This document summarizes a study that investigated parents' attitudes towards digital technology use in early childhood education in Croatia. A survey of 152 parents at a public kindergarten found that while parents are well equipped with digital devices at home, they feel anxious about allowing young children to use technology. The survey aimed to understand what children do with technology at home and whether parents are aware. The document also reviews literature on both the benefits and risks of early digital technology use, finding the research remains divided. It concludes that developmentally appropriate technology integration that meets children's needs can enhance learning if based on child development principles.
Lessons Learned from the Safer Internet Program in EstoniaeLearning Papers
Authors: Birgy Lorenz, Kaido Kikkas
Estonian children are a demographic that appear in the Top 5, in the EU, as Internet users who both take advantage of new ICT solutions as well as become susceptible to their downsides (various online threats). In this country, coordinated efforts in raising e-safety awareness are relatively recent. Earlier activities were poorly coordinated, lacked continuity and relied mostly on volunteers. During the last few years, the Safer Internet Program in Estonia has added a much-needed coordinating approach.
Lessons Learned from the Safer Internet Program in EstoniaeLearning Papers
Authors: Birgy Lorenz, Kaido Kikkas
Estonian children are a demographic that appear in the Top 5, in the EU, as Internet users who both take advantage of new ICT solutions as well as become susceptible to their downsides (various online threats). In this country, coordinated efforts in raising e-safety awareness are relatively recent. Earlier activities were poorly coordinated, lacked continuity and relied mostly on volunteers. During the last few years, the Safer Internet Program in Estonia has added a much-needed coordinating approach.
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
There are both benefits and potential problems of allowing mobile devices in classroom environments. While devices like smartphones and tablets can be a source of distraction, they also have the potential to provide students with interactive and enriching learning opportunities. Allowing mobile devices also gives educators an opportunity to teach responsible and appropriate technology use.
This is a summary of three articles that discuss the technology of Pda's in the classroom. The positives and negatives of this tool is discussed and viewed.
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Terra Tech Corp. Edible Garden Issue June 12, 2014Norman Gates
A greenhouse in Warren County is at the center of that debate. People living around the Edible Garden plant say it was fine when the company started growing organic vegetables. They're worried about what growing marijuana there will do to their community. The petition clearly states the position of some Brookfield Glen residents in White Township, Warren County. They oppose the legalization and production of marijuana in the Garden State. “This is a horror," said Rita Foti, organizer of the petition. "Somebody wants to turn the growth of marijuana into a healthy cash crop.” Fred and Rita Foti caught wind of the possible plan after seeing news reports that owners of Edible Garden Greenhouse on Route 519 want to start a marijuana farm if recreational use of the drug is legalized in Trenton.
Sample content
WEEK 6 FINAL POSTING FINAL
A B
1
Summative Assignment Project Instructions and Templates
2
Name:
3
4
Final Project
5
Due by Day 7 of Week 6
6
7
8
This project is worth _20_ points
9
10
11
MAKE CERTAIN TO COMPLETE ALL GRADED REQUIREMENTS LISTED BELOW.
12
It is suggested that you complete the non-graded requirements for more practice
13
14
All the templates you require for the Assignment are located in this Workbook.
15
The guidelines and data for the problem are in your Textbook.
16
Use the arrow buttons (lower left corner of the window) to navigate through the tabs.
17
Submit the ENTIRE Workbook (file) to your teacher for the Week 6 Final Project
18
19
21
Requirements
Sheet in Workbook
22
23
Week One
24
Chapter 1 and 2 – Analyze the problem and make notes of your answers.
Chapter 1 & 2
Notes
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
There are both benefits and potential problems of allowing mobile devices in classroom environments. While devices like smartphones and tablets can be a source of distraction, they also have the potential to provide students with interactive and enriching learning opportunities. Allowing mobile devices also gives educators an opportunity to teach responsible and appropriate technology use.
This is a summary of three articles that discuss the technology of Pda's in the classroom. The positives and negatives of this tool is discussed and viewed.
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Terra Tech Corp. Edible Garden Issue June 12, 2014Norman Gates
A greenhouse in Warren County is at the center of that debate. People living around the Edible Garden plant say it was fine when the company started growing organic vegetables. They're worried about what growing marijuana there will do to their community. The petition clearly states the position of some Brookfield Glen residents in White Township, Warren County. They oppose the legalization and production of marijuana in the Garden State. “This is a horror," said Rita Foti, organizer of the petition. "Somebody wants to turn the growth of marijuana into a healthy cash crop.” Fred and Rita Foti caught wind of the possible plan after seeing news reports that owners of Edible Garden Greenhouse on Route 519 want to start a marijuana farm if recreational use of the drug is legalized in Trenton.
Sample content
WEEK 6 FINAL POSTING FINAL
A B
1
Summative Assignment Project Instructions and Templates
2
Name:
3
4
Final Project
5
Due by Day 7 of Week 6
6
7
8
This project is worth _20_ points
9
10
11
MAKE CERTAIN TO COMPLETE ALL GRADED REQUIREMENTS LISTED BELOW.
12
It is suggested that you complete the non-graded requirements for more practice
13
14
All the templates you require for the Assignment are located in this Workbook.
15
The guidelines and data for the problem are in your Textbook.
16
Use the arrow buttons (lower left corner of the window) to navigate through the tabs.
17
Submit the ENTIRE Workbook (file) to your teacher for the Week 6 Final Project
18
19
21
Requirements
Sheet in Workbook
22
23
Week One
24
Chapter 1 and 2 – Analyze the problem and make notes of your answers.
Chapter 1 & 2
Notes
Manufacture of the Medbox, Avnet Inc. has filed a lawsuit against financial terrorist Alan Brochstein, CFA of 420investor.com and Seekingalpha.com who constantly make false accusations about companies especially in the cannabis industry.
Does your skin change with the seasons? You bet it does! Check out this informative deck from Neutratone, explaining what steps you can take this Autumn to keep your skin healthy and radiant.
Como centro especializado en fisioterapia del suelo pélvico en Las Palmas, queremos hablarte de los beneficios que aporta este tratamiento a las personas que tienen problemas en esta zona del cuerpo.
Antes de destacar los aspectos positivos de esta modalidad de rehabilitación, queremos puntualizar que la disfunción del suelo pélvico no afecta únicamente a las mujeres, sino que los hombres también pueden ver disminuida su calidad de vida por los problemas y molestias en esta zona.
La solución del tratamiento de fisioterapia del suelo pélvico en Las Palmas es una opción conservadora que puede resultar de gran utilidad y eficacia tanto para la curación como para la prevención de esta dolencia.
Las personas que sufren molestias en el suelo pélvico confían desde hace años en este tipo de terapia. Los resultados son positivos y eficaces para problemas relacionados con incontinencia urinaria, preparación al parto, recuperación tras haber dado a luz…
La incontinencia urinaria, una disfunción más habitual de lo que creemos, requiere un tratamiento para corregir el problema. La fisioterapia en el suelo pélvico ha demostrado que puede ser de gran utilidad.
Desde Ciudad Alta, como expertos en fisioterapia, queremos señalar que este tratamiento también es eficaz para la preparación al parto y la posterior recuperación. Nuestros profesionales trabajan, principalmente, el mantenimiento de la integridad de todos los músculos y huesos que sufren durante la gestación y el parto. Gracias a esta clase de tratamiento, logramos reducir las secuelas y mejoramos el proceso de rehabilitación. Si quieres conocer más detalles, no dudes en ponerte en contacto con nosotros. mas información en www.ciudadalta.com
Unit III Research ProposalFollow the directions below for the co.docxmarilucorr
Unit III Research Proposal
Follow the directions below for the completion of the Research Proposal assignment for Unit III. If you have questions, please email your professor for assistance.
Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research proposal consisting of three sections:
Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two sentences)
Click here to access the research proposal example.
My tentative argumentative thesis statement is, social media access should be limited or prevented for young children. Giving internet access freely to young children without adult supervision/consent can put themselves and family at risk of internet stalkers, child predators, cyber bullying, and identity theft. As stated, “Parental monitoring of children’s media influences children’s sleeping habits, school routine, social and aggressive behaviors, and that these impacts are reconciled through the amount of time spent watching and contact with media violence. Parental monitoring of media has defensive impact on a wide variety of academic, social, and physical child habits.” Doing my research, I learned that a lot of parents give internet access freely to their child and don’t think about the effects it will have on their developmental skills and health.
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behavi ...
Running Head ANNOTATED BIBLIOGRAPHYAnnotated Biblio.docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behaviors normally unacceptable by most society for example anorexia, suicide, and intentional body harm. Users that support eating disorder or sites that support suicide can find support and acceptance that they have not found through other means. These online groups may provide support; they pose a risk to the public by encouraging weak individuals to harm themselves.
There is evidence that social media can influence suicide behavior. The Internet removes geographic barriers to communication between people, the creation of pro-suicide social media sites creates a new risk to vulnerable people who might not have been exposed to these imminent hazards.
The developing data regarding the influence of the Internet and social media on suicide behavior have states that these forms of technology may introduce different threats to the public including new opportunities for assistance and prevention. Since social media are generally created and organized by end users, the available chance for monitoring and prevention can be drawn-out to all users. To facilitate this user-driven approach to shadowing and prevention, all social media sites could embrace the simple using methods which allow users to raise the alarm in case of mischievous Web sites.
Dinleyici, M. e. (n.d.). Media Use by Children, and Parents’ Views on Children's Media Usage. Journal of medical research.
The author states that majority of parents are aware that 13 years is the least age for most social media sites, but they do not understand the reason. However, 13 years is the minimum age set out by legislations in various states and most online si ...
This research assesses the effects of modern media technologies on the parent-child relationship whether positive or negative. Technological solutions are intended for improving the quality of life on the planet by easing day to day tasks. Modern media technologies have pervaded almost every aspect of the human experience today including behavior. This has resulted in both desirable and undesirable impacts on the aspects of life that are affected by these technologies. An apt example of an instance where the use of modern media technologies has impacted profoundly is upon the parent-child relationship. The aim is to highlight possible benefits and detriments which usage of these technologies has had within the household as far as parent-child relationships. This study will be qualitative conducted through analysis of relevant and recent literature due to the dynamic nature of this field of research, participant observation and questionnaires will also be used. The study will also use snowballing to increase the scope of literature used.
Regulations and ImplementationsIn a paper (750-1,000 words), exp.docxdebishakespeare
Regulations and Implementations
In a paper (750-1,000 words), explain how the impact of HIPPA and HITECH regulations will impact the implementation of various systems moving forward. Consider impacts to and from federal, local, software vendors/users, hardware vendors/users, infrastructure, and organizational standards. Papers must address the following:
PLEASE!! I ALSO NEED AN INTRO AND CONCLUSION. Thanks
1) Clearly define impact of HIPAA and HITECH regulations on health care systems for the future with mention to state and federal differences.
2) Define how the regulations will modify the implementation and ongoing use of software systems that maintain patient data.
3) Discuss the changes and impacts to software and hardware vendors.
4) Clarify the changes and impacts to infrastructure and organizational standards.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Running Head: Technology’s role in children development.
6
Technology’s role in children development.
Steven Johnson
Post University
July 24, 2015
Introduction
Modern technology has been playing a significant role in children development. Nowadays technology has improved and is accessible in every home. As a result, it becomes fundamental in children development. Some of the appliances such as TVs, Radio, mobile phones and computers are the main aspects of technology that plays a significant role in children development. Also, the internet is one of the primary technology that has an enormous impact on children life. Many children have opened social network accounts where they correspond with their friends, post their feelings and follow updates. A survey was done in 2013 that involved interview of 1463 parents revealed that most youth uses media devices such as tablets, smartphones and follow TV programs. As a result, this technology has played a significant role in children development. Children have achieved various knowledge from technology and have exposed to the whole world. Nowadays, children have taken advantage of the shift from analogue digital. Most parents and guardians have bought their children mobile, computers, and tablets for gaming, learning and for fun. As the children grow, they keep advancing in technology. Therefore, technology has contributed to children positive development. However, it has adversely contributed to poor children growth and development. Since technology has both positive and adverse impacts children, kids should be restricted from harmful technologies. More so, parents and all players should ensure that children are not exposed to harmful technology that will adversely affect positive growth and development. The following points will justify that adverse and favo ...
1Running Head Technology’s role in children development. .docxeugeniadean34240
1
Running Head: Technology’s role in children development.
6
Technology’s role in children development.
Steven Johnson
Post University
July 24, 2015
Introduction
Modern technology has been playing a significant role in children development. Nowadays technology has improved and is accessible in every home. As a result, it becomes fundamental in children development. Some of the appliances such as TVs, Radio, mobile phones and computers are the main aspects of technology that plays a significant role in children development. Also, the internet is one of the primary technology that has an enormous impact on children life. Many children have opened social network accounts where they correspond with their friends, post their feelings and follow updates. A survey was done in 2013 that involved interview of 1463 parents revealed that most youth uses media devices such as tablets, smartphones and follow TV programs. As a result, this technology has played a significant role in children development. Children have achieved various knowledge from technology and have exposed to the whole world. Nowadays, children have taken advantage of the shift from analogue digital. Most parents and guardians have bought their children mobile, computers, and tablets for gaming, learning and for fun. As the children grow, they keep advancing in technology. Therefore, technology has contributed to children positive development. However, it has adversely contributed to poor children growth and development. Since technology has both positive and adverse impacts children, kids should be restricted from harmful technologies. More so, parents and all players should ensure that children are not exposed to harmful technology that will adversely affect positive growth and development. The following points will justify that adverse and favorable impacts of technology in child development. (Rowan, 2014)
The education sector has benefited from improved technology. Availability and accessibility of cheap internet technologies have helped children get rid of literacy. In many countries, children are introduced to computers at early ages. In fact at grade one, a child is taught on how to use a computer. However, in the underdeveloped countries, things are opposite. Children grow without the use of computers. Now, how does technology impact on child development as a far as education is concerned? As quoted earlier, the internet is one of the primary technology that affect children habits, growth, and development. Currently, children have benefited from Internet technologies since they can access any information they need. More so, they can research on any assignments assigned by their instructor. Frequent use of internet, therefore, help them to realize what the world needs and as a result they can choose their pas.
1
5
Assignment #2: Informative Essay
Catrina Holifield
ENG 115 - English Composition
Professor Crane
November 18, 2018
Monitoring Toddlers and Technology
The role of technology is increasing in various spheres of life and children have not been left behind as it plays a critical role in their lives. As globalization takes place, many early childhood education systems are developing a curriculum geared towards imparting tech skills for improved communication using digital devices to enhance their thinking. Besides, it is crucial to explore the relationship between technologies, emotions and resultant behaviors of toddlers since the amount of time they spent online has increased significantly. However, the digital environment exposes the children to vices such as cyberbullying that threatens to ruin the good reputation that the internet is offering to kids. Monitoring toddlers and technology is a significant process because it ensures that children gain new skills, improve their internet cognition, and are protected from cyberbullying.
