Use Of Technology In Children Research Articles

The effects of Covid-19 pandemic on Turkish children’s school readiness

ABSTRACT The aim of this study is to examine the primary school readiness of preschool children receiving hybrid education in Turkıye during the Covid-19 pandemic. In order to make a comprehensive evaluation parent and teacher opinions were reviewed in addition to the school readiness assessment. A triangulation design and convenience sampling method were used for the present study which has a mixed methods model. The results revealed that most of the participating children were ready for the primary school and that school readiness scores differed by child technology use, child attendance to distant education and child duration of preschool attendance.

Influence of maternal and infant technology use and other family factors on infant development

BackgroundDigital technology is ubiquitous in the lives of many children and parents. To better understand any influence of technology use by infants, and mothers, on child development, technology use should be considered within the broader family system context in which children develop. This study aimed to investigate associations between infant and maternal technology use and infant 12-month development, taking into consideration other family factors.MethodsThis cross-sectional study used data from ORIGINS participants, collected at 12-months of age: maternal and child technology use (TechU-Q), sociodemographic factors (e.g. child sex, household income), parental mental health (DASS-21), and child development (Ages and Stages Questionnaire). Linear regression was used for analyses.ResultsWhen family factors were considered, higher infant mobile touchscreen device (MTSD) use was associated with poorer infant development for gross motor, problem-solving, and total ASQ-3 scores. In contrast there were no associations between infant television (TV) watching or maternal technology use and total ASQ-3 scores. Higher maternal technology use was associated with higher infant technology use. Poorer maternal and paternal mental health were associated with poorer infant development. Poorer maternal mental health was also associated with higher infant TV watching and higher maternal MTSD use.ConclusionThere is a complex relationship between technology use, parental mental health and other family factors that together influence infant development. To improve infant development outcomes, less focus should be on infant or maternal technology use, and more on supporting the family as a whole, and parental mental health in particular.

Longitudinal Use Patterns of Technology Subtypes During the Transition Into Early Adolescence: Results From the Adolescent Brain Cognitive Development Study

PurposeAdolescents encounter a complex digital environment, yet existing data on youth technology use rarely differentiates technology subtypes. This study maps the evolution and intricacies of youth engagement with technology subtypes. MethodsN = 11,868 participants in the Adolescent Brain Cognitive Development study followed from ages ∼9/10 to ∼13/14. We examined youths' self-reported hours per day (hr/day) of technology subtypes: TV/Movies, video games, YouTube, social media, video chat, and texting. We used descriptive statistics and multilevel logistic regression to assess cross-sectional and longitudinal use patterns of technology subtypes, agreement between child and parent reports on the child's technology use, and associations between each technology subtype and sociodemographics (child's biological sex, parent education, income, and marital status). ResultsAt age 9/10, ∼75% of youth reported minimal (<30 min/day) social technology use (social media, video chat, texting) and up to ∼1.5 hr/day of TV, video games, and YouTube. By age 13/14, TV trajectories were converging to >2 hr/day, but social technology trajectories “fanned out” into a wide range of usage rates. Child and parent reports were weakly correlated (rs range: 0.13–0.29). Using child-reported hours of technology use, increases in the subject-specific odds of using a technology >2 hr/day ranged from 25% (YouTube; 95% CI: 1.16–1.35) to 234% (social media; 95% CI: 3.14–3.55). Compared with males, females had ∼100–200% greater odds of >2 hr/day of social technologies, but ∼40–80% reduced odds of >2 hr/day of video games and YouTube. Higher parent education and income predicted significantly lower odds of >2 hr/day of use – regardless of technology subtype. DiscussionDistributions of youths' self-reported technology engagement are highly contingent on technology subtype, age, and biological sex. Future research on youth development and technology may benefit from considering youths' varied digital experiences.

Social interactions offset the detrimental effects of digital media use on children's vocabulary.

