Abstract
ABSTRACT Although much parental mediation literature discusses restrictive mediation, less nuanced consideration has been given to the diverse nature of positive or instructional active mediation. The present study suggests family mediation of preschool children’s digital media practices at home includes a more diverse range of positive or instructional strategies than previously acknowledged. Two novel mediation practices are identified. ‘Extending’ refers to family members drawing on a child’s media interests to engage them in new (media or non-media) activities. ‘Relating’ refers to family members drawing a child’s attention to a connection between their media or non-media interests and something else (digital or non-digital). The study highlights that family members are often unaware of the extent to which they support children in developing competencies in relation to media texts and devices. Findings are based on rigorous analysis of ethnographic video observation and interview data generated in a qualitative study in the United Kingdom.
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