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Authors
Advisor(s)
Abstract(s)
The present study aims to explore the results of an educational practice
that implemented ICT as a promoter of School Readiness (SR) in preschoolers
from an economically disadvantaged area. It intends to: a)
Document the effectiveness of the practice in terms of concrete and
measurable SR outcomes; b) Characterize the possible drivers and
barriers of implementing such practice in preschool, gathering the perceptions
of children and their parents.
The intervention took place in a public preschool in Lisbon surroundings,
during 4 months (16 sessions of 60 minutes each). The final sample includes
22 preschoolers and 12 parents.
The mixed methods research design included scales, systematic
observation and interviews with both children and parents.
Main results emphasize: the improvement of SR in children, with statistically
significant results between pre and post intervention assessment;
the perception of a high educational value attributed to the intervention
by both children and parents; and the beliefs of parents about ICT, mainly
grounded on risks, emerging from their notion of being less empowered
than their children in using it. These results also highlight the discussion
on how to empower parents with lower educational levels to raise children
in a highly digital world.
Description
Keywords
Children Parents Media School readiness
Citation
Sousa, C. , (2019). Media and ict as promoters of school readiness: beliefs from parents and young children. In R. Brito & P. Dias (Coords.), Crianças, famílias e tecnologias. Que desafios? Que caminhos?. (pp. 54-65) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-09-1 DOI: https://doi.org/10.34629/ipl.eselx.cap.livros.015
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais