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(0-8) and Digital Technology Young Children (0-8) and Digital Technology JRC SCIENCE FOR POLICY REPORT Young Children (0-8) and Digital Technology A qualitative study across Europe Stephane Chaudron Rosanna Di Gioia Monica Gemo 2018 EUR 29070 EN Joint 1 Research Centre This publication is a Science for Policy report by the Joint Research Centre, the European Commission’s in-house science serv- ice. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commis- sion nor any person acting on behalf of the Commission is responsible for the use which might be made of this publication. JRC Science Hub https://ec.europa.eu/jrc JRC110359 EUR 29070 EN Print ISBN 978-92-79-77767-7 ISSN 1018-5593 doi:10.2760/245671 PDF ISBN 978-92-79-77766-0 ISSN 1831-9424 doi:10.2760/294383 © European Union, 2018 Reproduction is authorised provided the source is acknowledged. How to cite: Chaudron S., Di Gioia R. , Gemo M.; Young children (0-8) and digital technology, a qualitative study across Europe; EUR 29070; doi:10.2760/294383 All images © European Union 2018. Abstract This report presents the results of a qualitative study made over seventeen countries exploring how children between zero and eight engage with digital technologies, how far parents mediate this engagement and their awareness on the risks- opportunities balance. It concludes on recommendations to parents, schools, industries and policymakers. Title Young children (0-8) and digital technology, a qualitative study across Europe How digital technology is used by young children today? • Today, young children between o and 8 acquire their digital skills mainly in the home context. • Young children learn quickly by observing and mirroring the behaviour of the adults and older children close to them- parents and older siblings - following a trial and error strategy not exempt of risks. • Yet young children lack of agency and of clear representation of the tools they use daily such as the Internet, Wi-Fi or social networks. • Young children diversify their digital skills and are more aware of risks if their school integrates digital technology mean- ingfully and develop digital literacy. • Parents tend to support more their children’s digital learning opportunities if schools integrate digital technology in their homework requests and tend to have more positive views upon technologies. 2 Young Children (0-8) and Digital Technology 3 4 Young Children (0-8) and Digital Technology Young Children (0-8) and Digital Technology A qualitative study across Europe 5 Table of contents Foreword 10 Acknowledgements 11 Executive summary 12 Introduction 24 Chapter 1 Trends of young children’s digital engagement across Europe 32 1.1 How do children under the age of 8 engage with new (online) technologies? 33 1.1.1 What devices do young children access and use? 33 1.1.2 What are young children’s digital activities? 34 1.1.3 What digital skills do young children develop? 37 1.2 How are new online technologies (digital technology) perceived by the different family members? 39 1.2.1 How young children (0-8) perceive Digital Technology? 39 1.2.2 How do parents of young children perceive digital technology? 44 1.3 How do parents manage their young children’s use of (online) technologies? 46 1.3.1 Parental mediation 46 1.3.2 Parental mediation strategies 47 1.3.3 Parenting Styles 49 1.3.4 Parents between ‘Gatekeepers’ and ‘Scaffolders’ roles 53 1.4 Other factors that impact on young children’s digital technology use and mediation 55 Chapter 2 What changes in young children’s digital engagement over a year? 58 2.1 Measuring change over a year, the advanced study 58 2.2 How did the engagement of children under the age of 8 with new (online) technologies evolve over the course of a year? 59 2.2.1 Evolution of the context in which children grow 59 2.2.2 Evolution of children’s interests 61 6 Young Children (0-8) and Digital Technology 2.2.3 Evolution of children’s digital activities and digital skills 63 2.2.4 Evolution of children’s preferences 66 2.2.5 Evolution of children’s perceptions of digital technology 68 2.3 How did parents’ perception and mediation of young children’s use of (online) technologies evolve over the course of a year? 69 2.3.1 Evolution of parent’s perceptions 69 2.3.2 Evolution of parental mediation 71 2.3.3 Evolution of safety mediation, the role of parents and schools 77 Chapter 3 Parental perceptions and parenting strategies: tendencies at cross-national level 80 3.1 The influence of personal and individual elements: experiences, knowledge, attitude and skills, and socio-economic background 80 3.2 The influence of contextual and societal elements 80 3.2.1 Mapping parental perceptions and parenting strategies 81 3.2.2 Comparing levels of digitalisation and integration of digital technology at school at country level 82 3.2.3 Mapping levels of