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Abstract
Differences between digital devices on children’s engagement with e-books are examined. The sample included 24 typical 4-year olds enrolled in Head Start. Over a 1-month period, video captures of children’s multi-sensory behaviors during shared reading at a tabletop touchscreen computer and teacher-facilitated book browsing with iPads and iPods were obtained. Data were coded on each child at 1-min intervals, examining the simultaneity of behaviors present, then aggregated to determine frequencies of each behavior by device and format. Differences between media devices on median percent of observation time were evaluated. Looking, touching, moving, and gesturing behaviors were significantly different among different devices. Large effect sizes indicated considerable variability attributable to the device. Mobiles support more looking and touching but less moving and gesturing than the tabletop touchscreen; none of the devices favored listening over another. Given the role of haptic perception in digital reading experience, access to mobiles may favor behaviors that support literacy motivation, sense of control, and interaction.
Highlights
For young children, electronic tools will be a chief source of textual information at school and in life
We focus on children’s engagement behaviors with electronic devices for e-book reading and browsing by examining the opportunities these tools offer for participation in literacy experience in the preschool classroom
Taking the ecological psychology position that arrangements and objects of settings afford behaviors, we examined an observational data set of children’s engagement with digital devices for e-book reading in two popular preschool settings—shared reading and book browsing
Summary
Electronic tools will be a chief source of textual information at school and in life. Conditions that support the young child’s engagement in e-book reading activity, for example, include some abilities of the child and some objective features of the setting (format; tools). Considerable preschool and early literacy research provides evidence of the SAGE Open dynamics between affordances and individual abilities in early childhood activity (e.g., Kounin & Gump, 1974 on signal systems in lesson settings; Bus & van IJzendoorn, 1995, on affective dimensions of mother-infant picture book reading). The research asks whether digital tools influence children’s engagement behaviors with e-books and if so in what ways might this be supportive of literacy learning (e.g., listening) Answers along these lines contribute to an understanding of pedagogic principles for early literacy instruction, as well as design features of digital tools
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