Accordingly, technology plays a critical role in the development of new skills for children in their early years of development. In the article, “The Right Technology for Kids at Every Age,” Tahnk asserts that each baby development milestone is presently accompanied by technological aspects such as smartphones which helps to recognize the ways in which digital tools can be embedded in the minds of toddlers that helps to form ideas on literacy useful in the later stages of life (1). She declares that “if you a parent, you will be anxious to document a baby’s first steps, smiles, and as the toddlers start or go on with schooling, they already have an extensive understanding of comprehending meaningful interpretations of digital tools” (Tahnk, 1). Equally, Radesky in his article, “Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown,” reports that most toddlers aged three to five years have access to a technological device in their homes and understand how to access information online (2). He found out that “most of the households that have toddlers have access to tablets which exposes the children to technology allowing them to learn new skills daily” (Radesky, 2). Thus, access to technology is allowing toddlers to learn new skills in a monitored environment in the home and school setting.
Besides, moderated technology access by toddlers allows them to gain enhanced internet cognition. AAP Council on Communications and Media on their article “Media and Young Minds” observe that over the years, the ability of toddlers to access the internet has grown exponentially due to the availability of internet in homes and technological devices that create exciting learning opportunities for children (3). They imply that “it has ended up increasing the digital literacy of most of the toddlers marked by an increase in the use of the internet by kids” (AAP Council on Communications.
We Think Everywhere - Digital Languages and Creative Pedagogies - Workshop pr...Louise Lowings
This a slideshow of workshop materials about a 3 year research project co-funded by Erasmus+ under innovations in schools Key Action 2. Focus on practice in early childhood settings and schools.
Effectiveness of New Media as a Tool of Edu-Entertainment among School Childreninventionjournals
In this era of technological revolution and changing patterns of family life, children’s favorite pastime has gone beyond outdoor activities or reading bed time stories. Like any other age group, media and children are dependent mutually for their existence. While a majority of children are found watching Television, surfing internet, playing video games on smart phones or on computer, or watching their favorite cartoon/videos online media, we also have children being seriously considered as their prospective customers. We have an influx of Kids channels on Television, comics, VCD’s/DVD’s and New Media in its various manifestations are available in abundance. Childhood also refers to education and children spend a quality time in schools. Thanks to the concept of globalization, technological revolution has made their presence in many international schools that have mushroomed in many big cities. New Media which has found its niche in all fields has not spared education field also. Bangalore being an IT hub hosts innumerable types of educational franchise catering to the needs of customers. One of the most defining factors as observed in these schools is their extensive usage of new media tools as part of their system. In these schools the children are not only being exposed to new media as an educative medium but also for entertainment purposes, thus providing an impetus for better learning and understanding
Technology in Early Childhood This is a student sample –.docxbradburgess22840
Technology in Early Childhood
This is a student sample – no part may be copied or reproduced
Introduction/Policy and Legislation
Is there a place for technology in a
high-quality early learning experience?
Children are growing up in a digital
age that their parents and grandparents
did not have. Young children have a
variety of digital technology at their
fingertips. Computers, smartboards,
tablets, phones, DVD’s electronic toys
and games, e-books and audio
recorders. These devices are children’s
tools of their time and culture. “Early
childhood educators are the linchpins
in whether young children attend
enriched, dynamic environments
outside the home, where they are
exposed to language, conversation, and
activities guided by developmentally
appropriate practice. Teachers are the
ones who make critical decisions about
how children are exposed to and
interact with technology” (Evans,
2014).
Technology can be very useful for
children to learn and develop. They can
look up birds and what they sound like
or skype with children in another
country. Interactive story boards can
help children to construct meaning.
However, if not monitored technology
can be harmful and interfere with
development and learning of our young
children.
NAEYC and the Fred Rogers
Center are concerned about health
issues and obesity because children
spend too many hours in front of
screens and not enough time with gross
motor and play outside. They also
believe that technology and interactive
media can promote effective learning
when used intentionally. The principles
that NAEYC uses to guide adult’s
states, “Technology and media should
never be used in ways that are
emotionally damaging, physically
harmful, disrespectful or dangerous”
(NAEYC, 2012).
Advocacy
As Early Childhood Educators, it
is our duty to advocate for the use of
technology in a quality care environment.
It is imperative that we inform parents
and fellow colleagues on both the
advantages and disadvantages that
technology can have. Advances in
technology and interactive media are
transforming how we communicate, learn,
and educate in the home, office, and early
childhood settings (NAEYC, 2012). We
must also contact our local legislators to
request additional funding for technology.
When making decisions about
technology, program administrators must
be well advised on the ongoing cost of
technology including initial cost, the
ongoing costs of updating and upgrading
hardware and software, and unspecified
costs, such as additional items needed to
use the product (NAEYC, 2012). Attend
political events such as “Child Action
Day” in Harrisburg, PA, to voice the
importance of technology to state
legislators (NAEYC). Petition parents to
write letters to their community
representative.
Holding open houses, back to
school nights, and fun.
2. N. Mikelić Preradović, G. Lešin, M. Šagud128
nologies inevitably affect people (family members, caregivers and educators in early
childhood) and environment (physical and social) that surrounds young children. Fur-
thermore, digital technologies represent new opportunities to enhance many aspects of
the practice of early childhood education, such as children’s learning experiences and
play, professional learning, relationships and communication between early childhood
education institutions, parents and other people.
New digital technologies increase the opportunities for learning, but can also be a
source of potential risk.
As a consequence, parents sometimes have various misconceptions and stereotypes,
which, in Croatia, are often based on negative reports in the media about the harmful
effects of DT on children. Such reports make parents concerned, anxious and frightened
that their children, if exposed to computers in kindergarten, will play aggressive and vio-
lent computer games, instead of learning, creative play and socializing with their peers.
Generally, concerns about the introduction of DT in early childhood education are
mainly focused on the impact of the DT use in the early childhood to the cognitive, emo-
tional and social development of children and their developmental needs.
In the context of Croatia, these concerns perhaps coincide with the presence of gen-
erational digital divide, which still exist in families. Although parents of kindergarteners
belong to the group of people who were already born in the digital era (the majority of
parents that we surveyed was between 30 and 39 years old), their participation in that
era can hardly be compared to that of their contemporaries in some other countries. The
most recent Eurydice survey Adult Education and Training in Europe (2015) showed
that 40% of Croatian citizens aged 25–64 either never used a computer or performed DT
related tasks. Thus, many of kindergarteners’ parents in Croatia still find themselves on
the other side of the digital divide and, consequently, often fear that they will not be able
to help their children in the field of DT, or that they will fail to protect them from threats
in the digital environment. They are also worried that they will not understand why and
how their children use DT in kindergarten.
In order to become involved in the process of DT integration in institutions of early
childhood education, parents need to be aware of what their children are doing on
computers at home. Also, to achieve educational goals, early childhood educational
institutions should seek to effectively use children’s experiences with DT at home.
Therefore, as part of our study, we surveyed parents of children enrolled in one of the
large public early childhood educational institutions in the capital of Croatia to find out
what children are doing on computers at home, and to reveal whether their parents are
aware of these activities.
