Looking beyond swiping and tapping: Review of design and methodologies for researching young children’s use of digital technologies

AAP Committee on Public Education. (1999). Media education. Pediatrics, 104, 341–343.

AAP Council on Communications and Media. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591

Aarsand, P. A. (2007). Computer and video games in family life: The digital divide as a resource in intergenerational interactions. Childhood, 14, 235–256. https://doi.org/10.1177/0907568207078330

Alper, M. (2014). Digital youth with disabilities. MIT Press. Retrieved from https://mitpress.mit.edu/sites/default/files/9780262527156.pdf

Anderson, M. (2017). Digital divide persists even as lower-income Americans make gains in tech adoption. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2017/03/22/digital-divide-persists-even-as-lower-income-americans-make-gains-in-tech-adoption/

Anthony, L., Brown, Q., Nias, J., Tate, B., & Mohan, S. (2012). Interaction and recognition challenges in interpreting children’s touch and gesture input on mobile devices. In ITS '12 Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces (pp. 225–234). New York, NY: ACM. https://doi.org/10.1145/2396636.2396671

American Speech-Language-Hearing Association. (2015). Parent poll: Better hearing and speech month. New York, NY: Crux Research Inc.

Arif, A. S., & Sylla, C. (2013). A comparative evaluation of touch and pen gestures for adult and child users. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 392-395). New York, NY: ACM. https://doi.org/10.1145/2485760.2485804

Australian Bureau of Statistics. (2016). Household use of information technology, Australia, 2014-15. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/8146.0

Australian Children’s Education and Care Quality Authority. (2015). Using digital touch technologies to support children’s learning. Retrieved from https://wehearyou.acecqa.gov.au/2015/07/15/using-digital-touch-technologies-to-support-childrens-learning/

Australian Department of Health. (2012). Inactivity and screen time. Retrieved from http://www.health.gov.au/internet/publications/publishing.nsf/Content/gug-indig-hb~inactivitiy

Aziz, A. N., Batmaz, F., Stone, R., & Chung, P. (2013). Selection of touch gestures for children’s applications. In Proceedings of the Science and Information Conference (pp. 721–726). London, UK: IEEE.

Beschorner, B., & Hutchinson, A. (2013). iPads as literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1, 16–24.

Blackwell, C., Wartella, E., Lauricella, A. R., & Robb, M. (2015). Technology in the lives of educators and early childhood programs: Trends in access, use and professional development from 2012 to 2014. Evanston, IL: Northwestern School of Communication Center on Media and Human Development. Retrieved from http://www.fredrogerscenter.org/wp-content/uploads/2015/07/Blackwell-Wartella-Lauricella-Robb-Tech-in-the-Lives-of-Educators-and-Early-Childhood-Programs.pdf

Bleakley, A., Jordan, A. B., & Hennessy, M. (2013). The relationship between parents’ and children’s television viewing. Pediatrics, 132, e364–e371. https://doi.org/10.1542/peds.2012-3415d

Blum-Ross, A., & Livingstone, S. (2017). Families and screen time: Current advice and emerging research. London: London School of Economics and Political Science.

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233

Chaudron, S. (2015). Young children (0-8) and digital technology: A qualitative exploratory study across seven countries. Publications Office of the European Union. Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC93239/lbna27052enn.pdf

Cohen, M., Hadley, M., & Frank, M. (2011). Young children, apps & iPads. New York, NY: Michael Cohen Group LLC. Retrieved from http://mcgrc.com/wp-content/uploads/2012/06/ipad-study-cover-page- report-mcg-info_new-online.pdf

Common Sense Media. (2013). Zero to eight: Children’s media use in America 2013. San Francisco, CA: Common Sense Media. Retrieved from https://www.commonsensemedia.org/file/zero-to-eight-2013pdf-0/download

Cooper, H., & Hedges, L.V. (1994). The handbook of research synthesis. New York: Russell Sage Foundation.

