Abstract:
Young children are exposed to a
range of digital devices (e.g., computers,
mobile phones, Televisions) from
birth and their use of digital media is
rapidly increasing (UK: Marsh et al.,
2015; Ofcom, 2014; Livingstone, 2014;
USA: Rideout, 2011). Studies have
highlighted how pre-schoolers can
learn communication skills by using
digital devices to creatively explore their
world and express themselves (Hisrich
& Blanchard, 2009; Levy, 2009; Marsh,
2005; Plowman & McPake, 2013).
Parents have also reported concerns
about their pre-schoolers’ over use of
touch screen tablets (Ofcom, 2014)
voicing that the addictive features
of tablets may negatively impact on
children’s social, physical, and cognitive
development and reduce time for more
traditional non-digital activities (Ebbeck,
Yim, Chan, & Goh, 2015; Karuppiah,
2015; Livingstone et al., 2014). It is well
established that parents play a key role in
mediating young children’s interactions
and experiences with digital technology
(Connell et al., 2015; Nikken & Jansz,
2014; Plowman et al., 2012).