2. Benefits, Dangers and Risks of DT Use in Early Childhood –
Literature Review
The role of technology in early childhood education, from birth to seven years of age,
is the subject of divided opinions. One group of experts advocates the introduction of
DT in early childhood with the assumption that it facilitates learning and development.
3. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 129
Another group refuses the introduction of DT, claiming that it hinders the healthy devel-
opment of the child in the early years. Proponents suggest that children should take ad-
vantage of all benefits that new technology can offer. Critics are concerned that, despite
exciting and potentially valuable children’s experiences with computers, they do not use
DT tools in the best possible way or that they do not achieve expected results (Healy,
1998). They also argue that children of that age should not use technology as a learning
tool, since it moves them away from childhood and a play that has to be dominant in this
period of the child’s life. Looking at these arguments, some authors point out that very
similar concerns for adverse cognitive, emotional, physical and social effects on chil-
dren accompanied the emergence of any new technology since the invention of the press,
to the proliferation of film, television and video games (Linderoth, Lantz-Andersson and
Lindstrom, 2002; Luke, 1999).
Possible negative effects of excessive DT use are overweight and obesity. Scien-
tists who advocate for the prevention of overweight and obesity in children (Birch,
Parker and Burns, 2011) recommend to set limits for time spent in front of the screen
(including television screens, mobile phones, etc.) for children (aged 2 to 5) to less
than one hour a day. In addition, professionals are encouraged to work with parents
to limit children’s exposure to screens, as it contributes to obesity in early childhood
(Schepper, 2011).
Educators and parents warn of the negative impact of television (Kirkorian, Wartella
and Anderson, 2008; AAP 2011b), passive use of screens (AAP, 2011b) and the rela-
tionship between media and childhood obesity (Birch, Parker and Burns, 2011; Schep-
per, 2011). Generally, researchers emphasize that although the amount of time children
spend on screens is important, the way in which they spend this time must also be taken
into account in determining what is effective and appropriate for them (Christakis and
Garrison, 2009; Vandewater, Rideout, Wartella, Huang, Lee and Shim, 2007; Tandon,
Zhou, Lozano, and Christakis, 2011).
Additional possible negative effects are irregular sleeping, problems with focusing
and with attention, negative impact on socialization and language development (Cordes
and Miller, 2000; Appel and O’Gara, 2001; Brooks-Gunn and Donahue, 2008; Lee, Bar-
tolic and Vandewater, 2009; DeLoache, Chiong, Sherman, Islam, Vanderborght, Troseth
et al., 2010; Tomopoulos, Dreyer, Berkule, Fierman, Brockmeyer and Mendelsohn,
2010; AAP, 2011b).
Calvert (2006) also writes about potential negative effects of DT use on children’s
social, cognitive and emotional development.
Fomichova and Fomichov (2000) add another dimension to this argument by sug-
gesting that children in developed countries spend so many hours alone in front of the
computer that they obtain a new family, consisting of parents, children and computers.
Other researchers write about negative consequences of DT use in education – digi-
tal equity and digital divide (Judge, Puckett and Cabuk, 2004; Judge, Puckett and Bell,
2006), emphasizing that use of DT in education may exacerbate inequality. Solving
these inequalities in early childhood represents an important factor in deciding when
and how to introduce DT in the educational program. In the early 1960s, literature on
the early childhood education emphasized the differences in access to print media for
4. N. Mikelić Preradović, G. Lešin, M. Šagud130
children from different economic backgrounds. Today, parents face similar challenges
with DT tools, media and internet access. Children who grow up in wealthy families
are more likely to have access to DT tools and the internet in their homes, they begin
to use the internet at an early age and have highly developed DT skills when they go
to school. Children growing up in less wealthy families may have limited access to DT
which leads to potential risk of increasing inequities between these groups (Burdette and
Whitaker, 2005; Calvert, Rideout, Woolard, Barr, and Strouse, 2005; Cross, Woods and
Schweingruber, 2009).
Contemporary literature (Mendonça, Crespo and Simoes, 2015; Ragnedda and
Muschert, 2013; Warren-Sams, 1997) speaks of more areas of potential inequities in
the use of DT: access, type of use (basic skills or complex capabilities) and the educa-
tional curriculum. Access to digital technologies largely depends on the quantity and
quality. Differences in funding mean that children of parents with lower incomes and
children from ethnic minorities have limited access to DT and are often limited in the
types of programs and the purpose for which the DT is used. Ragnedda and Muschert
(2013) point out that digital inequities among parents reinforce inequities among chil-
dren. The mere access to digital technologies does not ensure equal learning oppor-
tunities for young children and, therefore, researchers write about the second-level
digital divide where children have equal access to digital technologies and use them
frequently, but differ in digital skills and opportunities taken online (Ragnedda and
Muschert, 2013). Therefore, the second-level digital divide refers to inequities among
those who already adopted digital technologies (Warschauer, 2003; Hargittai, 2010,
D’Haenens and Ogan, 2013). All children deserve the opportunity to benefit from the
use of technology that provides a rich experience. The use of technology should be part
of the educational curriculum, and not for the benefit of only some children, or as a
reward for good behavior.
Finally, although researchers warn that the lowest age of children playing video
games has moved to 2 years of age (Granic, Lobel, and Engels, 2014), “there has been
little systematic research on the long-term influences of interactive game play, and
especially limited attention given to young children.” (Wartella, O’Keefe and Scantlin,
2000) These authors mention the results of the small, but relevant number of stud-
ies that analyzed the short-term impact of violent video games on children aged 4
to 10. Results reveal that those games encourage “immediate increases in aggressive
behavior, attitudes and thoughts – but only in the short-term” (Wartella, O’Keefe and
Scantlin, 2000).
Regarding the benefits of DT for young children, there are two major benefits that
can be drawn from the analysis of the research on brain development. This research
has focused attention on the cognitive abilities of young children, phases and styles
of their learning, their social and emotional development and successful educational
practice. Firstly, digital technology can help children to visualize difficult concepts.
Secondly, new interactive technologies facilitate the creation of an environment in
which children can learn through action, providing them with the opportunity to create
and explore.
5. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 131
A study by the National Research Council’s (Bransford, Brown and Cocking, 1999)
suggests that young children lack knowledge and experience, but not the reasoning abili-
ties. It emphasizes that many features of new technologies are in line with the principles
of new scientific achievements.
DATEC (Developmentally Appropriate Technology in Early Childhood) project,
which aimed to develop cross-national understanding of developmentally appropriate
use of DT and appropriate DT educational curriculum, identified seven general prin-
ciples for determining the effectiveness of DT uses in the early years (Siraj-Blatchford
and Siraj-Blatchford, 2000). Adopting these principles should “ensure the educational
purpose of DT uses and encourage collaboration as well as integration of DT within
curriculum. It should also ensure that the child is in control, while parental involvement
needs to go hand-in-hand with these principles. Finally, educators and parents using DT
with young children should choose transparent applications and avoid ones containing
violence or stereotyping and should be aware of safety issues” (Siraj-Blatchford and
Siraj-Blatchford, 2000). The project also tried to disseminate exemplary uses of DT with
young children in a range of European settings.
Finally, empirical reports show that carefully planned integration of DT in other ac-
tivities that meets all important needs of childhood may provide many opportunities for
social interaction (Bergin, Ford and Hess, 1993; Clements, 1994; Lipinski, Nida, Shade
and Watson, 1986; Brown and Harmon, 2013). Computers and other DT tools can be
used to support and encourage the development and learning of young children. In order
to understand the impact of DT on children’s development, a balanced perspective that
considers both the possible positive and negative effects is needed.
