UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Digital Technologies, Children's Learning and the Affective Dimensions of Family Relationships in the Home

Kucirkova, N; Sakr, M; (2016) Digital Technologies, Children's Learning and the Affective Dimensions of Family Relationships in the Home. In: Punch, S and Vanderbeck, R, (eds.) Families, Intergenerationality, and Peer Group Relations. (pp. 1-21). Springer: Singapore. Green open access

[thumbnail of Kucirkova_SPRINGER chapter Sakr.pdf]
Preview
Text
Kucirkova_SPRINGER chapter Sakr.pdf

Download (581kB) | Preview

Abstract

This chapter considers how children’s use of digital technologies at home shapes family relationships, notably those of parents and young children growing up in some Minority World families, typically characterized by an increasing access to and prevalence of digital technologies in their everyday lives. The chapter reviews literature on digital technologies in the context of families, with a particular focus on touchscreen technologies. The chapter uses a number of examples to illustrate the wider implications of technology use on family dynamics. It offers an exploration of how the physical design of touchscreens, and in particular the different touch points through which the device can be accessed simultaneously or sequentially by different individuals, can influence the affective flows between children and different individuals in families (parents, grandparents) as they interact together. The review of previous research into affective dimensions of technology use at home is theoretically guided by Goffman’s (1972) consideration of participation frameworks and ecological huddles, as well as by the more recent insights of Goodwin (2000) as to how affect plays out through embodied interaction in the context of a family setting. Vygotsky’s (1967, 1978) notion of sociocultural learning and the contextual nature of learning are used as a framework in the review of studies focused on child’s learning and adult–child interaction with touchscreens. The chapter provides insights into the learning opportunities of touchscreens in family contexts in relation to two key affordances of touchscreens: touch manipulation and personalization. It considers the verbal as well as nonverbal modes of communication in examples of interaction occurring around touchscreens in the home. Recommendations for future research are provided along with the suggestion that children’s learning and the affect flows, which emerge in interactions involving digital technologies, reflect the nature of the technologies’ affordances situated in the wider sociotechnical context in which interactions are unfolding.

Type: Book chapter
Title: Digital Technologies, Children's Learning and the Affective Dimensions of Family Relationships in the Home
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/978-981-4585-92-7_29-1
Publisher version: https://doi.org/10.1007/978-981-4585-92-7_29-1
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Touchscreens, Affordances, Tablets, Affect, Affect flows, Family, Intergenerational relationships, Home
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1537536
Downloads since deposit
15Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item