{"title":"让我们一起在手机上写购物清单\":家长与学龄前儿童的数字扫盲活动及儿童的早期读写能力","authors":"Galia Meoded Karabanov, Dorit Aram","doi":"10.1111/1467-9817.12469","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>The study describes preschoolers' digital home environment, focusing on parent–child writing interactions using a smartphone and exploring its contribution to children's early literacy.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Participants were 65 Israeli preschoolers (<i>M</i> = 62.37 months) from middle SES and one of their parents. Parents responded to questionnaires assessing the digital home environment (prevalence of digital devices, parental involvement in selecting digital content, children's independent digital activities and screen time). Parents were video recorded while assisting their children in writing a shopping list of three products using a smartphone (keyboard). We analysed how parents helped children segment words into their respective sounds (grapho-phonemic mediation) and type letters independently (printing mediation) and their reference to the orthography. Children's literacy skills (letter knowledge, phonological awareness and early writing) were assessed individually.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Findings showed that the homes are rich with technology and children are engaged daily with various digital devices. The level of parental involvement in selecting their children's digital content and the quality of their writing support positively related to children's early literacy skills. Children's independent digital activities were negatively related to their literacy skills. Hierarchical regression analyses showed that the nature of parental writing support predicted children's early literacy beyond parental involvement in selecting digital content and children's independent digital activities.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>The study reveals the benefits of parental involvement in their children's digital world and highlights the strength of parental writing support and the potential of parent–child digital activities in promoting children's early literacy.</p>\n </section>\n \n <section>\n \n <h3> Highlights</h3>\n \n <div><i>What is already known about this topic</i>\n \n <ul>\n \n <li>Children's digital home environment has become a meaningful learning place and contributes to school readiness (Bus et al., 2015).</li>\n \n <li>Letter knowledge and phonological awareness are major predictors of reading and writing acquisition (Robins et al., 2014).</li>\n \n <li>Parent–child writing interactions using digital means support children's early literacy skills (Aram & Chorowicz-Bar-Am, 2016).</li>\n </ul>\n </div>\n \n <div><i>What this paper adds</i>\n \n <ul>\n \n <li>The study emphasises the potential of preschoolers' digital literacy home environment, focusing on the nature of parents' writing support via a smartphone.</li>\n \n <li>Parental involvement in selecting digital content for their children is related to children's higher literacy skills while encouraging independent use of digital devices is related to children's lower literacy skills.</li>\n \n <li>The study underscores the crucial role of parents in children's digital literacy. Specifically, parents' digital writing support using a smartphone is shown to be a significant factor in children's higher literacy skills, even beyond the children's age and the digital home environment.</li>\n </ul>\n </div>\n \n <div><i>Implications for theory, policy or practice</i>\n \n <ul>\n \n <li>Parents experience a conflict between the need to expose their children to forms of technology and the need to control and supervise this engagement with digital technologies (Edwards et al., 2017). Our study suggests that the solution to this conflict is to enable children's use of digital means and also carefully select the content to which children are exposed.</li>\n \n <li>The study may assist parents in mediating the writing world, using the smartphone to support children's readiness for school.</li>\n </ul>\n </div>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12469","citationCount":"0","resultStr":"{\"title\":\"‘Let's write a shopping list on the phone together’: Parents' digital literacy activities with their preschoolers and the children's early literacy skills\",\"authors\":\"Galia Meoded Karabanov, Dorit Aram\",\"doi\":\"10.1111/1467-9817.12469\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>The study describes preschoolers' digital home environment, focusing on parent–child writing interactions using a smartphone and exploring its contribution to children's early literacy.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Participants were 65 Israeli preschoolers (<i>M</i> = 62.37 months) from middle SES and one of their parents. Parents responded to questionnaires assessing the digital home environment (prevalence of digital devices, parental involvement in selecting digital content, children's independent digital activities and screen time). Parents were video recorded while assisting their children in writing a shopping list of three products using a smartphone (keyboard). We analysed how parents helped children segment words into their respective sounds (grapho-phonemic mediation) and type letters independently (printing mediation) and their reference to the orthography. Children's literacy skills (letter knowledge, phonological awareness and early writing) were assessed individually.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Findings showed that the homes are rich with technology and children are engaged daily with various digital devices. The level of parental involvement in selecting their children's digital content and the quality of their writing support positively related to children's early literacy skills. Children's independent digital activities were negatively related to their literacy skills. Hierarchical regression analyses showed that the nature of parental writing support predicted children's early literacy beyond parental involvement in selecting digital content and children's independent digital activities.