| Residential College | false |
| Status | 已發表Published |
| The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review | |
Soyoof, Ali1,2; Reynolds, Barry Lee1,3  ; Neumann, Michelle4; Scull, Janet2; Tour, Ekaterina2; McLay, Katherine5
| |
| 2024-02-01 | |
| Source Publication | Journal of Computer Assisted Learning
 |
| ISSN | 0266-4909 |
| Volume | 40Issue:1Pages:65-88 |
| Abstract | Background: In today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy. Objectives: Research on young children's digital literacy practices at home was reviewed to explore the positive and negative influences on early learning. This is important due to the children's rapid uptake of online digital technologies over the past decade. Methods: Peer-reviewed research articles on home digital literacy practices of children (aged 0–8 years old) published between 2010 and 2021 from four education databases were carefully selected based upon pre-determined criteria and examined using content analysis. Results and Conclusion: A high proportion of studies (29 of the 31; 93.5%) demonstrated significant benefits of young children gaining a range of skills, including digital operational, early literacy and language, socio-emotional, and STEM, through the use of digital technologies at home. Five of the 31 (16.12%) studies reported negative effects of digital technologies in the home context, including distraction, aggressive behaviour, and false self-confidence. Tablets and smartphone use gained greater momentum in the home context, especially between 2015 and 2021, and there was a positive shift in parental mediation, family involvement, and the children's home digital literacy practices. Implications: By leveraging children's acquisition of digital literacy skills in the home and taking into account the sociocultural context, we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains. |
| Keyword | Digital Literacy Practices Digital Literacy Skills Early Learning Home Parent Mediation Young Children |
| DOI | 10.1111/jcal.12866 |
| URL | View the original |
| Indexed By | SSCI |
| Language | 英語English |
| Scopus ID | 2-s2.0-85169164670 |
| Fulltext Access | |
| Citation statistics | |
| Document Type | Journal article |
| Collection | Faculty of Education |
| Corresponding Author | Reynolds, Barry Lee |
| Affiliation | 1.Faculty of Education, University of Macau, Taipa, SAR, Macao 2.Faculty of Education, Monash University, Clayton, Australia 3.Centre for Cognitive and Brain Sciences, University of Macau, Taipa, SAR, Macao 4.Faculty of Education, Southern Cross University, Gold Coast, Australia 5.School of Education, University of Queensland, St Lucia, Australia |
| First Author Affilication | Faculty of Education |
| Corresponding Author Affilication | Faculty of Education; University of Macau |
| Recommended Citation GB/T 7714 | Soyoof, Ali,Reynolds, Barry Lee,Neumann, Michelle,et al. The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review[J]. Journal of Computer Assisted Learning, 2024, 40(1), 65-88. |
| APA | Soyoof, Ali., Reynolds, Barry Lee., Neumann, Michelle., Scull, Janet., Tour, Ekaterina., & McLay, Katherine (2024). The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review. Journal of Computer Assisted Learning, 40(1), 65-88. |
| MLA | Soyoof, Ali,et al."The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review".Journal of Computer Assisted Learning 40.1(2024):65-88. |
| Files in This Item: | There are no files associated with this item. | |||||
Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.
Edit Comment