Journal article 133 views
Review0-3-year-old children’s digital language and literacypractices at home: A scoping review of the literature
Sandra Marie El Gemayel,
Rosie Flewitt,
Janet Goodall 
Journal of early childhood literacy
Swansea University Author:
Janet Goodall
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DOI (Published version): https://doi.org/10.1177/14687984251388333
Abstract
Research on young children’s use of digital media has increased overrecent decades, but less is known about the digital language and literacypractices at home of children aged under three years. This scoping reviewwas conducted to map knowledge on this phenomenon to inform theESRC-funded study Toddl...
| Published in: | Journal of early childhood literacy |
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| Published: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa70573 |
| Abstract: |
Research on young children’s use of digital media has increased overrecent decades, but less is known about the digital language and literacypractices at home of children aged under three years. This scoping reviewwas conducted to map knowledge on this phenomenon to inform theESRC-funded study Toddlers, Tech and Talk. Fifty-two papers publishedfrom January 2000 to June 2024 were identified from six databases:Australian Education Index, British Education Index, ERIC (EBSCO), ERIC(ProQuest), SCOPUS and Web of Science, as well as Google and GoogleScholar. The literature was synthesised into the following categories:child language and TV-viewing; video calls; technology and musicality,mark making and book-reading; joint media engagement and the homedigital literacy environment. Although child ‘screentime’ has beenassociated with delayed language development, research suggests theseeffects can be mediated by the context of technology use, parent coviewingand interaction. Many extant studies are dependent on parentalreports of very young children’s digital activity and/or on simulatedcontexts. To deepen knowledge on this topic, there is rich scope forobservational studies conducted in family homes, co-produced researchwith parents and children, and longitudinal studies of babies’, infants’ andtoddlers’ digital language and literacy practices at home. |
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| Funders: |
ESRC |