Observing preschoolers' engagement with a digital book library

Insights from children of diverse backgrounds in Türkiye

Dados Bibliográficos

ID21686134
AutoresBurcu Sarı Uğurlu (0000-0002-2872-8613, Çanakkale Onsekiz Mart Üniversitesi, autor correspondente)
Ano2025
Páginas1-18
Data de publicação2025-07-14
Open AccessNão
TipoARTICLE
PeriódicoEuropean Early Childhood Education Research Journal (JOURNAL)
Identificadores do periódicoISSN: 1350-293X • E-ISSN: 1752-1807
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1350293x.2025.2529362
OpenAlexW4412413266
IdiomaEN
Referências citadas53

This study investigates how preschool-aged children in Türkiye independently engage with digital books from a free, native-language digital library, focusing on socio-economic differences. Eighteen children participated in 70 video-recorded sessions over four weeks. The study explored (1) how many digital books children read, (2) their interaction with interactive features, and (3) the quality of their engagement. Children from middle socio-economic backgrounds completed significantly more books and demonstrated higher-quality engagement than their peers from low-SES backgrounds. While both groups used interactive features at similar rates, children from low-SES backgrounds activated more hotspots, often before narration began, indicating a preference for exploratory interaction over narrative focus. While access to digital books is essential, design and guidance must address differences in children's prior literacy experiences to promote meaningful engagement

Developmental psychology · Early childhood education · Mathematics education · Pedagogy · Preschool education · Sociology · Child Development and Digital Technology · ICT in Developing Communities · Psychology · Reading and Literacy Development

Ferramentas

Abrir DOI