Discussion of the advantages and disadvantages of using DT in the early years
remains opened, but no one can definitely claim that the early introduction of DT is
completely beneficial or completely harmful for children, because there are far more
questions than answers about the influence of DT on the social, intellectual and physi-
cal development of children. The research results remain divided and therefore can be
confusing for both teachers and parents.
However, we can say with a high degree of certainty, that DT in early childhood edu-
cation can effectively support and enhance learning experiences and games, if its use is
socially and developmentally appropriate. The potential of positive effects of the DT use
is large, as long as it is based on the principles of child development.
3. Methodology
In this study, we surveyed parents of the children aged 3 to 7 enrolled at formal early
childhood education institution. The survey instrument was developed to determine the
attitudes of parents about computer/ information / digital literacy education in kindergar-
ten and their attitudes about educative workshops for parents that would instruct them
on the positive and negative impacts of DT in early childhood. We also intended to gain
a deeper understanding of parents’ perceptions toward the use of computers by their
children at home, to reveal their concerns and how to address them.
6. N. Mikelić Preradović, G. Lešin, M. Šagud132
Computer literacy “refers to the ability to use computers and related technology –
such as software and hardware devices – with a certain level of efficiency“, while in-
formation literacy “describes the act of locating, interpreting, organizing and sharing
information in such ways that it is meaningful not only to the communicator but also the
audiences who are intended to receive it” (Summey, 2013). Computer literacy focuses
on use of computers and related technology, while information literacy refers to a cogni-
tive process that (not necessarily) employs DT tools. Computer literacy and information
literacy have nowadays merged and formed digital literacy, which is defined by Paul Gil-
ster (Pool 1997: 6) as “the ability to understand and use information in multiple formats
from a wide variety of sources when it is presented via computers“. According to Gilster,
digital literacy focuses on “mastering ideas, not keystrokes“.
Therefore, parents’ attitudes towards digital literacy education in kindergarten were
the main focus of our study.
The survey was developed by the coordination of early childhood education experts,
kindergarten principal and digital technology expert. Our aim was to determine whether
parents possess PC, smartphone or tablet in their household, examine their attitudes on
the use of computers by their children as well as their personal preferences regarding the
use of computers, internet and DT in general.
The survey instrument designed to measure parents’ perceptions and attitudes was a
questionnaire with seventeen questions: 13 questions were close-ended with unordered
response categories, while 4 items were close-ended questions with ordered response
categories (Likert scale questions). The survey included a cover letter where parents
were guaranteed anonymity and confidentiality and instructed to fill in the questionnaire
by themselves at home. The instrument was distributed to parents during one week by
kindergarten educators in charge of their children.
Respondents of the survey (a total of 152 respondents) were parents whose chil-
dren were enrolled in one of the large public early childhood educational institutions
in the capital of Croatia. This kindergarten had 486 children enrolled and 85 educators
in charge of those children in 2014. It conducts its regular activities at three locations
in Zagreb and represents multi-religious environment that stimulates the development
of preschool children by introducing modern educational standards and 9 different pro-
grams (e.g. English language program, Montessori, etc.). Table 1 shows the parent’s
gender and the family role. The largest number of questionnaires were filled by mothers
and their responses constitute 71.7% of parents’ questionnaires. Fathers have filled a
Table 1
Parent’s gender and the family role
Role N* %
Mother 109 71,7
Father 42 27,6
Someone else 1 0,7
*Note: N –number of respondents
7. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 133
total of 27.6%, while one questionnaire was filled by a person who had some other role
in the child’s life.
Parents who completed questionnaires varied by age (Table 2) and thus, the major-
ity (64.4% of them) had between 30 and 39 years, while only 1.4% had more than 50
years. The percentage of parents who were 29 years old or younger was 14.4%, while
parents between 40 and 49 years of age were represented slightly higher in our sample
(19.9%).
As presented in Table 3, parents are mostly part of the four-person families (47.7%
of them), followed by the three-member family (29.1%). A relatively small share in the
distribution of the number of members in the family make the five-member families
(8.6%), followed by the six-member families (6.6%), two-member families (6%) and
seven-member families (1.3%). Only one ten-member family was found in the sample,
which makes the share of 0.7%.
4. Results
This chapter presents detailed results of the empirical research on parents of children
enrolled in a large public early childhood educational institution in the capital of Croatia.
Analyzing the possession of computer, tablet, smartphone or similar devices in the fami-
Table 2
The age of the parent
Age N %
<= 29 21 14,4
30–39 94 64,4
40–49 29 19,9
50+ 2 1,4
Table 3
The distribution of the number of members in the family
N of family members N %
1 1 0,7
2 8 5,3
3 44 29,1
4 72 47,7
5 13 8,6
6 10 6,6
7 2 1,3
10 1 0,7
8. N. Mikelić Preradović, G. Lešin, M. Šagud134
lies of parents who filled out the questionnaire, we discovered that only one family does
not own such devices (99.3% of respondents gave affirmative answer to this question).
As a source of household income (Table 4), the majority of respondents indicated
a steady full-time job (73.5%), a smaller number had a contract of limited duration
(10.9%) or were freelancers (2.6%). The remaining number of parents (12.9%) stated
different combinations of income sources in their household (pensions, social assistance,
part-time job and maternity allowance).
Occupations of parents who answered the questionnaire (Table 5) were very diverse
and numerous – the majority of parents have administrative occupations (15.44%) or
work in private enterprises (14.71%). A relatively large number of parents (21.32%)
chose “other” category, where they listed very different professions such as trader, bank-
er, lawyer, and many others. The highest degree of education (Table 6) obtained for most
parents was a high school diploma (43.7%). Further 31.85% held a master’s degree,
while only 1.48% had obtained a master of science degree (university postgraduate pro-
Table 5
The occupation of the parent
Occupation N %
Journalist 3 2,21
Management 7 5,15
Computing and Electrical Engineering 10 7,35
Mechanical engineering 3 2,21
Administrative occupation 21 15,44
Art and Design 0 0,00
Education and childcare 10 7,35
Health and social care 8 5,88
Tourism and Hospitality 10 7,35
Government sector and NGO’s 15 11,03
Private enterprise 20 14,71
Other 29 21,32
Table 4
The source of household income
Source of household income N %
Full-time job 114 73,5
Contract of limited duration 17 10,9
Part-time job 4 2,6
Pension 0 0
Social assistance 0 0
Maternity allowance 0 0
Child benefits 0 0
Paternity allowance 0 0
Combination 20 12,9
9. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 135
gram leading to a Master of Science (MSc) existed until year 2003 and belonged to the
third level of higher education – it was part of the PhD study).
Parents also listed the computer software for children they possess in the household
(Table 7) and results show that educational software Sunčica (which is the first and the
oldest educational software in the Croatian market) was present in very large numbers
of households (89.92%). A small number of parents (9.24%) reported that they possess
the computer software Mala učilica, while only 0.84% of them have computer software
Hlapić available at home for their children.
Regarding the interactive software for children aged 4 to 8 years listed in Table 7,
Sunčica (http://www.32bita.hr/) is the oldest one. It was created in 1999 and
is one of the most recognizable products in Croatian language. Sunčica is the main
character which communicates with children and encourages them to learn the basics
of reading, to acquire basic math concepts and learn about nature, music, space, trans-
port, Croatia and Europe. Sunčica is available on CD, Smart TV and Android mobile
devices.
