Young children’s at-home digital experiences and interactions
An ethnographic study
Bibliographic Data
| ID | 22164284 |
|---|---|
| Authors | Kiara Lewis (0000-0002-0142-7351, University of Wollongong, corresponding author), K L Lewis, Lucy Kervin (0000-0002-5433-7587, University of Wollongong), L K Kervin, Irina Verenikina (0000-0001-7036-5855, University of Wollongong), Sara J Howard (0000-0002-1258-3210, University of Wollongong) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-06-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1392379 |
| OpenAlex | W4400043181 |
| Language | EN |
| Citations received | 6 |
| References cited | 28 |
Introduction Young children are increasingly provided with opportunities to interact with digital technologies in their homes. Despite an accumulating body of research on children’s digital interactions, little is known about how these are situated within the social and cultural context in which they take place. In this exploratory study, we aim to extend existing knowledge by offering a contextualised understanding of children’s digital experiences. To do this, we draw on Activity Theory as a conceptual framework to explore how various social and cultural factors influence and interact to shape children’s opportunities and interactions with digital technologies. Method This study draws upon ethnographic and ‘day in the life’ methodologies to gain rich insight into children’s situated digital experiences. Along with other traditional ethnographic methodologies, children aged between 3 and 6 years from 5 families were provided with wearable chest-mounted video cameras to capture their usual daily play activities at home – which included, but was not limited to, digital activities. Results Data on digital interactions is presented for the five participating families, and through the presentation of two purposively selected in-depth illustrative examples, we demonstrate how children’s digital interactions are part of a larger activity system situated within the social and cultural contexts of their homes. We also elaborate on children’s natural inclination to interact playfully with digital technologies. Discussion This study extends on current knowledges about the contextual influences of children’s digital experiences and has important implications for parents and families trying to navigate the complexities of their children’s digital lives
Ethnography · Human–computer interaction · Sociology · Anthropology · Child Development and Digital Technology · Computer Science · ICT in Developing Communities · Impact of Technology on Adolescents · Psychology
More than minutes
Gaming behavior changes in families
A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education
Children’s digital experiences
Locked among inequalities
Triggering the professional learning of early childhood educators through moments of disjuncture
International Perspectives on Early Childhood Research
Play Matters
Apprenticeship in Thinking
Developmental studies of work as a testbench of activity theory
A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home
Young children's screen time
Sociocultural approaches to learning and development
Annual Research Review
Young children’s digital literacy practices in the sociocultural contexts of their homes
Porous boundaries
Digital play
Exploring the Quotidian in Young Children's Lives at Home
Young children’s initiation into family literacy practices in the digital age
Parent perspectives on young children’s changing digital practices
| Unique citing works | 6 |
|---|---|
| Citations per year | 6 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |