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 |
|---|---|
| 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
Cite this
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Developing a measure to understand young children’s Internet cognition and cyber-safety awareness : A pilot test. / Edwards, Susan; Nolan, Andrea; Henderson, Michael; Skouteris, Helen; Mantilla, Ana; Lambert, Pamela; Bird, Jo.
In: Early Years, Vol. 36, No. 3, 02.07.2016, p. 322-335.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Developing a measure to understand young children’s Internet cognition and cyber-safety awareness
T2 - A pilot test
AU - Edwards, Susan
AU - Nolan, Andrea
AU - Henderson, Michael
AU - Skouteris, Helen
AU - Mantilla, Ana
AU - Lambert, Pamela
AU - Bird, Jo
PY - 2016/7/2
Y1 - 2016/7/2
N2 - 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.
AB - 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.
KW - Cyber-safety
KW - early childhood education
KW - online
UR - http://www.scopus.com/inward/record.url?scp=84981267505&partnerID=8YFLogxK
U2 - 10.1080/09575146.2016.1193723
DO - 10.1080/09575146.2016.1193723
M3 - Article
VL - 36
SP - 322
EP - 335
JO - Early Years
JF - Early Years
SN - 0957-5146
IS - 3
ER -