Preschoolers’ views on integration of digital technologies

Keywords: Children’s views, Digital technologies, Preschool

Abstract

The aim of the present study was to explore preschool children’s views on the integration of digital technologies in their school. The study included 171 Israeli children aged 3 to 6 who participated in in-depth interviews regarding their views on digital technologies in their preschool. The interviews were analyzed using content analysis. Three major views regarding digital technologies in the preschool were found: The degree to which digital technologies are necessary; the goals of the use of these technologies; the setting for using the digital technologies. Fifty percent of the children, especially the younger ones, claimed that use of these technologies is not necessary in preschool. However, most of them understood the importance of using these technologies and their contribution to many fields. In relation to the setting use, they referred to time and social aspects. The findings indicate that preschool teachers need to mediate these aspects more wisely and adapt them to the children's understanding and view toward digital technologies than actually takes place when they use them with the children.

Downloads

Download data is not yet available.

References

Alderson, P. (2000). Children as researchers: The effects of participation rights on research methodology. In P. Christensen & A. James (Eds.) Research with children: Perspectives and practices (pp. 241-257). London: Falmer.

Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early Years: An International Research Journal, 34(1), 94-108. DOI: https://doi.org/10.1080/09575146.2013.792789

Bakia, M., Murphy, R., Anderson, K., & Trinidad, G. E. (2011). International experiences with technology in education. U.S. Department of Education, Office of Educational Technology and the Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.

Brown, A. (2011). Media use by children younger than 2 years. Pediatrics, 128(5), 1040-1045. DOI: https://doi.org/10.1542/peds.2011-1753

Cannella, G. S. (2005). Reconceptualizing the field (of early care and education): If ׳western' child development is a problem, then what do we do? In N. Yelland (Ed.) Critical issues in early childhood education (pp. 17-39). Maidenhead, UK: Open University Press.

Central Bureau of Statistics. (2012). Shnaton statisiti leisrael .[Israel demographic profile].

Chassiakos, Y. L. R., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and adolescents and digital media. Pediatrics, 138(5), e20162593. DOI: https://doi.org/10.1542/peds.2016-2593

Christensen, P. & James, A. (2000). Researching children and childhood: Cultures of communication. In P. Christensen, & A. James (Eds.) Research with children: Perspectives and practices (pp. 1-8). London: Falmer

Clark, A. (2017). Listening to young children, expanded third edition: A guide to understanding and using the mosaic approach. London: Jessica Kingsley Publishers.

Corsaro, W. A., & Molinari, L. (2000). Entering and observing in children's worlds: A reflection on a longitudinal ethnography of early education in Italy. In P. Christensen, & A. James (Eds.) Research with children: Perspectives and practices (pp. 179-200). London: Falmer.

Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Abingdon, UK and New York: Routledge. DOI: https://doi.org/10.4324/9780203966150

Danovitch, J. H., & Alzahabi, R. (2013). Children show selective trust in technological informants. Journal of Cognition and Development, 14(3), 499-513. DOI: https://doi.org/10.1080/15248372.2012.689391

Dashti, F., & Yateem, A. (2018). Use of mobile devices: A case study with children from Kuwait and the United States. International Journal of Early Childhood, 50(1), 121-134. DOI: https://doi.org/10.1007/s13158-018-0208-x

Dockett, S., & Perry, B. (2003). Children's views and children's voices in starting school. Australian Journal of Early Childhood, 28(1), 12-17. DOI: https://doi.org/10.1177/183693910302800104

Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). 'It's more funner than doing work': Children's perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819-831. DOI: https://doi.org/10.1080/03004430.2016.1238824

Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean parents' views of their young children's access and use of technological devices. Early Childhood Education Journal, 44(2), 127-134. DOI: https://doi.org/10.1007/s10643-015-0695-4

Einarsdottir, J. (2010). Children's experiences of the first year of primary school. European Early Childhood Education Research Journal, 18(2), 163-180. DOI: https://doi.org/10.1080/13502931003784370

