Habits, norms and use of technologies in early childhood households from a gender perspective

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Digital Education Review Pub Date : 2022-07-05 DOI:10.1344/der.2022.41.19-31

Rosalía Romero Tena, Raquel Barragán-Sánchez, Sandra Martínez-Pérez, Antonio Palacios-Rodríguez

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引用次数: 1

Abstract

The use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students.

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从性别角度看幼儿家庭的习惯、规范和技术使用

在家里使用技术直接影响孩子们在学校学习时对技术的看法。许多研究都集中在家庭和学校使用数字技术的不同方式上。这些研究试图解释以前的经验和知识如何与学校技术的使用联系在一起，家庭和学校文化之间的差异，或者社会经济地位如何影响这些社会教育机构的技术可用性。所有这些都表明，技术已经成为儿童生活的一部分。因此，本研究的目的是获得2-6岁儿童在家中使用技术的习惯、规范和使用情况以及性别差异的信息。为此，编制了一份经过验证的调查表。共有1016名家长完成了问卷调查。结果显示了最常用的技术、使用时间、与谁一起使用，以及强加的规则和他们对这种使用的看法。同样，为了增强学生的能力，在幼儿教育课堂上开展和讨论STEAM工作的建议也存在重大差异。

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

Digital Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

14.30%

发文量

审稿时长

15 weeks

期刊介绍： Digital Education Review (DER) is a scientific, open and peer review journal designed as a space for dialogue and reflection about the impact of ICT on education and new emergent forms of teaching and learning in digital environments. It is published half-yearly (June & December) and it includes articles in English or Spanish. ICT plays an important role in education, raising discussions and important new challenges. Analyze the impact of ICT, new forms of literacy and virtual teaching and learning are the main goals of Digital Education Review. The publication is open to all those investigators who wish to propose articles on this subject. Articles admitted include empirical investigations as well as reviews and theoretical reflections. The journal publishes different kinds of articles: Peer Review Articles: articles that have passed the blind review carried out by a group of experts Reviews: short articles about books, software or websides and PhD Guest and Invited Articles: articles approved by the Editorial Board of the journal. DER publishes issues related with its focus and scope and also monographic issues, centered on a specific subject. Both of them are subjected to a peer review process. Finally, this journal is published by the Digital Education Observatory (OED) and Virtual Teaching and Learning Research Group (GREAV) at the Universitat de Barcelona.