Riding the ‘Penny Farthing Bicycle’ of Early Digital Literacy: Unraveling the Family-Preschool Dynamic in Chinese Urban Children

• In Event: Empowering Young Learners: Enhancing Child Agency Through Educator-Facilitated Digital Exploration

Abstract

Objectives: Both families and preschools are crucial in cultivating young children's early digital literacy. Nevertheless, a digital disconnect remains (Plowman et al., 2010), highlighting the disparity between children's digital experiences at home and in educational settings. Scholars persist in debating the consequences of this digital disconnect (Edwards et al., 2016), stressing the necessity for a more profound comprehension of this phenomenon. This study aims to depict the early digital literacy practices of young children within both family and school environments, two critical sociocultural contexts that directly influence young children's early digital literacy development. Two research questions guide this study: (1) Do Chinese young children experience digital disconnect in family and preschool contexts? (2) How do the family and school dynamically contribute to young children's early digital literacy development?

Methods: We utilized the Deductive Qualitative Analysis (DQA) approach (Gilgun, 2005, 2019) to scrutinize the interview data collected from a sample of 20 parents representing various socioeconomic backgrounds and 14 teachers from five distinct kindergartens. Following Fife and Gossner's (2024) five-step process (Figure 2), we conducted the study in the following manner: (1) Two guiding theories were selected according to the research questions: the theory of overlapping spheres of influence (Epstein et al., 2002) and the digital environment framework (Cao et al., 2024). (2) The sensitizing constructs based on the chosen guiding theories were identified. (3) Sampling and data collection were conducted based on the sensitizing constructs. (4) Deductive coding as well as inductive analysis were conducted with the assistance of MaxQDA 2022. (5) Three patterns within the family-school dynamic system that promote the enhancement of young children's early digital literacy development were identified.

Findings: This study identified a digital disconnect between families and preschools within the Chinese context. analogous to the large front wheel of the Penny Farthing bicycle, family exerts a more significant influence on the early digital literacy development of young children compared to preschools. Employing the family-school drive system theory, this study proposed a three-system model: the family-led drive system, the school-led drive system, and the family-school transmission system.

Implications: (1) Preschools need to strategically plan their digital environments to empower young children, enhancing their early digital literacy, and bridging the early digital divide. (2) It is imperative for preschools to have access to additional digital resources to facilitate young children’s early digital exploration. (3) A well-designed curriculum focused on fostering young children’s early digital exploration and early digital literacy development is urgently needed. (4)Preschool educators need to facilitate young children’s digital exploration and actively engage in discussions about early digital experiences within kindergartens while also collaborating with parents.

Authors

• Simin Cao, Shanghai Normal University

• Chuanmei Dong, Macquarie University

• Hui Li, The Education University of Hong Kong