Cristia, A., & Seidl, A. (2015). Parental reports on touch screen use in early childhood. PLoS One, 10(6), e0128338. https://doi.org/10.1371/journal.pone.0128338

Danby, S. (2017). Technologies, child-centered practice and listening to children. In L. Arnott (Ed.), Digital technology and learning in the early years (pp. 127–138). London: Sage.

Danby, S., Davidson, C., Theobald, M., Houen, S., & Thorpe, K. (2017). Pretend play and technology: Young children making sense of their everyday social worlds. In S. Lynch, D. Pike, & C. Beckett (Eds.), Multidisciplinary perspectives on play from birth and beyond (pp. 231–245). Singapore: Springer.

Danby, S., Davidson, C., Theobald, M., Scriven, B., Cobb-Moore, C., Houen, S., . . . Thorpe, K. (2013). Talk in activity during young children’s use of digital technologies at home. Australian Journal of Communication, 40(2), 83–99.

Flewitt, R., Kucirkova, N., & Messer, D. (2014). Touching the virtual, touching the real: iPads and enabling literacy for students experiencing disability. Australian Journal of Language & Literacy, 37, 107–116.

Fuller, B., Lizárraga, J. R., & Gray, J. H. (2015). Digital media and Latino families. The Joan Ganz Cooney Center. Retrieved from http://www.p1x1q.us/index.cgi/10/http/www.joanganzcooneycenter.org/wp-content/uploads/2015/02/jgcc_digitalmediaandlatinofamilies.pdf

Green, J. L., Camilli, G., & Elmore, P. B. (2006). Handbook of complementary methods in education research (3^rd ed). New York, NY: Lawrence Erlbaum Associates & American Education Research Association.

Guernsey, L. (2012). Screen time: How electronic media -- from baby videos to educational software -- affects your young child. Philadelphia, PA: Basic Books.

Guernsey, L., & Levine, M. (2017). How to bring early learning and family engagement into the digital age: An action agenda for city and community leaders. Joan Ganz Cooney Center. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2017/04/digital_age.pdf

Hamza, Z., & Salivia, G. (2015). Study of touch gestures performance in touch devices by young children. International Journal on Recent and Innovation Trends in Computing and Communication, 3, 1395–1399.

Hiniker, A., Sobel, K., Hong, S., Suh, H., Irish, I., Kim, D., & Kientz, J. A. (2015). Touchscreen prompts for preschoolers: Designing developmentally appropriate techniques for teaching young children to perform gestures. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 109–118). Boston, MA: ACM.

Hoffman, E. B., Whittingham, C. E., & Teale, W. H. (in review). Early literacy research, 2006 – 2015: A decade of measured progress. Submitted to Reading Research Quarterly.

Hourcade, J. P., Mascher, S. L., Wu, D., & Pantoja, L. (2015). Look, my baby is using an iPad! An analysis of youtube videos of infants and toddlers using tablets. In Proceedings of the 33rd Anuual ACM Conference on Human Factors in Computing Systems (pp. 1915–1924). Iowa City, Iowa: ACM.

Hughes, R., & Hans, J. D. (2001). Computers, the internet, and families: A review of the role new technology plays in family life. Journal of Family Studies, 22, 776–790. https://doi.org/10.1177/019251301022006006

Kabali, H. K., Ingoyen, M. M., Nunez, D. R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136, 1044–1050. https://doi.org/10.1542/pedS.2015-2151

Kirkorian, H. L., & Choi, K. (2017). Associations between toddlers’ naturalistic media experience and observed learning from screens. Infancy, 22, 271–277. https://doi.org/10.1111/infa.12171

Ko, C., & Chou, M. (2014). Aesthetics in early childhood education: The combination of technology instruments in children’s music, visual arts and pretend play. Journal of Social Sciences, 10, 39–45. https://doi.org/10.3844/jssp.2014.39.45

Livingstone, S., Davidson, J., Bryce, J., Hargrave, A., & Grove-Hills, J. (2012). Children’s online activities, risks and safety: The UK evidence base. London, UK: Council for Child Internet Safety.