Young children's rapid vocabulary growth during the first few years is supported by input during social interactions with caregivers and, increasingly, from digital media. However, the amount of exposure to both sources can vary substantially across socioeconomic classes, and little is known about how social interactions and digital media use together predict vocabulary in the first few years of life. The current study takes a first step toward examining whether increased social interactions with other individuals may buffer the potentially detrimental effects of digital media use on language among a socioeconomically diverse sample. 305 caregivers of children between 17 and 30-months completed questionnaires about their family demographics, their child's technology use, and the child's daily routines and social interactions. Findings suggest children who experience fewer human interactions and greater technology exposure have smaller vocabularies than their peers who socialize more and use less technology, and this disparity becomes greater as children get older. Moreover, the number of social interactions moderates the link between SES, digital media, and vocabulary such that the negative impact of digital media on vocabulary for children from low SES households can be offset with increased social interactions. Together, this suggests that increasing the amount of human interactions may serve as a protective factor for vocabulary outcomes in a world where digital media use is prominent.

Psychometric properties of the Risk Perception Scale for Technology Use in children and adolescents

The aim of this work is 1) to create a valid, reliable instrument with which to evaluate the risk perception of children and adolescents regarding their use of technology (cell phones, Internet, and video games); and 2) to analyze the frequency with which some risk behaviors occur in relation to perception, technology use and age. 807 children and adolescents from the province of Cordoba (Spain) answered an ad hoc questionnaire with several instruments: sociodemographic data; problematic use of cell phones, Internet, and video games; and risk perception with the Scale on Risk Perception of Technology Use for children and adolescents (EPRUT). The results obtained from the factor analysis reveal that the RPSTU has three dimensions, related to cell phones, Internet, and video games, respectively. Differences were observed in the relationship between age and risk perception, with older people having the highest risk perception. Assessing risk perception will favor the detection and development of prevention programs for the use of technology in children and adolescents.

Chip technology as a preventive tool against child trafficking

Relevance The research relevance is predefined by the extensive practice of using the institute of chipping to preserve the life and health of children, protecting them from committing crimes, by implanting a microchip at the will and permission of parents, and children are still vulnerable to external influences.Purpose. The research aims to conduct a comprehensive and complex research of the institute of microchipping of children from legal, psychological, social and technological points of view, identify its advantages and disadvantages as a means of counteracting and preventing child trafficking, determine the feasibility of using microchipping as a tool of crime prevention concerning children.Methodology. The following methods were used: analysis and synthesis, induction, deduction, comparison, statistical analysis, formal-legal method and interdisciplinary approach.Results. Results: a comprehensive study of the feasibility and legality of using the institute of chipping concerning children in the Republic of Kazakhstan was conducted, and the practice of foreign countries on this issue was studied and presented. The question of efficiency, necessity and effectiveness of chipping minors to prevent crime was studied. The statistics of crimes such as trafficking in children, as well as the influence of technology on children, parenting and relationships between parents and children, were studied.Conclusions. Possible directions of development of the institute of chipping have been suggested, and permissible variants of the use of technology for children have been given. The study is of practical value as it introduces a new and complex view of the chipping institute and its application concerning minors in legal science.

Supported standing and stepping device use in young children with cerebral palsy, gross motor function classification system III, IV and V: A descriptive study

ABSTRACT This study described and compared use of supported-standing and stepping devices by young children with cerebral palsy, Gross-Motor Function Classification System (GMFCS) levels III-V following power mobility introduction. Data was collected at two time-points, 5–6 months apart, for 42 participants, aged 18–80 months, using the Home Use of Technology for CHildren (HUTCH). Supported-standing and stepping device choice and time in each device remained stable over 6 months. Associations between device use and three functional classifications were examined. Children with more impaired motor, postural and manual abilities were more likely to use a supine stander rather than a prone/upright stander or no stander. Children at GMFCS V tended to use hands-free stepping devices, while support-arms stepping devices were more common for children at GMFCS IV. Only children at GMFCS III used convertible stepping devices. Using power mobility, standers and supported-stepping devices was feasible and 19/34 classified at GMFCS IV/V used all three devices over 6 months. A key finding was that introduction of power mobility did not reduce use of supported-stepping devices at any GMFCS level. Use of multiple upright positioning and mobility devices may assist children with limited mobility to be actively engaged and participate in daily life.

