6533b7d8fe1ef96bd1269b42

RESEARCH PRODUCT

Preservice teachers’ beliefs about young children’s technology use at home

Chuanmei DongPekka Mertala

subject

Early childhood educationvarhaiskasvatuseducationlapset (ikäryhmät)EducationDevelopmental psychologyteknologiakasvatuschildrenmental disorderskäsitykset0501 psychology and cognitive sciencesEarly childhoodopettajankoulutuslapset (perheenjäsenet)Competence (human resources)05 social sciencesparents050301 educationTeacher educationvanhemmatvarhaiskasvatuksen opettajattechnologyteknologiaearly childhood educationteacherPsychology0503 educationbelief050104 developmental & child psychologyQualitative research

description

Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood (EC) teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to content for prolonged periods. Teachers’ role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed. peerReviewed

yearjournalcountryeditionlanguage
2021-03-26
https://doi.org/10.35542/osf.io/mkpa9