Eisen, S., & Lillard, A. S. (2016). Just Google it: Young children's preferences for touchscreens versus books in hypothetical learning tasks. Frontiers in Psychology, 7, 1431. DOI: https://doi.org/10.3389/fpsyg.2016.01431

Eisen, S., & Lillard, A. S. (2017). Young children's thinking about touchscreens versus other media in the US. Journal of Children and Media, 11(2), 167-179. DOI: https://doi.org/10.1080/17482798.2016.1254095

Elias, N., & Sulkin, I. (2017). YouTube viewers in diapers: An exploration of factors associated with amount of toddlers' online viewing. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3), article 2.

Elias, N., & Sulkin, I. (2019). Screen-assisted parenting: The relationship between toddlers' screen time and parents' use of media as a parenting tool. Journal of Family Issues, 40(18), 2801-2822. DOI: https://doi.org/10.1177/0192513X19864983

Fargas-Malet, M., McSherry, D., Larkin, E., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175-192. DOI: https://doi.org/10.1177/1476718X09345412

Felicia, A., Sharif, S., Wong, W., & Marriappan, M. (2014). Innovation of assistive technologies in special education: A review. Journal of Enhanced Research in Educational Development, 2(3), 25-38.

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital Age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. DOI: https://doi.org/10.1177/1468798414533560

Friedman, A. (2018). To "Read" and "Write" pictures in early childhood: Multimodal visual literacy through Israeli children's digital photography. Journal of Children and Media, 12(3), 312-328. DOI: https://doi.org/10.1080/17482798.2018.1443147

Harcourt, D., & Conroy, C. (2011). Informed consent. In D. Harcourt, B. Perry, & T. Waller (Eds.) Researching young children's perspectives (pp. 38-51). London: Routledge.

Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their internet use. London: EU Kids Online.

Hsin, C. T., Li, M. C., & Chin-Chung, T. (2014). The influence of young children's use of technology on their learning: A review. Journal of Educational Technology and Society, 17(4), 85-99.

Joshi, A., Pan, A., Murakami, M., & Naranayan, S. (2010). Role of computers in educating young children: U.S. and Japanese teachers' perspectives. Computers in the Schools, 27(1), 5-19. DOI: https://doi.org/10.1080/07380560903536249

Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044-1050. DOI: https://doi.org/10.1542/peds.2015-2151

Keren, G., & Fridin, M. (2014). Kindergarten Social Assistive Robot (KindSAR) for children's geometric thinking and metacognitive development in preschool education: A pilot study. Computers in Human Behavior, 35, 400-412. DOI: https://doi.org/10.1016/j.chb.2014.03.009

Korat, O., Gitait, A., Bergman Deitcher, D., & Mevarech, Z. (2017). Early literacy programme as support for immigrant children and as transfer to early numeracy. Early Child Development and Care, 187(3-4), 672-689. DOI: https://doi.org/10.1080/03004430.2016.1273221

Langston, A., Abbot, L., Lewis, V., & Kellett, M. (2004). Early childhood. In S. Fraser, V. Lewis, S. Ding, M. Kellett, & C. Robinson (Eds.), Doing research with children and young people (pp.147-160). Thousand Oaks, CA: Sage.

Lev, Y. B., & Elias, N. (2020). Digital Parenting: Media uses in parenting routines during the first two years of life. Studies in Media and Communication, 8(2), 41-48. DOI: https://doi.org/10.11114/smc.v8i2.5050

Magen-Nagar, N., & Firstater, E. (2017). Michsholim behatmahat hatikshuv began hayeladim- tfisot shel gananot [Obstacles in the assimilation of ICT in the preschool- preschool teachers' perceptions]. Hokrim Hagil Harach, 6, 62-94.

Manessis, D. (2011). Early childhood post-educated teachers' views and intentions about using digital games in the classroom. Proceedings of the 5th European Conference on Games Based Learning, 753-758.

