No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Family Mediating Practices and Ideologies: Spanish and Portuguese Parents of Children Under Three and Digital Media in Homes
Abstract
This chapter seeks to gain an understanding of how parents accompany their very young children aged under three into ‘digital society’ by examining their mediating practices and ideologies regarding the children’s digital activities. It draws on diverse data (observations/video-recordings and interviews with parents at home) from cases of five middle-class family children in Spain and Portugal. The data was collected in 2017 following the protocol developed for A Day in the Digital Lives of 0-3 Year-Olds [Gillen et al. 2019 A day in the digital lives of children aged 0-3. Full report: DigiLitEY ISCH COST Action 1410 Working Group 1: Digital Literacy in Homes and Communities. http://www.research.lancs.ac.uk/portal/en/publications/-(19b42af9-7828-4950-afca-69fdce62702e).html.].
We problematise the complex relationship between parental beliefs, self-perceptions and actual practices regarding the place of digital technologies in children’s lives and development. We do so by examining mediation as an emergent process in which family members co-create the interactional ecologies [Kyratzis and Johnson (Linguistics and Education 41:1–6, 2017); Erickson (Discourse, learning, and schooling. Cambridge University Press, 1996)], and by seeing mediation as a set of strategies within family routines [Livingstone (Computers in Human Behavior, 23:920–941, 2007)]. Specifically, we analyse mediation at the levels of the digital media ecology/environment in the home [Plowman (Interacting with Computers 27:36–46, 2015)], the actual digital media activities and mediation practices, and the parents’ broader media ideologies and beliefs on technologies [Gershon (Journal of Linguistic Anthropology 20:283–293, 2010)], to explore the relations and contradictions between these levels.
... En segundo lugar, incorpora información visual y brinda un panorama más amplio del contexto físico en el que las personas se encuentran. Las interacciones por videollamada, al brindar la posibilidad de poner en juego información no verbal, resultan más motivantes y cautivadoras para los niños y las niñas pequeños quienes pueden hacer gestos o mostrar elementos para direccionar la atención de sus interlocutores y no depender exclusivamente de la información verbal cuando aún no tienen un gran dominio lingüístico (Ames et al., 2010;Ballagas et al., 2009;Matsumoto et al., 2021;McClure y Barr, 2017;Tarasuik y Kaufman, 2017). Esto supone una gran ventaja frente a las llamadas telefónicas en las que los niños y las niñas menores a 5 años tendían a señalar elementos o gesticular sin tener en cuenta que su interlocutor no podía ver lo que estaban haciendo (Ballagas et al., 2009). ...
... Así, el "mostrar" para narrar de las interacciones presenciales (Demir et al., 2014) se concretiza en el marco de las videollamadas en el uso de la cámara del celular. Por medio de esta, la niña puede dirigir la mirada y atención adulta (Ames et al., 2010;Ballagas et al., 2009;Matsumoto et al., 2021;McClure y Barr, 2017;Tarasuik y Kaufman, 2017). ...
El aislamiento social preventivo y obligatorio por la pandemia del SARS-CoV-2 condujo a las familias a buscar alternativas para mantener el vínculo con sus parientes no convivientes. Una de ellas fue la videollamada, cuyo carácter audiovisual habilita nuevas maneras de comunicación (Ames et al., 2010; Ballagas et al., 2009; McClure y Barr, 2017) que podrían modificar las interacciones en las que adultos/as y niños/as participan y colaboran en la construcción de distintos tipos de discursos. La narración constituye una de las primeras y más relevantes formas de discurso en la infancia que permite reconstruir y comunicar la propia experiencia. En este trabajo se realizó un análisis de caso de 31 narrativas que tuvieron lugar en cinco videollamadas en las que participaban una misma niña residente de la Ciudad de Buenos Aires y sus familiares, pertenecientes al corpus “Contextos naturales de interacción en los hogares en los que los/as niños/as usan tempranamente tecnología”[1], a fin de caracterizar las interacciones que contribuyen a la configuración de las narrativas infantiles en contextos mediados por tecnología. Los resultados mostraron una mayor presencia de narrativas personales y de futuro, frente a pocas de ficción; mientras que estas últimas fueron en su totalidad autorreguladas, la cantidad de narrativas hetero y autorreguladas fue similar para los otros dos tipos de narrativas. Se identificaron distintas estrategias a las que, en el marco de videollamadas, la niña recurrió para participar en la construcción de narrativas.