Educational Platform to Improve Learning for Children with Autism

The research focuses on children with Autism, who cannot access education either because they do not have a school near their homes or because they are misinformed by their parents that they can access education regardless of their disability. By not receiving an education, children are deprived of their right to education. The objective is to design a prototype of an educational platform taking advantage of technological tools for the learning of children with special educational needs. A hybrid methodology and the Balsamiq tool were used, as they were appropriate for developing the project. The result is that children with disabilities can learn by interacting with technology and in the same way their parents can visualize some exercises and crafts that they can do at home with their children, since it is based on their educational needs. It is concluded that teachers are in total agreement with the use of technology for children with autism, since this will help to improve their learning. The research contributes to society, teachers and parents with children with autism problems.

Parental Perceptions of Child's Play in the Post-Digital Era: Parents' Dilemma with Digital Formats Informing the Kindergarten Curriculum.

Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child's early years can present conflict with parents, as the societal and economic demands of digitalized society for a child's digital technology use are in dissonance with guidelines and recommendations of health organizations that caution against preschool children's technology use. Kindergarten curricular reform in Slovenia was conducted in the 1990s. In this period, the use of digital learning technology and digital play for the development of children learning predispositions and early literacy was already recognized. At the time of curriculum design, it integrated some elements of digital learning technology. Now, 30 years after the design of the new curriculum, we are facing the post-digital era. Learning technology in the early years is a matter of partnership with parents; accordingly, this descriptive survey study includes a non-randomized sample of 306 parents. We are considering how child's play is structured in the primary environment and how parents perceive digital technology in the current post-digital age of seamless, digitally saturated social practices. Parents are aware of the risks of technology and of its benefits for learning. The findings show correlations between a child's digital screen technology use and parents' attitudes and perceptions of digital play. Parents that offer digital screen technology to a child have less agreeable attitudes regarding its possible risks to a child.

Bedtime parenting practices and sensitivity are associated with young children’s sleep.

Previous research has utilized naturalistic observations of parent-child interactions at bedtime to identify constellations of specific parenting behaviors and qualities that predict better infant nighttime sleep. Little work, however, has naturalistically examined associations between aspects of bedtime parenting and nighttime sleep among young children. The present study assessed observed parenting practices and sensitivity in the context of bedtime as predictors of 3-6-year-olds' sleep. Participants were 51 children (53% boys; 80% White, 18% biracial, 2% Black) and their families. Trained raters coded video recordings of bedtime for parenting practices (parental presence, contact, quiet activities; children's technology use) and sensitivity. Children's nighttime sleep (minutes, efficiency) was assessed across seven nights using actigraphy. Partial correlation analyses controlling for child and family demographics showed that more quiet activities, greater parenting sensitivity, and less child technology use at bedtime were associated with longer and more efficient sleep. There were also several significant interactions. Longer parental presence and contact at bedtime were associated with better sleep (minutes, efficiency) for children who experienced high but not low parenting sensitivity. Lower child technology use in combination with higher parental presence was also associated with longer and more efficient child sleep. The findings illuminate aspects of the bedtime context that may promote emotional security and reduce physiological and cognitive arousal in young children. These naturalistic observations may readily translate into intervention programming targeting improvement in young children's sleep. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

AbstractThis paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print‐based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.

PARENTING BERBASIS FITRAH DI ERA DIGITAL PADA PONDOK PESANTREN HIDAYATUL HASANAH DESA BANJAREJO KECAMATAN PANEKAN KABUPATEN MAGETAN

This study aims to solve the problems experienced by partners related to anxiety about the bad influence of the digital era on child development. The method of implementation and the stages to be carried out by carrying out training on the preparation of simple financial statements. The process of organizing the training is carried out in several stages, namely the preparation, implementation and reporting stages. The findings reveal that the challenges of children in the digital era are also felt by teachers and parents at the Hidayatul Hasanah Islamic Boarding School in Banjarejo Village, Panean District, Madiun Regency because Islamic education is optimal, but in terms of digital supervision at home it is still not optimal, easy access to technology and the lack of knowledge and parental supervision of digitalization creates unrest among parents. Whereas supervision of the use of technology in children is very important because it will have an impact on the future of the child itself.

