This study aims to explore the context of how children aged 3-5 use interactive electronic devices like tablets or smartphones in their everyday home environment. The researchers will look at the social, family, and environmental factors that shape this use.
This study will use a qualitative ethnographic approach to explore how young children aged 3-5 use interactive electronic devices (IEDs) in the home. Data will be collected through questionnaires, exploring parent and child IED use, and video recordings of children in their natural home environment over one week, with three recording sessions of approximately four hours each. Following the recording period, selected clips will be reviewed with parents during a semi-structured interview to reflect on behaviours, routines, and context.
These videos will help capture not just what children do, but also how they interact with others while using the devices - like gestures, facial expressions, and conversations. The researchers will process the data and extract some video clips. These clips will be used to discuss with parents what they saw in the videos during 60-90-minute interviews to get their insights and giving us a deeper understanding of the child's behaviour and communication.
Data analysis will involve inductive thematic analysis of interview transcripts to identify patterns and themes in parental reflections and experiences. To support and accelerate this process, video analysis will be used to extract key moments and behaviours from the recordings, helping to contextualise and enrich the thematic findings. This combined approach will allow for a deep understanding of the social and environmental factors shaping children's technology use.
The study will include families from a range of socioeconomic backgrounds, with children aged 3-5 years of age. Participants will be recruited through early years settings, as well as via flyers distributed across family hubs, community centres, libraries and on social media throughout Yorkshire.
Children between 3 and 5 years old
Children who use an interactive electronic device
Children who have received parent/carer consent for participation and provided verbal assent
Children whose parents do not speak and/or understand English
Children who have been clinically diagnosed with a developmental disorder by a medical professional prior to either baseline or follow-up assessments
3-5 year old children, living in Yorkshire, UK, who currently uses an interactive electronic device while at home, without a diagnosed behavioural or cognitive condition.
Family-based
Cross-sectional
Not listed
Ethnographic Observation of Children's use of Interactive Electronic Devices
Parents' perceptions and attitudes toward their child's use of interactive electronic devices (IEDs) will be assessed through semi-structured interviews. These interviews will explore parents' views on the appropriateness, benefits, and potential risks of IED usage, as well as their beliefs about the circumstances under which their child engages with these devices. Responses will provide qualitative insights into parental attitudes and perceived influences on Early Years children's technology use.
Video Observation
Video observations made by the researchers will help to provide understanding on how and why the phenomena (child's use of interactive electronic device) occur. Three four hour clips will be selected to analyse for themes and repeated behaviours during the child's device use.
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Sheffield Hallam University
Lead sponsor
University of Chester
Collaborator
