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The use of touch-screen tablets in early childhood: Children's knowledge, skills, and attitudes towards tablet technology

Author

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  • Oliemat, Enass
  • Ihmeideh, Fathi
  • Alkhawaldeh, Mustafa

Abstract

Touch-screen tablets are rapidly increasing in popularity and widespread use. They are entertaining, attractive, and potentially powerful learning tools for young children. This study reports on a qualitative research exploring how children use touch-screen tablets in Jordan in particular, and what implications this may have for learning and teaching in early years. A total of forty K-2 children participated in the study (M child age = 6.27 years). Semi-structured interviews and structured observation were utilized. The results indicate that overall, children had reasonable knowledge of touch-screen tablets and their features. Children viewed touch-screen tablets as an entertaining tool more than as a learning tool. Moreover, touch-screen tablets were used for different purposes with ‘playing games’ being the most common purpose, followed by watching YouTube. In addition, children were found to acquire most of the skills needed to use tablets, but still not in control in some cases. It was found that gaming and entertainment apps on the touch-screen tablets replaced the traditional play-based activities used in early years. Finally, the children expressed that their parents impose rules regarding tablet usage and they need help and guidance from their parents while using tablets. The study concludes with a discussion of what the findings might mean for current policy and practice.

Suggested Citation

  • Oliemat, Enass & Ihmeideh, Fathi & Alkhawaldeh, Mustafa, 2018. "The use of touch-screen tablets in early childhood: Children's knowledge, skills, and attitudes towards tablet technology," Children and Youth Services Review, Elsevier, vol. 88(C), pages 591-597.
    • Handle: RePEc:eee:cysrev:v:88:y:2018:i:c:p:591-597
    DOI: 10.1016/j.childyouth.2018.03.028
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    Cited by:

    1. Pi-Chun Hsu & I-Hsiung Chang & Ru-Si Chen, 2020. "Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support," SAGE Open, , vol. 10(1), pages 21582440209, March.
    2. Claire Dorris & Karen Winter & Liam O'Hare & Edda Tandi Lwoga, 2021. "PROTOCOL: A systematic review of mobile device use in the primary school classroom and its impact on pupil literacy and numeracy attainment," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(2), June.
    3. Lozano-Blasco, Raquel & Quilez-Robres, Alberto & Delgado-Bujedo, Diego & Latorre-Martínez, Mª Pilar, 2021. "YouTube's growth in use among children 0–5 during COVID19: The Occidental European case," Technology in Society, Elsevier, vol. 66(C).

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