Young children's transfer of learning from a touchscreen device

Because young children are devoting increasing time to playing on handheld touchscreen devices, understanding children's ability to learn from this activity is important. Through two experiments we examined the ability of 4- to 6-year-old children to learn how to solve a problem (Tower of Hanoi) on a touchscreen device and subsequently apply this learning in their interactions with physical objects. The results were that participants demonstrated significant improvement at solving the task irrespective of the modality (touchscreen vs. physical version) with which they practiced. Moreover, children's learning on the touchscreen smoothly transferred to a subsequent attempt on the physical version. We conclude that, at least with respect to certain activities, children are quite capable of transferring learning from touchscreen devices. This result highlights the limitations of generalizing across screen-based activities (e.g., "screen time") in discussing the effects of media on young children's development.

'Smart' technologies in early years literacy education. A game changer: mobile touchscreen devices and the education of young children

Professors Julianne Lynch and Terri Redpath discuss their article published in the Journal of Early Childhood Literacy entitled "Smart Technologies in Early Years Literacy Education".

Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices

Debates continue about the access young children have to technological devices, given the increasingly accessible and available technology in most developed countries. Concerns have been expressed by parents/caregivers and researchers, and questions have been raised about possible risks and benefits of these devices on young children who, in some instances, may be accessing these devices daily. Levin (2013) states that it is as if children are being remote controlled by the scripts of others (television, videos, electronic toys) which undermine children’s abilities to create their own learning scripts. This study investigated 1,058 parents’/caregivers’ views of their children’s (aged below 7 years) access and time spent on technology devices. Parents’/caregivers’ views on risks and benefits associated with the use of the emerging touch screen devices were also sought. The context for this research was Singapore which, according to a survey in 2012 by Ericsson, has one of the highest usage rates of smartphones and touchscreen devices in the world. The findings may help researchers, parents/caregivers and teachers to further their understanding of young children’s development in the twenty-first century.

Rethinking difference in the iWorld: possibilities, challenges and ‘unexpected consequences’ of digital tools in literacy education

Within contemporary literacy classrooms, mobile touchscreen devices are occupying a more prominent place. For children who have disabilities or learning differences, such devices can offer increased participation and access and may also provide social capital to users. We share examples of how iPads and iPods were successfully used in classrooms by children who might be categorized as experiencing various challenges, as well as autobiographical examples we have experienced as parents of children with disabilities. Through these illustrations, we examine the possibilities of ‘new tools’ as well as challenges encountered in changing existing literacy practices.

Young children's everyday concepts about the internet: Implications for cyber-safety education in the early years

Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet-enabled tablet technologies. With young children now online, often independently of adult supervision, the need for early childhood cyber-safety education is becoming urgent. In this paper, we report the early findings from a project aimed at examining the development of cybersafety education for young children. We argue that cyber-safety education for young children cannot be effectively developed without first considering young children’s thinking about the internet. In this paper, we use Vygotsky’s ideas about the development of mature concepts from the merging of everyday and scientific concepts. We identify the potential range of everyday concepts likely to form the basis of young children’s thinking about the internet as a platform for cyber-safety education in the early years.