In this blog post we present the trends in methodology in researching digital literacies and practices of young children as captured in the DigiLitEY Research Methodology Database that Working Group 5 of the DigiLitEY COST Action has created. The database is a collaborative review and research tool in which authors and researchers can input the reference to their works and of others concerned with the subject and provide extended details of methodological aspects of the studies (Access the database input tool here). In addition, the database is publicly accessible and can be downloaded or associated to on-line search tools or plug-ins in third-party websites (See here an example of how this third-party use).
This short piece examines current trends and discusses these in comparison to relevant literature reviews on methodology published in recent years. As of April 2019 the database contained more than 350 entries from research studies and reports conducted across 38 countries with the oldest paper published in 1993.
Available at: https://digiliteymethodscorner.wordpress.com/2018/10/25/methodological-approaches-to-research-young-children-0-8s-digital-literacies-and-practices-comparing-trends-in-the-digilitey-database-and-relevant-literature-reviews/
This book addresses the challenges and opportunities faced by parents in digital times
taking into account multiple levels of digital penetration among families from different
social classes and regions across the world.
The 20 chapters that follow engage with evidence drawn from a wide range of methods
for data collection and analysis: Surveys administered to both children and parents, allowing a comparison of the answers; longitudinal observation of families and child-parent relations, showing changes and continuities in time; in-depth interviews with parents and young people; ethnographic research, including auto-ethnographies; discourse analysis of online discussions on sensitive topics. This plurality of methods and the identification of knowledge gaps should prove inspiring for future research and interventions.
The book is organized along three sections: Digital parenting in context; Parental
mediation in practice; and Challenges, risks and opportunities of digital media for
parents and children.
The document reports on results of a cross-national analysis building on data coming from 234 family interviews with both children and parents, carried out from September 2014 until April 2017 in 21 countries. It exposes the key findings regarding first children’s usage, perceptions of the digital technologies and their digital skills in the home context but also on parents’ perceptions, attitudes, and strategies. Beside the cross-national analysis, a dedicated section provides contextualized snapshots of the study results at national level. It then takes a close up on 58 families in ten countries in which researchers came for a second interview distant of one year monitoring. Conclusion reflect on the potential benefits, risks and consequences associated with their (online) interactions with digital technologies and provide recommendations to policymakers, industry, parents and carers.
We present results from a study exploring the place of digital technologies in young children's daily routines. The data includes home observations, interviews and video home-tours with 9 families and 10 children, between 3-7 years of age, from the Madrid (Spain) metropolitan area. We draw on socio-cultural and ecological theory and examine the interrelationships between adult home activities, children's care and activity needs and the co-organization of family routines. Our sample allows dividing the children in two age groups and the cross-sectional analysis suggests a developmental pattern in the co-organization of this family activity and participation system. Younger children seem to have a more autonomous use of digital devices compatible with parental attention to other house chores or work-related demands. Older children continue to use digital devices but with more engaged mediation strategies on the part of parents. More generally, our data suggest that digital devices (in the set of urban/ suburban «European» families we have studied) play an important role in the co-organization and development of children's family life. 304 Studies & Research SOMMARIO L'articolo presenta i risultati di uno studio che esplora la collocazione delle tecnologie digitali nelle routine quotidiane dei bambini. I dati includono osser-vazioni a casa, interviste e videoriprese a casa con 9 famiglie e 10 bambini tra i 3-7 anni, dell'area metropolitana di Madrid (Spagna). Ci siamo basati sulla te-oria socio-culturale ed ecologica e abbiamo esaminato le interrelazioni esistenti tra attività domestiche degli adulti, cura dei bambini e co-organizzazione delle routine familiari. Il nosto campione ci ha permesso di dividere i bambini in due gruppi di età e l'analisi cross-sezionale ha suggerito un modello evolutivo nella co-organizzazione di attività e del sistema di partecipazione familiare. I bambini più piccoli sembrano fare un uso più autonomo degli strumenti digitali compa-tibile con l'attenzione parentale ad altre faccende domestiche o richieste legate al lavoro. I bambini più grandi continuano a utilizzare gli strumenti digitali, ma adottando strategie di mediazione più impegnate da parte dei genitori. Più in generale, i nostri dati suggeriscono che gli strumenti digitali (nel set di famiglie «europee» che abbiamo studiato in contest urbano/suburban) svolgono un ruo-lo importante nella co-organizzazione e nello sviluppo della vita familiare dei bambini. PAROLE CHIAVE Routine di bambini e adolescent, media digitali, teoria ecoculturale, media-zione parentale, casa MEDIA EDUCATION-Studi, ricerche, buone pratiche
This paper outlines the context and research questions behind a Europe-wide project investigating young children, digital technologies and changing literacies.