Sunčica među slovima (Sunčica among letters) contains five different games for
learning letters of the Croatian alphabet: Slovarica (Spelling book), Spremalica (Stor-
age), Slagalica (Puzzle), Bojanka (Coloring Book) and Memo. Slovarica is the central
game. At the bottom of the screen children can find the complete Croatian alphabet,
while letters and pictures of words that begin with the specific letter appear in the note-
book which is placed above the alphabet. In the basic mode, the first letter of the each
word is displayed and spelled to the child, followed by the picture of the word. Memo is
a game where children connect the initial letters of words with images of these words.
In addition children can connect the same uppercase and lowercase letters. The images
Table 7
Possession of the educational computer software
Educational computer software in the household N %
Sunčica 107 89,92
Mala učilica 11 9,24
Hlapić 1 0,84
Table 6
The highest completed degree of education of the parent
Degree N %
Completed elementary school 3 2,00
Completed high school 59 43,70
Completed vocational 12 8,88
Undergraduate degree / bachelors (3y) 10 7,41
Graduate degree / masters (5y) 43 31,85
Master of science 2 1,48
PhD 6 4.44
10. N. Mikelić Preradović, G. Lešin, M. Šagud136
that are displayed can be created by children, which adds a new dimension to the game.
Spremalica is a game in which children store the given image in the box that is labeled
with the initial letter of the object in the image. Slagalica offers letters in a mixed se-
quence that need to be arranged properly in order to represent the word for the object in
the image. After the submission of the sequence of letters, children can click on the im-
age of the main character Sunčica and listen to the pronunciation of the assembled word,
verifying if they have put letters in the correct order. Bojanka is the easiest game where
the emphasis is on creativity of the child. It offers more than 30 different drawings and
children can also paint their own drawings. Sunčica među brojevima (Sunčica between
numbers) contains different games for learning numbers. In accordance with the age
and knowledge of the child, the software can be customized. For example, a parent may
choose one of four groups of numbers – from 1 to 5, 1 to 10, from 0 to 10 or from 0 to
20 and then all games contain only numbers from the selected range.
Mala učilica (https://www.youtube.com/watch?v=Zg7Oyb2Dgec) is the
educational software for preschool developed in collaboration with early childhood educa-
tion experts. The software teaches children letters, numbers, days and seasons of the year,
family tree, traffic signs, colors and spatial relationships through the imaginative world of
characters such as heroes, wizards and kings. All activities are suitable for children aged
4 to 7. Successfully solving the given problems children build a sense of relevance and
effectiveness, thus contributing to the development of the positive self-image.
Učim slova i brojeve s Hlapićem (I learn letters and numbers with Hlapić) is another
interactive software with a variety of games for children aged 3 to 8 years. Games help
children in learning Croatian alphabet letters and numbers. Playing with Hlapić and his
friends, children learn to recognize letters and numbers, to count, to recognize colors
and geometric shapes and to discover relationships between objects. They also learn to
perceive the opposing concepts, simple math operations (such as addition) and to put the
letters in the correct order to form a word. Most games offer easy and advanced level,
while some games contain version for two players. As is the case with the previously
described software, the emphasis of this software is on games that encourage the devel-
opment of child’s mathematical skills.
Učim engleski s Hlapićem (I learn English with Hlapić) is entertaining and edu-
cational software for children aged 5 to 6 years that assists them in learning English
language. Interactive picture dictionary is divided into four units, each containing a few
simple games designed for easier acquisition of the new vocabulary. Interacting with
Hlapić’s friends, Alice and Sam, children learn concepts from the world around them in
English language.
Analyzing parents’ views about the advantages and disadvantages of computer use
in their everyday lives (Table 8), we discovered that the majority of them recognizes and
highlights the value of computers, cell phones and internet.
Parents’ most neutral attitudes represent a great source of insights into their concerns
and fears regarding the development od DT and its role in their lives, which might be
perceived as a reason for growing alienation of the individual in the modern society.
These attitudes indicate their awareness of both useful and dangerous content on the
internet and the issue of user’s careful content selection.
11. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 137
Despite the fact that 99% of surveyed parents stated that they own a computer, tablet
or smartphone, less than half of them (46.51%) make these devices available to their
children at home. This might be connected to their concerns on the impact of the com-
puter use to the cognitive, emotional and social development of their children.
Furthermore, we investigated the opinions od parents about introducing digital lit-
eracy education as part of the educational program in kindergarten. A large number of
parents (84.67%) supported this form of learning in kindergarten. We also examined the
opinions of parents about the usefulness of the workshop that would instruct them on the
positive and negative impacts of DT in early childhood, which would be held in kinder-
garten. A relatively large number of parents (75%) expressed their desire to participate
in such educative workshop.
Parents also expressed their opinions about the advantages and disadvantages of
computer usage among children (Table 9). Despite the potential dangers of the computer
use in the early years that parents generally agree on, the majority of them believes that
children should gain valuable DT skills and should be educated on how to use the DT.
Table 8
Parents’ attitudes towards the advantages and disadvantages of computer use (1=strongly disagree;
2=generally disagree: 3=neither agree nor disagree; 4=generally agree: 5=strongly agree)
1 2 3 4 5
It would be hard to live without computers. 8,7 4,7 30 20 36,7
Internet is a global evil. 36,2 17,4 33,6 9,4 3,4
I am thrilled with the ease of communication through internet with
anyone in the world.
2,7 2,7 25,5 30,2 38,9
Frequent use of personal computers makes people stupid. 28,4 20,3 27,7 13,5 10,1
I consider using the internet as joining pleasure with usefulness. 3,5 4,9 30,6 34 27,1
Due to the aggressive video games, nowadays more and more people
have problems with the restraint of aggression and anger.
7,4 10,7 25,5 23,5 32,9
I believe that computer and cell phone have significantly speeded up
and facilitated the work of busy people.
2,7 3,4 10,7 30,9 52,3
The development of modern technologies leads to alienation and the
collapse of society.
13,5 13,5 41,9 18,9 12,2
I can meet new people on the internet. 11,9 16,8 34,3 20,3 16,8
Internet leads to excessive isolation of children and adults because they
spend too much time using it.
8,8 9,5 31,1 28,4 22,3
Searching the internet is fun. 3,4 4,1 38,8 29,3 24,5
I rarely use computer in my free time. 18,5 17,8 30,8 17,8 15,1
Internet helps me to be informed. 2,7 4,8 21,2 25,3 45,9
Cell phone should be used for emergency calls only. 32,9 17,1 24 19,2 6,8
Modern technologies have significantly improved people’s lives. 2,7 8,2 34,9 27,4 26,7
There is more dangerous than useful content on the internet. 19,7 17,7 44,2 12,2 6,1
Computers facilitate learning. 2,7 6,2 31,5 30,8 28,8
Social interaction among people reduced with the development of DT. 8,1 9,5 30,4 28,4 23,6
Despite all dangers, I believe children should be taught how to use
internet.
1,4 4,1 17,6 33,1 43,9
Use of DT gradually leads to the impoverishment of the vocabulary. 10,1 20,1 31,2 24,8 14,8
12. N. Mikelić Preradović, G. Lešin, M. Šagud138
Also, they are very well aware of the negative effects of computer use on the children’s
engagement in sport and other physical activities, but the majority of them denies the
exclusively negative influence of computers on their children. Again, their most neutral
attitudes represent a source of insights into their concerns regarding the effects of com-
puters and computer games on the children’s intellectual development and development
of necessary skills. In addition, their hesitation to decide whether computer use provides
more quality time for their children than watching TV can be linked to the results of
the recent study about the trends of using DT among children in the elementary school
(Fraillon, Ainley, Schulz, Friedman and Gebhardt, 2014). The study shows that children
use DT for primarily recreational purposes, erasing the differences in quality regarding
time spent in front of computer and TV.
