A pioneering study led by the University of Strathclyde shows that babies and toddlers can gain rich learning experiences from technology when used appropriately.
But researchers say that policy and guidance must focus on supporting parents to plan high quality digital experiences for children.
Technologised homes
The first in-depth study about tech in the lives of children from birth to 36 months reveals they are born into hugely technologised homes, with 96.5 per cent of Scotland-based families having access to a smartphone. More than 65 per cent of parents quizzed said their home had a gaming consoles. Almost all families reported they have a television or smart television and almost 80% have laptops and/or tablets.
The ‘Toddlers, Tech and Talk’ research reveals the ways in which very young children engage in high quality digital play which stimulate sensory, cognitive, cultural and social development.
The UK-wide study, which was led in Scotland by the University of Strathclyde, included an online survey of more than 200 parents across Scotland, interviews with parents and early years professionals, as well as intensive case studies in family homes.
Led by Manchester Metropolitan University, the study also shows that across the UK and Scotland, the vast majority of parents agree that tech offers children opportunities to develop skills with numbers, reading and creative skills, and most disagree that they harm learning. The majority believe digital technology offers opportunities for young children to have fun.
Most parents also feel confident in keeping their child safe online, although they recognised that this may become more of a challenge as their children get older.
Parental support
The data revealed that despite access to a wealth of technologies, parents still require support and guidance around how best to support children’s learning with technologies.
Some parents carefully planned children’s technological learning and researchers found evidence of children’s developing communication skills, inlcuding through words, signs and actions. Many children also learned cultural traditions from families spread across the world via video calling and sharing photographs. Appropriately chosen apps and games also provided support for number recognition, letter recognition and categorisation.
Co-Investigator for the Scottish cohort, Dr Lorna Arnott from the University of Strathclyde’s Department of Education, said:
“This study provided an opportunity to dig deep into the ways in which very young children are using technologies at home for play and learning. “
Rosie Flewitt, Professor of Early Childhood Communication at Manchester Met, said:
“Official statistics and discussions in society often assume that very young children don’t use digital media.
“Our research shows that this is not the case. Our findings offer much needed insights into very young children’s interactions with a range of digital technology at home.”
The two-year study, funded by the UKRI Economic and Social Research Council (ESRC) and also involving Lancaster University, Swansea University and Queen’s University Belfast, also highlights the different ways parents use technology with their children, such as looking at photographs and videos together or listening to stories.
Professor Flewitt added:
“Parents are highly aware of opportunities and tensions around their children’s use of digital technology. They balance beneficial opportunities for their children to communicate with others, play and learn, with concerns over possible damaging effects of overuse.”