Studies of the everyday uses of technology in family homes have tended to overlook the role of children and, in particular,
young children. A study that was framed by an ecocultural approach focusing on children's play and learning with toys and
technologies is used to illustrate some of the methodological challenges of conducting research with young children in the
home. This theoretical framework enabled us to identify and develop a range of methods that illuminated the home's unique
mix of inhabitants, learning opportunities and resources and to investigate parents' ethnotheories, or cultural beliefs, that
gave rise to the complex of practices, values and attitudes and their intersections with technology and support for learning
in the home. This resulted in a better understanding of the role of technology in the lives of these 3- and 4-year-old children.
Despite broad consensus about the effects of parenting practices on child development, many questions about the construct parenting style remain unanswered. Particularly pressing issues are the variability in the effects of parenting style as a function of the child's cultural background, the processes through which parenting style influences the child's development, and the operationalization of parenting style. Drawing on historical review, the authors present a model that integrates 2 traditions in socialization research, the study of specific parenting practices and the study of global parent characteristics. They propose that parenting style is best conceptualized as a context that moderates the influence of specific parenting practices on the child. It is argued that only by maintaining the distinction between parenting style and parenting practice can researchers address questions concerning socialization processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discourse, Learning, and Schooling explores theoretical and methodological relationships between childrens' discourse - or socially used language - and their learning in educational settings. Within the fields of education and psychology, the role that discourse plays in social processes of learning and teaching has emerged as a critical, empirical and theoretical question. Authors in this volume address a range of issues, including literacy, authorship, the construction of self and classroom interaction. The chapters range from research studies of classroom discourse to essays reflecting on discourse and literacies. Collectively these chapters reflect both sociocognitive perspectives on relations between discourse, learning, and schooling, and sociocultural perspectives on discourse and literacies among diverse cultural groups.
We examine what we see as some of the key developments in the field of adolescents and children and media research. With the caveat as regards to our specific research perspective and possible bias stemming from there, we identify two important developments that have begun to take place in the past five years – 1. The enrichment of the field by data and perspectives coming from so-called developing countries. 2. A greater tendency toward citing research evidence in response to public anxieties over youth engagement with (especially) digital media. A shift toward rights-based framework and focus on media opportunities is discussed as well.
As research on children and the internet grows, this article debates the intellectual and political choices researchers make when they frame their work in terms of effects (often risk-focused) or rights (drawing on the UN Convention on the Rights of the Child). I contrast these frameworks in their guiding assumptions, methodology, conception of children and of media, and stance towards evidence-based policy. The case for media effects research, as well as its critique, is well known among researchers of children and media, but the case for a rights-based approach—and its accompanying critique—appears less familiar and so I examine it here in more depth. I conclude with an endorsement of research on—but not necessarily advocacy for—children’s rights in the digital age in a way that encompasses the insights both of effects research and of qualitative and participatory research with children.
The present article makes the case that the study of culture would do well to shift the notion of culture to ‘ways of life,’ rather than treating culture as static characteristics of groups (e.g. ethnicity). This would entail a paradigm shift, to focus on people's participation in cultural communities, across generations. The shift fits a transactional worldview, contrasting with the interactional worldview that is common in mainstream research and everyday life in the US. The article focuses on a way of organizing children's learning that fits the participation paradigm — Learning by Observing and Pitching In to the activities of family and community — that appears to be common in Indigenous and Indigenous-heritage communities of the Americas.
