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YOUNG CHILDREN (0-8) AND DIGITAL TECHNOLOGY What changes in one year - National report - CROATIA (CROSBI ID 783009)

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Kotrla Topić, Marina ; Perković Kovačević, Marina ; Šincek, Daniela ; Duvnjak, Ivana YOUNG CHILDREN (0-8) AND DIGITAL TECHNOLOGY What changes in one year - National report - CROATIA // YOUNG CHILDREN (0-8) AND DIGITAL TECHNOLOGY What changes in one year - National report - CROATIA. 2017.

Podaci o odgovornosti

Kotrla Topić, Marina ; Perković Kovačević, Marina ; Šincek, Daniela ; Duvnjak, Ivana

engleski

YOUNG CHILDREN (0-8) AND DIGITAL TECHNOLOGY What changes in one year - National report - CROATIA

This research is a follow up study on young children (0-8) and digital technology, first done one and a half years ago (Kotrla Topić & Perković Kovačević, 2015). In the original study, ten Croatian families from Osijek and its surroundings, having at least one child aged 6 to 7, were chosen to examine young children’s and their families' experiences with new technologies. At that point, we wanted to find out what devices children at that age used, what they were using them for, what they thought and how they felt about using such devices and why that was. Furthermore, we wanted to find out what their parents thought about their engagement with digital technology – what were their perceptions of risks and opportunities, how much time they allowed their children to use the devices, to what end and why that was so. Now, one and a half years later, we wanted to find out what has changed in regard to the same families and their use and perception of digital technology. In order to achieve this objective, we chose 5 families from the previous 10 ; we revisited them at their homes and asked them all the questions we were interested in, focusing on the changes that have happened in this time period. Data collected from the parents and children are based on their answering the questions from the Protocol of Observation during the interview, and a pre-interview questionnaire completed by the parents prior to the interview. The interviews took place between January and February 2017. The result of this study provided us with an insight into changes that happen in a little over a year in young children’s and their families' everyday life interactions with digital technology. Results show that not much has changed. Families have not purchased many new devices, and children have not obtained many new skills. Digital technology is still considered to be an integral part of lives of the five families included in the sample, but it does not dominate their daily routines. In some families children gained a little more screen time because the families’ life circumstances changed as children started the first grade of primary school in September 2016. Parents are not happy about this change. The children still enjoy using digital technology and would probably gladly welcome even more screen time if they were allowed. For some children, there has been a slight shift in device preference – from tablets to smartphones. Only two out of five children have their own smartphones, but two more children are occasionally allowed to use their parents’ smartphones. They all use them to play games and watch videos on YouTube, and more rarely to communicate with friends or family. Children prefer to use the devices on their own, and for the purpose of having fun. However, the most dominant form of interaction with digital technology, in four out of five families in the sample, still involves watching television. Watching television is something younger and older siblings can do together and it is something that their parents join in on occasion. As for new skills that children have obtained in a little over a year, they include learning how to use the camera or voice recorder on a smartphone, and being able to use the YouTube on their own since they now have better reading and writing skills and better skills of downloading games on devices. When it comes to specific skills regarding the use of applications that children have acquired during a one and a half year period, a few of them mention the use of Viber. On the other hand, children have a better understanding of the difference between on-line and off-line activities, they know what a password is, and most of them have heard of a computer virus. Not much has changed in the parents’ perception of digital technology – they still first emphasize the same possible negative effects of digital technology: addictive behavior, aggressive behavior, consequences for the eyesight and posture and the fact that other areas of life might get neglected if children have too much screen time. As positive implications, the parents mention acquiring digital literacy skills and the help of digital technology in acquiring various other skills. At this point, now that all the children from the sample are in primary school, the parents more often mention the need for formal education regarding digital literacy skills (which is, in fact, lacking in Croatian schools). Since the sample in this research is smaller than in the first study, all the parents in the study have restrictive mediation strategies in terms of screen time and also in terms of content.

young children, digital technology, qualitative research

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Podaci o izdanju

YOUNG CHILDREN (0-8) AND DIGITAL TECHNOLOGY What changes in one year - National report - CROATIA

2017.

nije evidentirano

objavljeno

Povezanost rada

Informacijske i komunikacijske znanosti, Psihologija