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>The study reveals the benefits of parental involvement in their children's digital world and highlights the strength of parental writing support and the potential of parent–child digital activities in promoting children's early literacy.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Highlights</h3>\\n \\n <div><i>What is already known about this topic</i>\\n \\n <ul>\\n \\n <li>Children's digital home environment has become a meaningful learning place and contributes to school readiness (Bus et al., 2015).</li>\\n \\n <li>Letter knowledge and phonological awareness are major predictors of reading and writing acquisition (Robins et al., 2014).</li>\\n \\n <li>Parent–child writing interactions using digital means support children's early literacy skills (Aram & Chorowicz-Bar-Am, 2016).</li>\\n </ul>\\n </div>\\n \\n <div><i>What this paper adds</i>\\n \\n <ul>\\n \\n <li>The study emphasises the potential of preschoolers' digital literacy home environment, focusing on the nature of parents' writing support via a smartphone.</li>\\n \\n <li>Parental involvement in selecting digital content for their children is related to children's higher literacy skills while encouraging independent use of digital devices is related to children's lower literacy skills.</li>\\n \\n <li>The study underscores the crucial role of parents in children's digital literacy. Specifically, parents' digital writing support using a smartphone is shown to be a significant factor in children's higher literacy skills, even beyond the children's age and the digital home environment.</li>\\n </ul>\\n </div>\\n \\n <div><i>Implications for theory, policy or practice</i>\\n \\n <ul>\\n \\n <li>Parents experience a conflict between the need to expose their children to forms of technology and the need to control and supervise this engagement with digital technologies (Edwards et al., 2017). Our study suggests that the solution to this conflict is to enable children's use of digital means and also carefully select the content to which children are exposed.</li>\\n \\n <li>The study may assist parents in mediating the writing world, using the smartphone to support children's readiness for school.</li>\\n </ul>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-07-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12469\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12469\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12469","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
‘Let's write a shopping list on the phone together’: Parents' digital literacy activities with their preschoolers and the children's early literacy skills
Background
The study describes preschoolers' digital home environment, focusing on parent–child writing interactions using a smartphone and exploring its contribution to children's early literacy.
Methods
Participants were 65 Israeli preschoolers (M = 62.37 months) from middle SES and one of their parents. Parents responded to questionnaires assessing the digital home environment (prevalence of digital devices, parental involvement in selecting digital content, children's independent digital activities and screen time). Parents were video recorded while assisting their children in writing a shopping list of three products using a smartphone (keyboard). We analysed how parents helped children segment words into their respective sounds (grapho-phonemic mediation) and type letters independently (printing mediation) and their reference to the orthography. Children's literacy skills (letter knowledge, phonological awareness and early writing) were assessed individually.
Results
Findings showed that the homes are rich with technology and children are engaged daily with various digital devices. The level of parental involvement in selecting their children's digital content and the quality of their writing support positively related to children's early literacy skills. Children's independent digital activities were negatively related to their literacy skills. Hierarchical regression analyses showed that the nature of parental writing support predicted children's early literacy beyond parental involvement in selecting digital content and children's independent digital activities.
Conclusions
The study reveals the benefits of parental involvement in their children's digital world and highlights the strength of parental writing support and the potential of parent–child digital activities in promoting children's early literacy.
Highlights
What is already known about this topic
Children's digital home environment has become a meaningful learning place and contributes to school readiness (Bus et al., 2015).
Letter knowledge and phonological awareness are major predictors of reading and writing acquisition (Robins et al., 2014).
Parent–child writing interactions using digital means support children's early literacy skills (Aram & Chorowicz-Bar-Am, 2016).
What this paper adds
The study emphasises the potential of preschoolers' digital literacy home environment, focusing on the nature of parents' writing support via a smartphone.
Parental involvement in selecting digital content for their children is related to children's higher literacy skills while encouraging independent use of digital devices is related to children's lower literacy skills.
The study underscores the crucial role of parents in children's digital literacy. Specifically, parents' digital writing support using a smartphone is shown to be a significant factor in children's higher literacy skills, even beyond the children's age and the digital home environment.
Implications for theory, policy or practice
Parents experience a conflict between the need to expose their children to forms of technology and the need to control and supervise this engagement with digital technologies (Edwards et al., 2017). Our study suggests that the solution to this conflict is to enable children's use of digital means and also carefully select the content to which children are exposed.
The study may assist parents in mediating the writing world, using the smartphone to support children's readiness for school.
期刊介绍:
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.