McKenney, S., & Voogt, J. (2010). Technology and young children: How 4-7 year olds perceive their own use of computers. Computers in Human Behavior, 26(4), 656-664. DOI: https://doi.org/10.1016/j.chb.2010.01.002

Ministry of Education. (2017a). Hahanan hachinuchi-Kol hasherutim hametukshavim lebatei hasefer: Tochnit hatikshuv. [The educational cloud - all ICT services for the schools: The ICT program]. Retrieved September 1, 2020, from http://sites.education.gov.il/cloud/home/tikshuv/Pages/tikshuv.aspx.

Ministry of Education. (2017b). Hahanan hachinuchi- Kol hasherutim hametukshavim lebatei hasefer: Machev nayad lecol more- Keren Atena [The educational cloud- all ICT services for the schools: A laptop computer for every teacher - Atana Fund]. Retrieved September 1, 2020, from http://sites.education.gov.il/cloud/home/tikshuv/Pages/machshev_nayad_atana.aspx.

Ministry of Education. (2020). Model hagan hahatidi [The future preschool model]. Retrieved December 17, 2020, from https://edu.gov.il/minhalpedagogy/preschool/subjects/Pages/ganatidi.aspx.

Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42(1), 239-246. DOI: https://doi.org/10.1016/j.ecresq.2017.10.006

Ng, W. (2016). New digital technology in education. Switzerland: Springer International Publishing.

Ntuli, E., & Kyei-Blankson, L. (2010). Teachers' understanding and use of developmentally appropriate computer technology in early childhood education. Journal of Technology Integration in the Classroom, 2(3), 23-35.

OECD. (2018). PISA 2021 ICT framework. Retrieved December 14, 2020, from https://pdfs.semanticscholar.org/2cb3/917fc189d08018d295dfebec8a68cbbc8d88.pdf

Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children's knowledge, skills, and attitudes towards tablet technology. Children and Youth Services Review, 88, 591-597. DOI: https://doi.org/10.1016/j.childyouth.2018.03.028

Palaiologou, I. (2016a). Children under five and digital technologies: Implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5-24. DOI: https://doi.org/10.1080/1350293X.2014.929876

Palaiologou, I. (2016b). Teachers' dispositions towards the role of digital devices in play-based pedagogy in early childhood education. Early Years, 36(3), 305-321. DOI: https://doi.org/10.1080/09575146.2016.1174816

Passig, D., Tzuriel, D., & Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers and Education, 95, 296-308. DOI: https://doi.org/10.1016/j.compedu.2016.01.009

Preradović, N. M., Lešin, G., & Boras, D. (2017). The role and attitudes of kindergarten educators in ICT-supported early childhood education. Tem Journal, 6(1), 162-172.

Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 18-19.

Rogers, E. M. (2001). The digital divide. Convergence, 7(4), 96-111. DOI: https://doi.org/10.1177/135485650100700406

United Nations. (1989). The United Nations Convention on the Rights of the Child [UNCRC]. New York: UNICEF.

Vandenhole, W., Desmet, E., Reynaert, D., & Lembrechts, S. (Eds.). (2015). Routledge international handbook of children's rights studies. New York: Routledge. DOI: https://doi.org/10.4324/9781315769530

Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The use of computer assisted instruction in preschool education: Making teaching meaningful. Early Childhood Education Journal, 33(2), 99-104. DOI: https://doi.org/10.1007/s10643-005-0026-2

Zilka, G. (2011). Sviva limudit digitalit beganei hayeladim [Digital environment in the kindergartens]. In D. Chen, & G. Kurtz (Eds.), Tikshuv lemida vehoraha [ICT, learning and teaching] (pp. 207-230). Or-Yehuda: The Center for Academic Studies.

Published
2021-02-19
How to Cite
Segal-Drori, O., & Ben Shabat, A. (2021). Preschoolers’ views on integration of digital technologies. Journal of Childhood, Education & Society, 2(1), 29-42. https://doi.org/10.37291/2717638X.20212172