A bifactor model of U.S. parents’ attitudes regarding mediation for the digital age

ABSTRACT Parents use digital-specific strategies to mitigate online risks and augment online benefits of digital technology in their children’s lives. The goal of this study was to develop and validate a measure of parents’ attitudes about mediation of digital technology. An internet-based survey was administered to 460 parents of children and adolescents in the United States. Exploratory bifactor analysis revealed one general factor, reflecting general parenting attitudes, and four digital-specific factors: discursive mediation, restrictive mediation and monitoring, participatory mediation, and mediation by modeling. Confirmatory factor analysis supported a bifactor model of the Digital Parental Mediation Attitudes Scale (DPMAS); the general factor explained shared variance related to parenting style and skills in general, while the mediation factors represented digital-specific attitudes. Construct validity was evidenced in differential associations between mediation factors and parenting efficacy, influence, child age, and parent and child technology use patterns.

Family Socioeconomic Status and Children's Screen Time.

ObjectiveThis mixed‐methods study examined whether higher‐socioeconomic status (SES) children's digital technology use adhered to contemporaneous pediatric guidelines, how it compared to lower‐SES children, and why, as analyses showed, higher‐SES children's technology use far exceeded pediatric recommendations.Background2013 American Academy of Pediatrics (AAP) guidelines recommended limited “screen time” for children. Higher SES families tend to follow guidelines, but digital technology use—simultaneously a health behavior and a pathway for building human capital—has complex implications.MethodQuantitative analyses provide new nationally representative estimates of the relationship between social class and 9‐ to 13‐year‐old children's technology time (including television), device access, and parenting rules (2014 PSID Child Development Supplement, N = 427). Qualitative analyses of 77 longitudinal higher‐SES parent interviews articulated explanatory processes.ResultsHigher‐SES children used technology as frequently as others and in excess of recommendations. Their device access, activities, and agency in adhering to rules, however, differed from others. Qualitative analysis uncovered processes that helped explain these findings: parents' ambivalence about technology and perception that expert guidance is absent or unrealistic, and children's exercise of agency to use technology facilitated by “concerted cultivation” parenting styles, led to higher‐SES individualistic parenting practices that supported children's increased non‐television technology use.ConclusionCultures and structures related to children's technology use are in flux, and classed norms and understandings are emerging to construct relevant class‐based distinctions around parenting.

Kids Online Safety Act: A means of monitoring children's use of social media apps

The Kid's Online Safety Act was recently introduced as a bipartisan proposal to decrease the potential of harm to children while online. This act places the responsibility on tech companies to implement controls on the content that is available to children aged 16 and under. Specific targets of the legislation are content that promotes harmful behaviors such as restricted eating, substance use, or promotion of self‐harm; any sharing of a minor's personal information; marketing that targets a minor's information; and algorithms that promote specific content for children. Further, it would limit a company's ability to extend rewards for increased use of a platform or time spent online. It would also allow creation of a program that would give researchers access to data from companies, enabling additional research on children's technology use and effects on well‐being. And lastly, companies would be required to conduct yearly audits on the risk of their platforms to minors (Washington Post, tech policy, 2022). In short, the legislature mandates a “duty to care” (Npr.org, 2022)

SOSIALISASI PERAN ORANG TUA PADA ANAK TERHADAP PENGGUNAAN TEKNOLOGI DI DESA SUNGAI KAPAS KABUPATEN MERANGIN

This community service aims to provide understanding to parents of the importance of the role of parents in children in the use of technology today. The method of activity used is socialization. The results of the activity showed the role of parents is greatly abused in the form of supervision and mentoring to children in order to avoid misuse of technology. In mentoring, the father's role only monitors the child's activities, as they work more outside the home. While the mother has a lot of time with the child, because as a housewife can accompany the child in activities. Father and mother's knowledge about the impact of the use of technology for children is a supporting factor of parenthood, while the inhibitory factor can be seen from the role of the father who has limited time in accompanying the child because he has to work, and the mother is more to the lack of knowledge and low education, as well as weaknesses in parenting that cendrung obey the will of the child. Some additional roles that parents can perform are, 1). Assisting children in using technology. The importance of parental assistance to provide supervision and can improve the harmony of parents and children. 2). Preparing children to face the rapid development of technology.

