|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Parents, pre-schoolers and learning with technology at home: some implications for policy|
|Citation:||Plowman L, Stevenson O, McPake J, Stephen C & Adey C (2011) Parents, pre-schoolers and learning with technology at home: some implications for policy, Journal of Computer Assisted Learning, 27 (4), pp. 361-371.|
|Abstract:||Schemes which seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of eight. However, there is likely to be increasing policy interest in extending similar schemes to preschool children given widespread commitment to the value of early intervention in children's education and family life. We draw on three research studies conducted by the authors to discuss the range of technologies children encounter in the home, the different forms their learning takes, and family support for learning. We use these findings to provide starting points for considering the implementation of similar schemes for preschool children and their parents in the future, identifying several questions to consider when developing policy on home access to technology for preschoolers: Which technologies are most appropriate? Will access to technology in the home lead to increased use? What roles do parents play in supporting learning? Which forms of learning are most likely to be promoted?|
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University of Glasgow
University of Strathclyde
|Plowman et al (2011) Parents & preschoolers JCAL.pdf||225.75 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
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