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Informationen zum Autor Lelia Green is Professor of Communications, School of Arts and Humanities, Edith Cowan University, Australia. Leslie Haddon is a Guest Lecturer and Visiting Fellow in the Department of Media and Communications at the London School of Economics and Political Science, UK. Klappentext The easy interface of touchscreen technologies like tablets and smartphones have enabled children to access the digital world from a very young age. But while some commentators are enthusiastic about how this can open up a new world for play, learning, and developing digital skills, others see the dangers of yet more screens, inauthentic play, and time spent isolated with electronic babysitters that detract from interaction with parents and the learning of social skills. Including a glossary of key terms, this book draws on a three-year research project examining the realities of 0-5 years olds' experiences of these technologies in the UK and Australia. The authors draw heavily on Vygotsky and engage with other thinkers including Bronfenbrenner and Bruner. It explores how parents of young children evaluate these opportunities and concerns, and how they try to work out ways to parent in relation to technologies they did not experience in their own childhood. The book examines how digital technologies fit in with other elements of children's daily lives including their preferences, pleasures and sociability. The book also explores the extent to which grandparents, parents and educators engage with children's experience of digital technologies. Vorwort Presents new research on and addresses concerns about young children’s digital activities. Zusammenfassung The easy interface of touchscreen technologies like tablets and smartphones has enabled children to access the digital world from a very young age. But while some commentators are enthusiastic about how this can open a new world for fun, learning, and developing digital skills, others see the dangers of yet more screens, inauthentic play, and time spent isolated with electronic babysitters that detract from interaction with parents and learning social skills. Taking five as the age when children transition into formal education, this book draws on a three-year research project examining the realities of under six-year-olds’ experiences of these technologies in the UK and Australia. With a theoretical context including Vygotsky, Bruner, Bronfenbrenner and Flewitt, the book examines how parents of young children evaluate the opportunities and risks of children’s digital media use in the context of other significant influences such as children’s time with grandparents, early childhood care and education. Drawing on in-depth interviews with 22 families, and rich ethnographic data from observation and exchanges with their 29 children, aged four months to five years, the book reveals how digital technologies complement and challenge important aspects of daily life for infants, toddlers and preschoolers. Inhaltsverzeichnis List of Tables Acknowledgements 1. Contextualizing Digital Media Use in Early Childhood 2. Conceptual and Other Framings of Children’s Media Use 3. Screen Time 4. Parenting and Digital Media 5. Grandparents 6. Digital Media in Preschool Settings 7. Infants 8. Toddlers 9. Preschoolers 10. The Bases for Diversity in Children’s Digital Experiences 11. Parents’ Evaluation of Children’s Learning Through Digital Media 12. Summarising Our Research Findings Appendix Glossary Notes References Index...