We discuss Learning by Observing and Pitching In (LOPI) as a cultural paradigm that provides an interesting alternative to Assembly-Line Instruction for supporting children's learning. Although LOPI may occur in all communities, it appears to be especially prevalent in many Indigenous and Indigenous-heritage communities of the Americas. We explain key features of this paradigm, previewing the chapters of this volume, which examine LOPI as it occurs in the lives of families and communities. In this introductory chapter, we focus especially on one feature of the paradigm that plays an important role in its uptake and maintenance in families, institutions, and communities-the nature of assessment. We consider the power of the dominant paradigm and the challenges in making paradigm shifts.
Technologies are increasingly adopted and used by young children at home. Parents play an important role in shaping their media use, keeping certain possibilities open for children to play, learn and socialize while limiting others. Nevertheless, the literature on parental mediation of young children’s media use is scant. In this article, we describe a qualitative, mixed-method study involving 24 parents and 36 children aged 3 to 9, and focus on the contextual factors that shape (transitions between) parental mediation practices. The results point to the emergence of new manifestations of parental mediation and provide evidence of their dynamic, often paradoxical nature. In particular, the insights on distant mediation, various buddy styles, and participatory learning, as well as the value of a wholeness approach for understanding children’s conditions for media engagement, suggest new prospects for parental mediation literature.
With children using digital media at ever younger ages, media-education becomes a pressing issue for parents. As there is hardly any research on how parents guide the online activities of toddlers and young children an internet-survey was held among 792 Dutch parents of children aged between 2 and 12 years. Factor analysis revealed that for the internet, parents partly use the same strategies they also apply for television and video games: ‘co-use’, ‘active mediation’, and ‘restrictive mediation’. In addition, they also utilise new strategies: ‘supervision’ and ‘technical safety guidance’. Mediation was mainly predicted by the child's age and online behaviour (e.g., gaming, social networking), as well as by the number of computers in the home and the parents' gender, education and computer/internet skills. Finally, parents also use more mediation when they expect that the internet has a positive effect and particularly when they believe that it has a negative impact.
Next to available data about actual Internet use of young children at home, most research especially focuses on the threats and opportunities about active Internet usage. Limited empirical research focuses on the role and impact of parents in this context. In the present study, Internet parenting styles are defined and operationalized to study the impact on actual Internet usage of children at home. Two dimensions are distinguished in Internet parenting styles: parental control and parental warmth. Based on a survey, involving 533 parents from children in primary schools, this Internet usage was studied from the perspective of Internet parenting styles. Results point at high Internet access at home. As to the parenting styles, we observe a dominance of the authoritative parenting style (59.4%). The styles differ when controlling for parent gender, educational background and age. Parenting styles are also linked to level of parent Internet usage, Internet attitude and Internet experience. Parenting styles also significantly affect child Internet usage. The highest child usage level is perceived when parents adopt a permissive parenting style; the lowest level is observed when parents adopt an authoritarian Internet parenting style. The variables Internet parenting style, parent Internet behavior, and parent educational background significantly predict Internet usage of children at home (R2 = .44). Theoretical and practical implications are discussed and directions for future research.
This paper investigates practices of domestic regulation of media within the family, focusing on parental attempts to manage children’s access to and use of new media. Theoretically, the paper seeks to integrate the specific literature on domestic rules and regulation of media use with the broader literature on the rules and roles in social situations, arguing that parental strategies in relation to domestic media reveal both the enactment of and the negotiations over the typically informal and implicit rules and roles in family life. These issues are explored using data from two surveys: (1) the ‘Young People, New Media’ project surveyed 1300 children and their parents, examining the social, relational and contextual factors that shape the ways in which families develop rules for managing the introduction of the personal computer and the multiplication of television sets, among other new media changes, in the home; (2) the ‘UK Children Go Online’ project surveyed 1500 children and their parents, updating the picture by examining the introduction of the Internet into the family home. On the basis of these data, it is argued that despite the ‘newness’ of media as they successively arrive in the home, there are considerable consistencies over time in the responses of families, it being the slow-to-change relations between parents and children that shape patterns of domestic regulation and use.
