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

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Galia Meoded Karabanov, Dorit Aram
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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. 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引用次数: 0

摘要

研究背景本研究描述了学龄前儿童的数字家庭环境,重点关注亲子间使用智能手机进行的写作互动,并探讨其对儿童早期识字能力的贡献。研究方法参与者为 65 名来自中等社会经济地位的以色列学龄前儿童(男 = 62.37 个月)及其父母中的一人。家长回答了评估数字家庭环境的问卷(数字设备的普及率、家长参与选择数字内容、儿童独立数字活动和屏幕时间)。我们录制了家长使用智能手机(键盘)协助孩子书写包含三种产品的购物清单的过程。我们分析了家长如何帮助儿童将单词分割成相应的发音(图音中介)和独立输入字母(印刷中介),以及他们对正字法的参考。我们还对儿童的识字技能(字母知识、语音意识和早期书写)进行了单独评估。父母参与选择儿童数字内容的程度以及对儿童写作支持的质量与儿童的早期识字能力呈正相关。儿童的独立数字活动与他们的读写能力呈负相关。分层回归分析表明,父母写作支持的性质对儿童早期读写能力的预测超出了父母参与选择数字内容和儿童独立数字活动的预测。 研究揭示了父母参与儿童数字世界的益处,并强调了父母写作支持的力量和亲子数字活动在促进儿童早期读写能力方面的潜力。字母知识和语音意识是阅读和写作习得的主要预测因素(Robins 等人,2014 年)。利用数字手段进行的亲子写作互动有助于提高儿童的早期识字能力(Aram & Chorowicz-Bar-Am, 2016)。本研究强调了学龄前儿童数字识字家庭环境的潜力,重点关注父母通过智能手机提供写作支持的性质。家长参与为孩子选择数字内容与孩子较高的读写能力有关,而鼓励孩子独立使用数字设备与孩子较低的读写能力有关。这项研究强调了父母在儿童数字素养方面的关键作用。具体而言,父母使用智能手机进行数字写作的支持被证明是影响儿童较高读写能力的一个重要因素,甚至超越了儿童的年龄和数字家庭环境。 对理论、政策或实践的启示 父母在需要让孩子接触各种形式的技术与需要控制和监督孩子接触数字技术之间会遇到冲突(Edwards et al.)我们的研究表明,解决这一矛盾的办法是让儿童能够使用数字手段,同时谨慎选择儿童接触的内容。这项研究可以帮助家长调解写作世界,利用智能手机支持儿童为入学做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘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.
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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
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.
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