Abstract
Advancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.
Original language | English |
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Pages (from-to) | 322-335 |
Number of pages | 14 |
Journal | Early Years |
Volume | 36 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2 Jul 2016 |
Keywords
- Cyber-safety
- early childhood education
- online