Habits, Norms and Use of Technologies at Home from a Gender Perspective in Early Childhood

Autor/inn/en	Romero-Tena, Rosalía; Barragán-Sánchez, Raquel; Martínez-Pérez, Sandra; Palacios-Rodríguez, Antonio
Titel	Habits, Norms and Use of Technologies at Home from a Gender Perspective in Early Childhood
Quelle	In: Digital Education Review, (2022) 41, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Behavior Patterns; Norms; Use Studies; Gender Differences; Technology Uses in Education; Family Environment; Socioeconomic Status; Young Children; Handheld Devices; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Normwert; Benutzerschulung; Geschlechterkonflikt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Frühe Kindheit; Cultural comparison; Kulturvergleich
Abstract	The use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01