2.3 Styles Of Parent Mediation In The Use Of Technologies By Children?
2.3 Styles of parental mediation in the use of technologies by children
Several studies agree that, at such a young age, children, even though they are able to explore, in great measure, digital technologies in and independent way, need guidance and help. The role of parents is fundamental as they are the first mediators, it is with them that children usually have their first digital experiences, and regard them as examples, tending to replicate their practices and preferences (Kucirkova & Sakr, 2015; Livingstone, 2007; Plowman, McPake, & Stephen, 2008).
The concept of parent mediation has been being presented in academic literature for a while (especially concerning television) (Dorr, Kovaric, & Doubleday, 1989; Sang, Schmitz, & Tasche, 1993), …show more content…
Connell, Lauricella, and Wartella (2015) questioned 2326 parents of American children up to eight years old and concluded that parents with a lower academic level were more prone to co-use television with their kids than parents with a higher academic level. Parents, whose academic level was high school or lower, were significantly more prone to co-use video games than parents with a higher education. Other studies refer that parents with knowledge based on technologies are more conscious to the risks, considering support as a factor of great importance (Walrave, Lenaerts, & De Moor, 2008; Wang, Bianchi & Raley, 2005). These parents let children use technologies for a greater period, learning to use them by trial-error method. On the other hand, parents with fewer technological skills show less activities of control and orientation (Walrave, Lenaerts, & De Moor, …show more content…
3. Methodology
3.1 Method
In this study it was used a qualitative methodology, namely a Grounded Theory research, as the aim was to develop theory “(…) based on data systematically gathered and analyzed (…)” (Strauss & Corbin, 1994, p. 2). It was not the intention to start with an already existent theory, but to generate a new theory. Such theory is characterized by no suppositions to where it could or should lead, in the beginning of the investigation, but by being based solely on gathered data for the creation a substantive theory (Charmaz, 2004).
We have developed a longitudinal study, visiting the same families in 2015 and 2016. In this type of study the same variable are measured repeatedly in different periods (Menard, 2002). According to Menard (2002), longitudinal studies have two goals: to describe change patterns and to establish a direction (whether positive or negative or from Y to X).
3.2 Participants in the
Several studies agree that, at such a young age, children, even though they are able to explore, in great measure, digital technologies in and independent way, need guidance and help. The role of parents is fundamental as they are the first mediators, it is with them that children usually have their first digital experiences, and regard them as examples, tending to replicate their practices and preferences (Kucirkova & Sakr, 2015; Livingstone, 2007; Plowman, McPake, & Stephen, 2008).
The concept of parent mediation has been being presented in academic literature for a while (especially concerning television) (Dorr, Kovaric, & Doubleday, 1989; Sang, Schmitz, & Tasche, 1993), …show more content…
Connell, Lauricella, and Wartella (2015) questioned 2326 parents of American children up to eight years old and concluded that parents with a lower academic level were more prone to co-use television with their kids than parents with a higher academic level. Parents, whose academic level was high school or lower, were significantly more prone to co-use video games than parents with a higher education. Other studies refer that parents with knowledge based on technologies are more conscious to the risks, considering support as a factor of great importance (Walrave, Lenaerts, & De Moor, 2008; Wang, Bianchi & Raley, 2005). These parents let children use technologies for a greater period, learning to use them by trial-error method. On the other hand, parents with fewer technological skills show less activities of control and orientation (Walrave, Lenaerts, & De Moor, …show more content…
3. Methodology
3.1 Method
In this study it was used a qualitative methodology, namely a Grounded Theory research, as the aim was to develop theory “(…) based on data systematically gathered and analyzed (…)” (Strauss & Corbin, 1994, p. 2). It was not the intention to start with an already existent theory, but to generate a new theory. Such theory is characterized by no suppositions to where it could or should lead, in the beginning of the investigation, but by being based solely on gathered data for the creation a substantive theory (Charmaz, 2004).
We have developed a longitudinal study, visiting the same families in 2015 and 2016. In this type of study the same variable are measured repeatedly in different periods (Menard, 2002). According to Menard (2002), longitudinal studies have two goals: to describe change patterns and to establish a direction (whether positive or negative or from Y to X).
3.2 Participants in the