Poster #236 - Digital Skill in Middle Childhood: A Six-Year Longitudinal Study

• In Event: 3-003 - Poster Session 09
  In Poster Session: PS 09 Section - Technology, Media & Child Development

Integrative Statement

Introduction: Families (Rideout, 2017) and schools (Schwirzke et al., 2018) are increasingly adopting digital technologies. Educational policymakers believe early access to technology is an important first step on the road to college and career readiness (Department of Education, 2017). However, being able to effectively use and learn from technology requires digital skill (competencies such as successfully navigating websites, evaluating search results, etc., van Dijk, 2005). Most research exploring children’s digital skill has focused on ability in high school (e.g., Gui & Argentin, 2011) or around school entry (e.g., Calvert et al., 2005). That cross-sectional research suggests young people’s digital skill is related to the frequency with which they go online (Livingstone & Helsper, 2010) and the support their parents are able to provide them in navigating online opportunities (Blum-Ross & Livingstone, 2016). In adolescence, digital skill correlates with school performance (e.g., Amiri, 2009). In the present study, we examined the longitudinal links between time online and digital skill in early childhood, parent digital skill and mediation, and middle childhood digital skill and academic performance.

Method: 101 parents completed surveys in 2010 and 2016. In 2010, children were M = 5.24 years, and in 2016, they were M = 11.28 years. In 2010, parents rated children’s and their own digital skill, estimated the time children went online in the average week, described their own active and co-use parent mediation practices, and provided family demographic information. In 2016, parents provided updated information on children’s middle childhood digital skill and academic performance.

Results: Structural equation modeling revealed children’s time online in early childhood was strongly associated with their digital skill at that time period (r = .42, p < .001), and early digital skill was the single greatest predictor of middle childhood digital skill (b = .44, p = .014). Moreover, early digital skill predicted middle childhood academic performance (b = .29, p = .029). Middle childhood digital skill also correlated with middle childhood academic performance (r = .42, p < .001). Surprisingly, there was no direct relation between time spent online in early childhood, and middle childhood digital skill or academic performance. Likewise, parent digital skill and mediation did not significantly impact children’s digital skill and online time in early childhood, or digital skill or academic performance in middle childhood.

Discussion: Going online in early childhood can have positive long-term benefits, insofar as youth strengthen their digital skill during these online episodes. Extending cross-sectional work (Amiri, 2009) and supporting optimism from educational policymakers (Department of Education, 2017), our data confirm that these skills have important long-term links to general academic performance. In the present dataset, parenting practices were unrelated to child outcomes, contrasting prior work (e.g., Katz et al., 2017). Although past research indicated access to a computer in early childhood was sufficient to promote digital skill (Saçkes et al., 2011), our findings suggest only an indirect link between online time and later outcomes. Future research should explore more specifically which online activities in early childhood best support this important skillset.

Authors

• Lisa B Hurwitz, Lexia Learning
  Presenting Author

• Kelly L. Schmitt, KL Media Research & Keiser University
  Non-Presenting Author