Parents’ attitudes regarding the advantages and disadvantages of computers for their
children were measured on a 5-point Likert scale, where 1 = strongly disagree and 5 =
strongly agree. Four statements were inversely coded (statements 2, 4, 7, and 8), in order
for the high agreement with specific statements to unambiguously point to the positive
attitude of parents toward their children’s computer use.
Generally, it can be stated that parents have a moderately positive attitude toward
their children’s computer use. The positive attitudes of parents are indicated by their
high level of agreement with the following statements: Children learn new and useful
things on computer (M = 3.72, SD = 0.99), When using computers, children gain valu-
able IT skills which will be useful for them in the future (M = 3. 98, SD = 0.91), and
Computers can have only negative influence on children’s development* (M = 3.91,
SD = 1.03). The last statement is inversely coded, indicating that parents deny exclu-
sively negative impacts of computer on children’s development, referring to the positive
effects of children’s computer use.
Table 9
Parents’ attitudes towards the advantages and disadvantages of children’s computer use
(1=strongly disagree; 2=generally disagree: 3=neither agree nor disagree; 4=generally agree:
5=strongly agree)
1 2 3 4 5
Children learn new and useful things on computer. 3,5 6,3 27,8 39,6 22,9
Children who regularly use computer are at risk of developing dependence. 5,4 4,1 30,4 31,8 28,4
When using computers, children gain valuable IT skills which will be useful
for them in the future.
2 2,7 21,6 42,6 31,1
Computers can have only negative influence on children’s development. 38,1 25,2 26,5 10,2 0
Instead of playing with peers, children spend their time on the computer. 12,5 7,6 37,5 22,2 20,1
Children can better develop their skills playing computer games. 14,2 18,9 41,9 16,9 8,1
Children engage in sport less frequently due to the increased computer
usage.
9,7 9 25,5 20 35,9
Excessive use of computers may separate children from their parents and
friends.
8,1 10,1 31,1 22,3 28,4
Thanks to computers, children’s intellectual development is enhanced. 6,8 14,3 43,5 23,1 12,2
Children spend more quality time on the computer than watching TV. 8,8 12,8 45,3 24,3 8,8
13. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 139
The negative attitudes of parents are indicated by their high level of agreement with
the following statements: Children who regularly use computer are at risk of devel-
oping dependence* (M = 2.26, 1.08), Children engage in sport less frequently due to
the increased computer usage* (M = 2.37, SD = 1.31) and Excessive use of computers
may separate children from their parents and friends* (M = 2.47, SD = 1.23). All three
statements are inversely coded and parents expressed a high level of agreement with
their original form, which largely overlaps with media messages related to children’s
computer use.
Parents’ attitudes towards use of computers by young children were measured on
a 5-point Likert scale, where 1 = strongly disagree and 5 = strongly agree. Table 10
shows the number of parents who provided responses for a particular item and dem-
onstrates the linear increase in the positive attitudes of parents with increasing age of
the child.
The attitude of parents toward the use of computers by children aged two or younger
is generally negative (M = 1.91, SD = 1.13), while their attitude toward the use of com-
puters by 6 years old children is mostly positive (M = 4.00, SD = 0.99).
Surprisingly, no statistically significant correlation was found between the highest
completed degree of education of parents and their attitudes towards the advantages and
disadvantages of children’s computer use nor between the parents’ education and chil-
dren’s computer activities at home.
The survey of parents with children enrolled in a large public kindergarten in the
capital of Croatia aimed to determine the number of households that possess personal
computer or smartphone or tablet and to determine the frequency with which the child
uses the PC or smartphone or tablet.
Also, we tried to determine if children have access to a computer outside their home
and to examine children’s computer use for different purposes (learning, play, commu-
nication with others, as well as the passive use of computers – listening to music and
watching cartoons). Parents also expressed the amount of time their child spends on the
computer in a single week in hours. Data were collected on 152 parents, but only 111
of them provided the answer to this question. The average number of hours the child
spends on the computer was 3 hours and 4 minutes (M = 3.07, SD = 3.35) where the
maximum amount of time spent on the computer was 15 hours per week , and the low-
est was less than 1 hour per week.
Table 10
Mean and Standard Deviation Scores of Parents’Attitudes Towards Use of Computers by Young Children
N Min Max M SD
Children aged 2 years and younger 136 1 5 1,91 1,13
Children aged 3 years 136 1 5 2,59 1,16
Children aged 4 years 135 1 5 3,27 1,08
Children aged 5 years 141 1 5 3,72 0,97
Children aged 6 years 143 1 5 4,00 0,99
14. N. Mikelić Preradović, G. Lešin, M. Šagud140
In determining the frequency of child’s computer use, 152 parents that were surveyed
had to choose one of the six provided answers (Table 11).
The results showed that 40.76% of children used computers on a weekly basis, while
the number of children who use them occasionally (22%) was close to the number of
children who use the computer on a monthly basis (20%). Only 1% of children used
computer on a daily basis. It points to the fact that parents do not prohibit computer use,
but rather control the child’s use of computers at home.
When asked about their child’s computer activities, parents had to choose one
or more of the listed activities (Table 12). The largest number of parents answered
that their children watch cartoons (70.5%), play games (60.9%) and listen to music
(44.2%). Furthermore, 24.8% of parents stated that their children use educational soft-
ware (e.g. Sunčica, Mala učilica), while a relatively small number of parents said they
children draw on the computer (17.8%) or communicate via applications like Skype
(17.2%). A very small number of parents stated that their children use internet (8.5%)
or that they use computer to store and organize data (5.4%), since these actions rep-
resent more demanding skills for a child. Parents who chose something else as their
answer, cited the use of MS Word (1.6% of parents).
Table 12
Children’s computer activities
Activity N %
Watch cartoons 91 70,5
Play games 78 60,9
Listen to music 57 44,2
Use educational software (e.g. Sunčica, Mala učilica) 32 24,8
Draw 23 17,8
Communicate via applications like Skype 22 17,2
Use internet 11 8,5
Store and organize data (e.g. photos, music) 7 5,4
Something else (e.g. using MS Word) 2 1,6
Table 11
Frequency of child’s computer use
N %
Daily 1 0,64
Weekly 64 40,76
Monthly 27 17,20
Less than once a month 2 1,27
Occasionally 30 19,11
Never 11 7,01
15. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 141
5. Discussion
This study primarily aimed to investigate parents’ perception and attitudes toward DT
use in early childhood and towards DT education in kindergartens as well as their beliefs
about how their kindergarteners use computers at home.
Despite its contributions to early childhood education, the study is not free from limi-
tations. The small sample size does not allow broad generalizations from the available
data and, although taken from one of the largest kindergartens in the capital of Croatia,
our sample may not be representative of parents in the whole country.
Yet, our research results suggest that parents of kindergarteners support introduc-
tion of digital literacy education as part of the educational program in kindergarten and
express their desire to participate in educative workshops that would instruct them on
the positive and negative impacts of DT in early childhood. Our findings are in line
with results of some of the latest studies (Hatzigianni and Margetts, 2014), suggesting
that parents have positive attitudes toward DT use in early childhood. Parents generally
believe that DT improves and increases their children’s technological awareness and has
positive impact on their educational development.
