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Autores
Orientador(es)
Resumo(s)
The present study aims to examine the long-term process of learning
from screen in early childhood in the child’s familial environment.
Specificall , it focuses on the process of screen-aided acquisition of a
second language by a young girl (here called Dana) who was 12 months
old at the beginning of the study and three years old towards its end. The
family was selected for in-depth analysis because of the great emphasis
that Dana’s mother placed on use of touchscreen media to support her
daughter’s learning of English. First and foremost, the research findings
demonstrate the limitations of this use, especially when it is not accompanied
by appropriate parental mediation. The study shows that use of a
smartphone for learning purposes without the mother’s instructive mediation
was barely able to advance Dana’s English acquisition that was
limited to phonetic elements only. Moreover, the findings reveal that with
her mother’s encouragement, Dana acquired highly problematic smartphone
use habits that could be harmful to her health and development.
Hence, the research findings call for increasing media literacy among
parents of infants and toddlers who need to know how to support the
development of appropriate media habits among their young children.
Descrição
Palavras-chave
Infants and toddlers Early childhood Second language learning Touchscreen media Smartphone Parental mediation
Contexto Educativo
Citação
Bar-Lev, Y., Elias, N. , (2019). Learning from screen media in early childhood: a double-edged sword. In R. Brito & P. Dias (Coords.), Crianças, famílias e tecnologias. Que desafios? Que caminhos?. (pp. 18-28) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-09-1 DOI: https://doi.org/10.34629/ipl.eselx.cap.livros.012
Editora
CIED - Centro Interdisciplinar de Estudos Educacionais