Parental perspectives of children's use of Internet Connected Toys

Ioanna Palaiologou, Lorna Arnott, Colette Gray

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Internet Connected Toys (IoToys) are becoming increasingly popular among very young children (birth to seven years) within families. Meanwhile,increasingly complex and multipurpose digital devices and IoToys require new attitudes, aptitudes and competences on the part of parents.This qualitative study focused on examining how children interact with IoToys at home and in early childhood education. Data were collected using a multi-method approach over an eight-month period. We conducted interviews with parents and teachers, observed children and collected videos of children’s use of IoToys to capture daily habits, experiences and attitudes in two contexts: home and education. Data were collected in four regions: England, Central Scotland, Northern Ireland and Greece. A synergy between social ecology and family systems theory theoretical approach was
used.

This chapter reports data gathered within 11 home settings in England and adopts a parental perspective on the use of IoToys. Results indicate that parents feel digitally literate but have concerns about the use of IoToy sat home. In particular with their ability to deal with uncontrollable pop-up advertisements and inappropriate pop-up images and, at an emotional level, their feelings about their own digital skills. The fndings suggest that parents’ view of IoToys pose opportunities and challenges for entertainment and learning, but they expressed the need for support to be able to choose safe and high-quality digital content for their children.
Original languageEnglish
Title of host publicationCrianças, famílias e tecnologias. Que desafios? Que caminhos?
EditorsRita Brito, Patrícia Dias
Place of PublicationLisbon
Chapter8
Pages93-109
Number of pages17
Publication statusPublished - 31 Jul 2019

Keywords

  • Internet of Toys
  • IoToys
  • children 0-7
  • home
  • early childhood education

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