A common fear and objective concern that parents face is how DT affects their chil-
dren’s social lives and their health, especially since they become more prone to obesity
as their active activities decline, which is again in line with results of some previous
studies on parents’ concerns about young children’s computer use (Hatch, 2011, Hatzi-
gianni and Margetts, 2014).
Regarding child’s computer activities, as presented in the previous chapter, the trend
of using DT for primarily recreational purposes (playing games and listening to music)
starts as early as kindergarten. Unfortunately, the recent study (Fraillon, Ainley, Schulz,
Friedman and Gebhardt, 2014) shows that this trend in Croatia continues through el-
ementary school, contributing to the lack of children’s digital literacy skills and ulti-
mately to a high rate of illiterates.
The International Computer and Information Literacy Study – ICILS 2013 (Fraillon
et al., 2014) conducted by the International Association for the Evaluation of Educa-
tional Achievement revealed that Croatian students in Grade 8 (14 years of age) are very
well equipped with DT hardware (since 98% has at least one computer at home), but lack
important computer and information literacy skills. Study has covered 2913 students
from 179 Croatia primary schools.
Only 9% of students in Croatia reported using educational software designed to help
with school study (e.g., mathematics) at least once a week. Also, proportion of Croatian
students reporting usage of “drawing, painting, or graphics software” at least once a
week outside of school was only 13%.
On the other hand, “listening to music” stood out as a very common weekly activity
of Croatian students (90% of students in Croatia reported “listening to music” as a week-
ly activity). Also, the number of students in Croatia using computers to “play games” on
a weekly basis was significantly higher than the ICILS 2013 average (63%).
We can conclude that children’s computer activities in Croatia do not change much
from the kindergarten age to adolescent age, and are mostly limited to using computer
16. N. Mikelić Preradović, G. Lešin, M. Šagud142
technology for recreational purposes, which is rather alarming than encouraging. The
possible reason for such problem is that DT education in Croatia does not have obliga-
tory status at any level.
As to the lifespan of these findings, we believe that no significant change in child’s
computer activities and digital illiteracy will take place until and unless DT education
gets introduced in kindergartens in the form of systematic instruction and until DT edu-
cation becomes an obligatory primary and secondary school subject in Croatia.
To improve the validity of these findings, more extensive study in both rural areas
and big cities should be conducted to determine parents’ and educators’ expectations
and concerns regarding early childhood digital technology education. Information on
these expectations may help those involved in the design of the early childhood cur-
riculum (such as ministries and agencies for early, preschool, primary and secondary
education) to identify major strengths and weakness of introduction of DT education
in institutions of early childhood education as well as implications for parents of kin-
dergarteners.
Finally, we believe that age-appropriate digital literacy education, that starts in early
childhood and involves both parents and kindergarten educators, can change the above
listed statistics and motivate children to acquire more complex DT skills needed for the
occupations of the future.
6. Conclusion
Digital technology tools are effective only when used appropriately. Passive use of tech-
nology is not an adequate substitute for active play, engagement with other children and
children interaction with adults.
When used purposefully in early childhood, DT tools can encourage effective learn-
ing and child’s development, supporting the pre-established age-appropriate learning
objectives. Parents, guardians, educators in early childhood and other responsible adult
members of society have a responsibility to provide children a safe environment for play
and learning with new technologies, in the same way they are responsible to provide
children with a safe childhood in the non-digital world.
Siraj-Blatchford and Whitebread (2003) point out that, when children enter the kin-
dergarten or school, they bring different DT experiences that are in some way related
to the ability of their parents to use the technology. Therefore, it is important to involve
parents in the acquisition of DT skills and digital literacy of their children from their
early childhood years.
Since the lives of children, their parents, their families and educators are shaped
by technology, early childhood education institutions can benefit from the expansion
of learning opportunities through DT. Technology should be used to support existing
developmental and educational goals instead of replacing them or distort them. For
example, drawing on the touch screen can enrich the child’s experience and under-
standing of graphic display, as well as manipulation of colors and shapes, allowing the
child to explore colors and shapes. This possibility should not replace crayons, mark-
17. Investigating Parents’Attitudes towards Digital Technology Use in Early Childhood ... 143
ers, pastels and other graphic art materials, but rather provide the additional mode of
self-expression.
Currently, in majority of the public kindergartens in Croatia parents are being moti-
vated to collaborate and communicate with the kindergarten through the web site which
visualizes kindergarten’s educational content, brings photos of children’s activities and
their stories. Also, in kindergarten where our survey was conducted, educators strive to
explain the parents in their regular meetings the policy of DT integration, emphasizing
key learning objectives, forms and DT activities they use, employing DT to show the re-
sults of projects and activities with children. Both the web site and meetings with parents
had excellent attendance so far.
The plan for the future is to organize special workshops for parents in kindergar-
tens to present the activities involving DT as well as “rules of action” regarding DT
use that parents should follow at home. Also, educators in kindergartens should start
collecting electronic portfolios of children’s works, distribute them to parents at the
end of the year and organize the presentation of children’s works created with the help
of DT.
Finally, in order for children to become true DT literates, educators in kindergartens
and schools should take advantage of all children’s experiences with DT at home, while
parents should strive to accept policies and approaches to using DT at home the way it
is planned to be used in early childhood educational institutions.
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N. Mikelić Preradović is associate professor and head of the Chair for Knowledge Or-
ganization at the Department of Information and Communication Sciences, Faculty of
Humanities and Social Sciences, University of Zagreb, Croatia. She holds MSc and PhD
in Information Sciences from the Faculty of Humanities and Social Sciences, University
of Zagreb. She also obtained MPhil at Cambridge University, United Kingdom. Her
research interest focuses on use of information and communication technologies (ICT)
in education, natural language processing and service learning. She introduced service
learning in Croatia, which was added as a regulation of the Croatian National Youth
program 2009–2013, approved by the Croatian Government. Since 2013, she is Croatian
coordinator of the Erasmus + KA2 project Europe Engage – Developing a Culture of
Civic Engagement through Service-Learning within Higher Education in Europe. She
has participated in several national and international research projects. Her publications
comprise two books and more than 50 scientific papers in international journals and
conference proceedings.
20. N. Mikelić Preradović, G. Lešin, M. Šagud146
G. Lešin is the principal of the kindergarten Milan Sachs in Zagreb, Croatia. She re-
ceived her PhD from the Faculty of Humanities and Social Sciences at the University of
Zagreb in the field of Information and Communication Sciences. Her research interest
include the implementation of information and communication technologies (ICT) in
early and preschool childhood education institutions in Croatia. She has participated in
several national and international projects related to preschool education. Her scientific
and professional papers in national and international journals cover the topics related to
the development of educators and implementation of ICT in the curriculum of preschool
institutions.
M. Šagud is Associate Professor at the Department of Education and the Head of the
early and preschool education in the Faculty of Humanities and Social Sciences, Univer-
sity of Zagreb She completed her PhD from the same Faculty, on the topic of “Educator
as a reflective practitioner”. Her field of interest includes the pedagogy of early and pre-
school education and lifelong learning of educators and teachers. She has participated in
several national projects related to preschool education. She is the author of two books
and dozens of scientific and professional papers. She is the reviewer of the National
Curriculum for early and preschool education and a number of pedagogical study pro-
grams of other colleges and universities. She has participated in many international and
national scientific and professional meetings.