Is the internet really transforming children and young people's lives? Is the so-called `digital generation' genuinely benefiting from exciting new opportunities? And, worryingly, facing new risks?
This major new book by a leading researcher addresses these pressing questions. It deliberately avoids a techno-celebratory approach and, instead, interprets children's everyday practices of internet use in relation to the complex and changing historical and cultural conditions of childhood in late modernity. Uniquely, Children and the Internet reveals the complex dynamic between online opportunities and online risks, exploring this in relation to much debated issues such as:
· Digital in/exclusion
· Learning and literacy
· Peer networking and privacy
· Civic participation
· Risk and harm
Drawing on current theories of identity, development, education and participation, this book includes a refreshingly critical account of the challenging realities undermining the great expectations held out for the internet - from governments, teachers, parents and children themselves. It concludes with a forward-looking framework for policy and regulation designed to advance children's rights to expression, connection and play online as well as offline.
Multimodality, learning and communication
- J Bezemer
- G Kress
Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication. Routledge.
304
A 305 qualitative study across Europe. EUR 29070. Publication Office of the European Union
- S Chaudron
- R Di Gioia
- M Gemo
Chaudron, S., Di Gioia, R., & Gemo, M. (2018). Young Children (0-8) and Digital Technology. A
305
qualitative study across Europe. EUR 29070. Publication Office of the European Union.
306
Digital Economy and Society Index (DESI). ec.europa
European Commission. (2018). Digital Economy and Society Index (DESI). ec.europa.eu/digital-313
Digital 322 literacy and young children: Towards better understandings of the benefits and challenges of 323 digital technologies in homes and early years settings
- J Gillen
- J Marsh
- A Bus
- T Castro
- M Dardanou
- P Duncan
- . . Jernes
Gillen, J., Marsh, J., Bus, A., Castro, T., Dardanou, M., Duncan, P.,... & Jernes, M. (2018). Digital
322
literacy and young children: Towards better understandings of the benefits and challenges of
323
digital technologies in homes and early years settings. Policy briefing of DigiLitEY COST Action
324
Multimodal and multilingual resources in children's framing of
- A Kyratzis
- S Johnson
Kyratzis, A., & Johnson, S. (2017). Multimodal and multilingual resources in children's framing of
How parents of 349 young children manage digital devices at home: The role of income, education and parental 350 style
- S Livingstone
- G Mascheroni
- M Dreier
- S Chaudron
- K Lagae
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of
349
young children manage digital devices at home: The role of income, education and parental
350
style. EU Kids Online, LSE.
The online and offline digital literacy practices of young children
- C Wijnen
Wijnen, C. (2017). The online and offline digital literacy practices of young children. http://
353
digilitey.eu/wp-content/uploads/2017/01/WG4-LR-jan-2017.pdf.
Parenting and young children’s media use: A Dutch approach
- P Nikken
Nikken, P. (2018). Parenting and young children's media use: A Dutch approach. In C. Ponte (Ed.),
Children's use of online technologies in 364
- K Ólafsson
- S Livingstone
- L Haddon
Ólafsson, K., Livingstone, S., & Haddon, L. (2013). Children's use of online technologies in
364
He uses qualitative and ethnographic research methods to study child and adolescent 393
- Madrid
Madrid. He uses qualitative and ethnographic research methods to study child and adolescent
393
Her research interests cover children/youth and media, audiences 397 digital culture, celebrity. She was a member of COST Actions DigiLitEY and European Literacy 398
- Nova University
- Of Lisbon
University NOVA of Lisbon. Her research interests cover children/youth and media, audiences
397
digital culture, celebrity. She was a member of COST Actions DigiLitEY and European Literacy
398
She received her PhD in 2011 from the Pompeu Fabra University
- Barcelona
Barcelona. She received her PhD in 2011 from the Pompeu Fabra University. Her research interest
409
A day in the digital lives of children aged 0-3
- J Gillen
- M Matsumoto
- C Aliagas
- Y Bar Lev
- A Clark
- R Flewitt
- . . Pacheco
The online and offline digital literacy practices of young children
- J Marsh
- G Mascheroni
- V Carrington
- H Árnadóttir
- R Brito
- P Dias
- . . Trueltzsch-Wijnen