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- Digital technologies, learning and school: practices and perceptions of young children (under 8) and their parentsPublication . Brito, Rita; Dias, PatríciaThis article explores the practices and perceptions of young children (under 8 years old) and their families about the use of digital technologies at school and their potential for learning, as well as the articulation between formal learning at school and informal learning at home. Data was collected through activities with children and their families, and then we used qualitative content analysis to explore them. The results show that the use of digital technologies at school is more common in Primary, being rare in Preschool. However, the pedagogical potential of devices like computers and tablets is underexplored both in schools and at home. Parents consider that children under 8 are too young for using digital tools in school work and believe they are not prepared to do so yet (although children are actually tech-savvy)
- The tablet is my BFF: practices and perceptions of children under 8 years old and their familiesPublication . Brito, Rita; Dias, PatríciaThis article explores the practices of children under 8 years old with a tablet, focusing particularly on the home setting and on learning activities. Previous research has shown that children are being born in digital homes and coming into contact with digital media at increasingly younger ages. Also, the tablet is young children’s favourite device. Our approach is qualitative, using interviews with families, articulated with activities suitable for children of this age range, and also participant observation. Our results show that the tablet is the children’s favourite, due to the variety of activities it facilitates and also its portability, and children frequently have their own personal device. Their preferred activities are games, usually related to cartoon characters or toys that they already like, and these are significantly gendered. Children reveal developed digital skills, about which parents are frequently unaware. Both for parents and children, the 1 britoarita@gmail.com tablet is regarded as a “toy”, and thus its pedagogical potential is under-explored. However, children learn other types of skills, such as problem solving, and independence. Most parents believe that children are not yet, at such a young age, exposed to many online dangers, mostly because they do not interact in social networks. Hence, parents monitor time of use, but not content. Yet children are actually exposed to risks, mostly on YouTube.
- The participation of young children (under 8) in qualitative researchPublication . Brito, Rita; Dias, PatríciaIn the last decades, the role of children in qualitative research has changed, from unknown and incapable subjects, to attentive subjects and active participants. But for your participation to be appropriate and ethical, it is convenient to adopt some methods. Thus, it is intended with this article to make a critical review regarding the participation of children, up to 8 years, in qualitative investigations. Some techniques of data collection used by the authors will be presented in qualitative investigations, with the intention that the children be participative and active subjects. It is also intended to contribute to the methodological discussion and ethical issues in qualitative research with children.
- Crianças até 8 anos e tecnologias digitais no lar: os pais como modelos, protetores, supervisores e companheirosPublication . Brito, Rita; Dias, PatríciaPretende-se com este artigo dar a conhecer as práticas digitais de crianças (com menos de 8 anos de idade) no seu ambiente familiar, mais especificamente em casa. Os pais são os principais mediadores relativamente ao contacto de crianças destas idades com meios digitais, tendo também um papel relevante ao influenciar as suas práticas, perceções e atitudes. Apresentamos assim alguns resultados relativos a um projeto Europeu, baseado numa metodologia qualitativa, nomeadamente na grounded theory, onde recorremos a entrevistas a pais e crianças como método de recolha de dados. Os resultados revelam que os pais desempenham diferentes papéis -são vistos como modelos, protetores, companheiros e supervisores. Estes diferentes papéis relacionam-se diretamente com assuas práticas pessoais e, principalmente, com as suas perceções e atitudes em relação às tecnologias.
- Technologies and children up to 8 years old: what changes in one year?Publication . Brito, Rita; Dias, PatríciaIn this chapter, we present a longitudinal study which aims to explore the involvement of children up to 8 years old and their families with digital technologies, focusing perceptions and use, during a one-year period. In a first phase, ten families with children up to 8 years old were interviewed. In a second phase, we interviewed eight of the initial ten families. In both moments, children elected the tablet as their favourite device, and their preferred activities were playing games and watching videos on YouTube. Due to an increase in their reading and writing skills, on the second visit to families, we observed that children had become more autonomous in their digital practices, being able to search about their interests and refine such searches. In addition, parents showed more positive perceptions regarding the use of technologies by their kids, promoting their use for scholar searches. The type of parental mediation is related to the parents’ perceptions about technologies: parents who consider their use beneficial for more pedagogic purposes, encourage their children, monitoring and supporting them, thus leading to their children using and perceiving the Web as an important tool to explore personal and school interests; parents who hold a less positive view about digital media do not encourage their use, not even for pedagogic purposes, frequently restricting screen-time, and therefore their children use the devices for limited time and mostly for play activities.
- Tecnologias digitais, aprendizagem e escola: práticas e percepções de crianças com menos de 8 anos e seus paisPublication . Brito, Rita; Dias, PatríciaEste artigo apresenta as práticas e percepções de um grupo de crianças com menos de oito anos e suas famílias sobre a utilização de tecnologias digitais na escola e o seu potencial para a aprendizagem, incidindo na articulação entre o ensino formal e as aprendizagens informais em contexto familiar. Os dados foram coletados por meio de atividades com as crianças e entrevistas com as famílias, e depois trabalhados a partir de uma análise de conteúdo qualitativa. Os resultados revelam que o uso das tecnologia sdigitais em contexto escolar tem mais incidência no 1º ciclo, sendo incipientes no pré-escolar. Além disso, o potencial pedagógico de dispositivos como o computador e o tablet são subaproveitados tanto em contexto de escola como pelas famílias, nos lares. Os pais consideram que os filhos ainda são muito jovens para utilizar tecnologias digitais em tarefas escolares e acreditam que ainda não estão preparados para o fazer (embora as crianças revelem competências digitais e práticas complexas).