍需要更多关注幼儿的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.