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首页> 外文会议>Proceedings of the 77th ASISamp;T annual meeting, Connecting collections, cultures, and communities >Documenting Young Children’s Technology Use: Observations in the Home
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Documenting Young Children’s Technology Use: Observations in the Home

机译：记录幼儿的技术使用情况：家庭观察

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While there has been much interest in children’s use ofrndifferent technologies, research is often done with schoolagernchildren in their classrooms. This exploratory researchrnstudy looks at fifteen preschool children (aged three to five)rnin Queensland, Australia and their use of differentrntechnologies in their own homes. This paper examines datarnfrom a checklist of technologies available in the home andrnvideo recording data of children’s interactions with onlinerntechnologies and other people captured by parents, whichrnwere analyzed using a modified ‘seating sweeps’ (Given &rnLeckie 2003) approach to gain a detailed, descriptivernanalysis of the home environment.rnA range of technologies are available to children, with therntelevision and DVD player being most common in thernhome. Unlike desktop and laptop computers, which werernrestricted to adult use in half of homes, mobile computingrndevices (e.g., tablets and smartphones) were quite prevalentrnand generally available for children’s use. In almost allrncases children used devices designed for adults and oftenrnused them in common spaces in the home, such as the homernoffice (38%) or living room (36%). Many children (45%)rnengaged independently with technology, able to accomplishrnactivities and learn on their own. This study contributes to arngrowing body of literature about how young childrenrnconnect to technology and the growing digital world aroundrnthem. Examining children’s interaction with technology andrnin the home environment allows researchers to betterrnunderstand the role of technology in children’s lives.
机译：尽管人们对儿童使用不同技术的兴趣很浓，但研究通常是在教室里对学龄儿童进行的。这项探索性研究旨在研究澳大利亚昆士兰州的15名学龄前儿童（三至五岁）及其在自己家里使用不同技术的情况。本文研究了家庭可用技术清单中的数据，并记录了儿童与父母之间的互动以及与在线技术和其他人的互动的数据记录数据，并使用改良的“坐席扫描”（Given＆rnLeckie 2003）方法对其进行了分析，从而获得了详细的，描述性的分析。家庭环境。儿童可以使用多种技术，其中电视和DVD播放器是家庭中最常见的技术。台式机和笔记本电脑在一半的家庭中仅限成人使用，而移动计算机设备（例如平板电脑和智能手机）则相当普遍，通常可供儿童使用。在几乎所有情况下，儿童都使用为成年人设计的设备，并经常在家庭的公共空间中使用它们，例如家庭办公室（38％）或客厅（36％）。许多儿童（45％）通过技术独立参与，能够完成活动并自行学习。这项研究有助于了解有关幼儿如何与技术连接以及围绕其发展的数字世界的文献。通过研究儿童与技术的互动以及家庭环境，研究人员可以更好地理解技术在儿童生活中的作用。

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