Chuanmei Dong
Biographic Data
| ID | 6242846 |
|---|---|
| NAME | Chuanmei Dong |
| GIVEN NAMES | Chuanmei |
| FAMILY NAME | Dong |
| SIGNATURE | DONG C |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0003-2070-2635 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Navigating digital integration in early childhood
The integration of digital tools in early childhood education and care (ECEC) settings, particularly for children under three, requires careful consideration. While research has predominantly focused on children aged 4–6, limited attention has been given to infants, toddlers, and the critical role of their educators. This study examines how early childhood educators in six countries incorporate digital technologies into their daily practices with…
Digital resources and parental mediation parallelly mediate the impact of SES on early digital literacy among Chinese preschoolers
Digital literacy development begins in early childhood and contributes to a widening digital divide. The present study examines the complex interplay between family socioeconomic status (SES), home digital resources (HDR), parental mediation (PM), and early digital literacy development in young children. A survey titled Home Digital Practice Survey (HDPS) was responded to by 1,876 Chinese parents of preschoolers (Mage = 4.28 years, SD = 0.98, 48.…
The impact of lockdown on child adjustment
The COVID-19 pandemic has had an inestimable impact worldwide, challenging the daily lives and interactions of children and their families. In 2022, Shanghai implemented a three-month lockdown in response to an acceleration of positive cases during the pandemic period. This restrictive policy provided insight into the impact of the lockdown on children's social adjustment and the role of parent-child conflict during this process. Mothers of presc…
Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China
Research Findings: There are heated debates about the benefits and risks of using digital devices in the early years. This study explored the latent profiles and the associated predictors of digital literacy and multimodal practices in Chinese children to understand how children use and interact with digital devices at home. A total of 1953 parents were recruited from a province in central China and surveyed about their children’s digital literac…
Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use
This study reports Chinese preservice teachers’ perceptions of appropriate technology use in early childhood education (ECE). China provides an interesting but understudied research context as research into technology use in the early years is western‐centric and the contemporary Chinese ECE is characterized as a hybrid combining traditional Chinese values and Western influences which differ from each other in a rather fundamental manner. Interpr…
Preservice teachers’ beliefs about young children’s technology use at home
Young children’s online learning during Covid-19 pandemic
Young children’s online learning during Covid-19 pandemic
Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use
This study reports Chinese preservice teachers’ perceptions of appropriate technology use in early childhood education (ECE). China provides an interesting but understudied research context as research into technology use in the early years is western‐centric and the contemporary Chinese ECE is characterized as a hybrid combining traditional Chinese values and Western influences which differ from each other in a rather fundamental manner. Interpr…
Preservice teachers’ beliefs about young children’s technology use at home
Profiles and Predictors of Young Children’s Digital Literacy and Multimodal Practices in Central China
Research Findings: There are heated debates about the benefits and risks of using digital devices in the early years. This study explored the latent profiles and the associated predictors of digital literacy and multimodal practices in Chinese children to understand how children use and interact with digital devices at home. A total of 1953 parents were recruited from a province in central China and surveyed about their children’s digital literac…
The impact of lockdown on child adjustment
The COVID-19 pandemic has had an inestimable impact worldwide, challenging the daily lives and interactions of children and their families. In 2022, Shanghai implemented a three-month lockdown in response to an acceleration of positive cases during the pandemic period. This restrictive policy provided insight into the impact of the lockdown on children's social adjustment and the role of parent-child conflict during this process. Mothers of presc…
Navigating digital integration in early childhood
The integration of digital tools in early childhood education and care (ECEC) settings, particularly for children under three, requires careful consideration. While research has predominantly focused on children aged 4–6, limited attention has been given to infants, toddlers, and the critical role of their educators. This study examines how early childhood educators in six countries incorporate digital technologies into their daily practices with…
Digital resources and parental mediation parallelly mediate the impact of SES on early digital literacy among Chinese preschoolers
Digital literacy development begins in early childhood and contributes to a widening digital divide. The present study examines the complex interplay between family socioeconomic status (SES), home digital resources (HDR), parental mediation (PM), and early digital literacy development in young children. A survey titled Home Digital Practice Survey (HDPS) was responded to by 1,876 Chinese parents of preschoolers (Mage = 4.28 years, SD = 0.98, 48.…
Child Development and Digital Technology (6 works) · Psychology (6 works) · Developmental psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Early childhood education (3 works) · Gender and Technology in Education (3 works) · ICT in Developing Communities (3 works) · Qualitative research (3 works) · China (2 works)