The Importance of Parental Assistance in Supervising the Use of Technology for Children During the Home Learning Program

Writing this article aims to provide an overview of the role of parents when assisting children in using various technologies during the learning process from home. This is because without any limitations in technology it can have a good or bad impact on children if it is not used according to the required context. Therefore, the subject of the study to be discussed is more focused on the learning of children aged 7-15 years, who in the learning process still really need assistance from their parents. Writing this article is done through a process of literature review of various literature starting from the process of determining the topic of the problem, determining the type of data collection method, collecting various data that support the topic, conducting the data analysis process, and drawing conclusions based on the data that has been obtained. Based on the data that has been obtained, the role of parents in assisting children to use technology while learning from home is very important, especially in maintaining and increasing children's motivation to continue learning.

How Infant and Toddlers' Media Use Is Related to Sleeping Habits in Everyday Life in Italy.

BackgroundHeavy media use has been linked to sleep problems in children, which may also extend to the infancy period. While international parent-advisory agencies, such as the American Academy of Pediatrics (2016), advise no screen time before 18 months, parents often do not follow this recommendation. Research on Italian infants’ early access to media is sparse, and only very few studies have investigated links with sleeping habits.MethodTo address this gap, we examined concurrent associations between parent-reported surveys of child technology use and sleeping patterns. The Italian version of the 60 item Comprehensive Assessment of Family Media Exposure (CAFE) Survey, developed as part of a larger international study, (Barr et al., 2020), the Brief Screening Questionnaire for Infant Sleep Problems (BISQ) Sadeh, 2004) were completed online by 264 Italian parents of 8- to 36-month-olds and a subset (n = 134) completed the Parenting Stress Index (PSI) Abidin, 1995) between April 2017 and April 2018.ResultsMore devices located in the child’s room and the more time spent watching TV or using an iPad were associated with less hours of sleep at night. Furthermore, more time spent watching TV or using a smartphone, as well as the number of devices in the room was associated with going to sleep later at night. Instrumental media use was associated with less sleep.ConclusionLike other countries, Italian infants have high levels of exposure to media, and differences in media patterns were associated with sleep patterns. Cultural factors influence both instrumental reasons for media use and sleep practices. Further research should explore how media use may serve to regulate emotion as a function of both contextual factors and individual differences.

Multimedia Technology to Stimulate Children's Literacy Ability: Study in Kindergarten in Sleman

Literacy ability helps children learn to read more easily and increase children's success at school. This study aims to describe the use of multimedia technology in literacy learning in kindergarten in Sleman, including (1) Lesson plan, (2) implementing the use of multimedia technology in children's literacy learning, and (3) assessment of children's literacy abilities stimulated using multimedia technology. This research is qualitative. Data collection uses observation, interviews, and document review techniques. The validity of the data is obtained through data triangulation. The data analysis technique was conducted using an interactive model. The results showed that: (1) Lesson plan is adapted to the national curriculum, scientific learning approaches, and learning center models, and integrated with the development of other aspects arranged in semester, weekly and daily programs. (2) Implementation of the use of multimedia technology in literacy learning is implemented in the foothold of learning centers with steps: (a) concentration of attention and focus, (b) orientation, (c) modeling, (d) stage of children's play, and (e) summary. (3) Assessment of children's literacy abilities stimulated using multimedia technology is carried out with observation techniques, the results of assignment work, and anecdotal notes, procedures carried out include recording child development, summarizing notes, and describing in the form of short sentences covering competencies in the national curriculum.

Sleep and Technology in Early Childhood.

Research suggests that technology use is associated with poorer sleep outcomes among children less than 6years of age. These associations are evident regardless of the type of technology studied, although evening exposure may have the greatest impact compared with technology use during other parts of the day. More work is needed, particularly given that technology use is relatively high among young children. Clinicians should assess patients' technology exposure, including before bedtime, to assess whether sleep issues stem from children's technology use. Moreover, clinicians should educate caregivers about the association between technology use and sleep problems among young children.