Lozano, P., & Ponciano, L. (2016). Using early learning technology to prepare Head Start families for Kindergarten. Age of Learning & ABCmouse.com. Retrieved from http://www.ageoflearning.com/case_studies/ABCmouse_CaseStudy_Albina_Head_Start.pdf

Marsh, J., Plowman, L., Bishop, J. C., Lahmar, J., Scott, F., Plowman, L., . . . Winter, P. (2015). Exploring play and creativity in preschoolers’ use of apps: Final project report. Technology and Play. Retrieved from http://www.techandplay.org/reports/TAP_Final_Report.pdf

McKnight, L., & Cassidy, B. (2010). Children’s interaction with mobile touch-screen devices: Experiences and guidelines for design. International Journal of Mobile Human Computer Interaction, 2(2), 1–18. https://doi.org/10.4018/jmhci.2010040101

McPake, J., Plowman, L., & Stephen, C. (2013). Pre-school children creating and communicating with digital technologies in the home: Pre-school children creating and communicating with digital technologies. British Journal of Educational Technology, 44, 421–431. https://doi.org/10.1111/j.1467-8535.2012.01323.x

Merchant, G. (2015). Keep taking the tablets: iPads, story apps and early literacy. Australian Journal of Language & Literacy, 38, 3–11.

Miller, J. L. (2014). Effects of familiar contingencies on infants’ vocal behavior in new communicative contexts. Developmental Psychology, 56, 1518–1527. https://doi.org/10.1002/dev.21245

Miller, J. L., & Gros-Louis, J. (2013). Socially guided attention influences infants’ communicative behavior. Infant Behavior & Development, 36, 627–634. https://doi.org/10.1016/j.infbeh.2013.06.010

Miller, J. L., & Kocurek, C. (2017). Principles for educational game development for young children. Journal of Children and Media, 3, 314–329. https://doi.org/10.1080/17482798.2017.1308398

Miller, J. L., & Lossia, A. K. (2013). Prelinguistic infants’ communicative system: Role of caregiver social feedback. First Language, 33, 524–544. https://doi.org/10.1177/0142723713503147

Moser, A., Zimmermann, L., Dickerson, K., Grenell, A., Barr, R., & Gerhardstein, P. (2015). They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. Journal of Experimental Child Psychology, 137, 137–155. https://doi.org/10.1016/j.jecp.2015.04.002

Myers, L. J., LeWitt, R. B., Gallo, R. E., & Maselli, N. M. (2016). Baby FaceTime: Can toddlers learn from online video chat? Developmental Science, 20, e12430. https://doi.org/10.1111/desc.12430

Nansen, B. (2015). Accidental, assisted, automated: An emerging repertoire of infant mobile media techniques. M/C Journal, 18(5). Retrieved from http://www.journal.media-culture.org.au/index.php/mcjournal/article/viewArticle/1026

National Association for the Education of Young Children, & Fred Rogers Center for Early Learning Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Washington, DC. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Retrieved from https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

National Health Service. (2013). Screen time & your child: A guide for parents. Retrieved from http://www.clch.nhs.uk/media/128453/screen_time__early_development.pdf

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implication for reading instruction. Washington, DC: National Institute of Child Health and Human Development. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf

Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42, 231–239. https://doi.org/10.1007/s10643-013-0608-3

Nikkelen, S. W. C., Valkenburg, P., Huizinga, M., & Bushman, B. (2014). Media use and ADHD-related behaviors in children and adolescents: A meta-analysis. Developmental Psychology, 50, 2228–2241. https://doi.org/10.1037/a0037318

OfCom. (2014). Children and parents: Media use and attitudes report. Retrieved from https://www.ofcom.org.uk/__data/assets/pdf_file/0034/93976/Children-Parents-Media-Use-Attitudes-Report-2016.pdf