digitalisation and integration of digital technology at school against parental perceptions and parenting strategies 85 3.3 Introduction to country portraits 88 Chapter 4 Conclusions 90 Country portraits 95 Belgium 96 Bulgaria 100 Republic of Croatia 105 Cyprus 110 Czech Republic 114 Denmark 117 7 Finland 120 Germany 124 Italy 127 Latvia 132 Lithuania 137 Malta 140 The Netherlands 143 Norway 147 Portugal 150 Romania 157 Russia 163 Slovenia 169 Spain 173 Switzerland 179 United Kingdom 184 Notes country portraits 189 References 190 Annex 1 Protocol of interview and observation - Parents (advanced phase) 196 Annex 2 Protocol of interview and observation - Children (advanced phase) 204 Annex 3 Pre-interview questionnaire (advanced phase) 214 Annex 4 Sample - demographic description (pilot, enlargement and advanced phases) 226 Annex 5 Partnership 260 Annex 6 National reports 262 8 Young Children (0-8) and Digital Technology ol Sys Scho tem School Day care center Family M IC S ROSYSTEM E XOSYSTEM M ACROSYSTEM 9 Foreword his report is the result of an intense and constructive collaboration between more than 60 European researchers from 31 research centres and universities selected for their exper- Ttise and excellence in this field of research. The collaboration started early June 2014 when a JRC experts’ workshop brought together top-rank researchers with the task of diagnosing issues, identifying research questions and formulating some ideas to define the framework and methodology of a pilot research. Nine uni- versities then joined with the JRC to design and implement a pilot study as the first phase of this qualitative exploratory study on ‘Young children (0-8) and digital technology’ based on family in- terviews. Two other study phases - the enlargement study, extending the sample across Europe, and the advanced study - followed in 2015-2016 and 2016-2017. The project benefited from the cooperation and support of 31 universities and research centres in 21 countries in total. The partnership, led by the JRC, designed the study, its protocol of observation and protocol of analysis collegially. Results were assessed and analysed by the participants via numerous virtual meetings and six face-to-face project meetings. A cross-national analysis for the first results based on the pilot study implemented in 2014 was published in January 2015 along with seven national reports (Chaudron, et al., 2015) in ‘Young children (0-8) and digital technol- ogy: a qualitative exploratory study across seven countries’ (http://publications.jrc.ec.europa.eu/ repository/handle/JRC93239). The present document reports on the core findings that emerged from the cross-national analy- sis of the three phases of the project: the pilot study (2014); the enlargement study (2015- 2016); and the advanced study (2016-2017). These results are drawn from a large data set built from interviews with 234 family interviews in 21 countries, reported nationally by each national research team for each phase of the research. The authors aimed to report the ‘least common denominator’ of the entire sample while taking into account the very diverse cultural and familial backgrounds. Readers interested in enriching and deepening their understanding of this analysis are warmly invited to read the national country reports carried out within the study that are all referenced in the dedicated section at the end of this report. Parts of the study’s results presented in this report have been previously presented and dis- cussed in peer-reviewed publications. They are all fruit of the collaboration between their au- thors in the framework of this study, based on its (partial) dataset. We invite the reader to consult the following articles for deeper analysis: How parents of young children manage digital devices at home: the role of income, education and parental style (Livingstone, Mascheroni, Dreier, Chaudron, & Lagae, 2015); Rules of engagement: family rules on young children's access to and use of technologies (Chaudron, et al., 2018); Learning versus play or learning through play? How parents’ imaginaries, discourses and practices around ICTs shape children’s (digital) literacy practices (Mascheroni, Livingstone, Dreier, & Chaudron, 2016); The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of ac- cess and protection, from ‘Gatekeepers’ to ‘Scaffolders’. (Dias, et al., 2016); Family dynamics in digital homes: The role played by parental mediation in young children’s digital practices around 14 European countries (Brito, Francisco, Dias, & Chaudron, 2017). 10 Young Children (0-8) and Digital Technology Acknowledgements ur research project benefited from a countless amount of support, starting with all the researchers and related institutions that contributed resources, time, energy, effort and Ocreativity to its planning and execution.
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