Ólafsson, K. Livingstone, S., & Haddon, L. (2013). Children’s use of online technologies in Europe: A review of the European evidence base. London, UK: EU Kids Online. Retrieved from http://eprints.lse.ac.uk/50228

Paciga, K. A. (2015). Their teacher can’t be an app: Preschoolers’ listening comprehension of digital storybooks. Journal of Early Childhood Literacy, 15, 473–509. https://doi.org/10.1177/1468798414552510

Paciga, K. A., & Donohue, C. (2017). Technology and interactive media for young children: A whole child approach connecting the vision of Fred Rogers with research and practice. Latrobe, PA: Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Retrieved from http://www.fredrogerscenter.org/wp-content/uploads/2017/07/Technology-and-Interactive-Media-for-Young-Children.pdf

Palmér, H. (2015). Using tablet computers in preschool: How does the design of applications influence participation, interaction and dialogues? International Journal of Early Years Education, 23, 365–381. https://doi.org/10.1080/09669760.2015.1074553

Plowman, L., McPake, J., & Stephan, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 24, 63–74. https://doi.org/10.1111/j.1099-0860.2008.00180.x

Primavera, J., Wiederlight, P.P., & DiGiacomo, T.M. (2011). Technology access for low-income pre-schoolers: Bridging the digital divide. Presented at the American Psychological Association, San Francisco, CA.

Rideout, V. (2016). Measuring time spent with media: The Common Sense census of media use by US 8- to 18-year-olds. Journal of Children and Media, 10, 138–144. https://doi.org/10.1080/17482798.2016.1129808

Rideout, V. (2017). The Common Sense census: Media use by kids age zero to eight. San Francisco, CA: Common Sense Media. Retrieved from https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2017

Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85, 956–970. https://doi.org/10.1111/cdev.12166

Sherry, J. L. (2013). Formative research for STEM educational games: Lessons from the Children’s Television Workshop. Zeitschrift Für Psychologie, 221, 90–97. https://doi.org/10.1027/2151-2604/a000134

Simcock, G., Garrity, K., & Barr, R. (2011). The effect of narrative cues on infants’ imitation from television and picture books: Imitation from television and books. Child Development, 82, 1067-1619. https://doi.org/10.1111/j.1467-8624.2011.01636.x

Slovák, P., Gilad-Bachrach, R., & Fitzpatrick, G. (2015). Designing social and emotional skills training: The challenges and opportunities for technology support. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 2797–2800). New York, NY: ACM. https://doi.org/10.1145/2702123.2702385

Sobel, K., Recor, K., Evans, S., & Kientz, J. A. (2016). Incloodle: Evaluating an interactive application for young children with mixed abilities. In CHI ’16 Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 165–176). New York, NY: ACM. https://doi.org/10.1145/2858036.2858114

Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits: Exergames for physical education courses. Child Development Perspectives, 5, 93–98. https://doi.org/10.1111/j.1750-8606.2011.00162.x

Teale, W.H., Whittingham, C.E., & Hoffman, E.B. (2016). Early childhood literacy: A decade in review. Paper presented at the Literacy Research Association Conference, Nashville, TN.

US Department of Education, & US Department of Health and Human Services. (2016). Policy brief on early learning and use of technology. Washington, DC. Retrieved from http://tech.ed.gov/files/2016/10/Early-Learning-Tech-Policy-Brief.pdf

Vandewater, E. A., & Lee, S. (2009). Measuring children’s media use in the digital age: Issues and challenges. American Behavioral Scientist, 52, 1152–1176. https://doi.org/10.1177/0002764209331539

Wartella, E., & Jennings, N. (2000). Children and computers: New technology. Old concerns. The Future of Children, 10(2), 21–43. https://doi.org/10.2307/1602688

Wohlwend, K. (2013). Literacy playshop: New literacies, popular media, and play in the early childhood classroom. New York, NY: Teachers College Press.

Yelland, N. (2005). The future is now: A review of the literature on the use of computers in early childhood education (1994-2004). Association for the Advancement of Computing in Education Journal, 13(3), 201–232.