Home learning in the new mobile age: parent–child interactions during joint play with educational apps in the US

ABSTRACT

This study described, using observational data, parent–child interactions during joint play with educational apps in 36 families with preschool-aged children in the United States. The study further explored how these parent–child interactions compared to those around shared reading and joint play with a math toy, and examined how the quality of parental behaviors (warmth, playfulness, parent engagement, and autonomy support) related to child engagement and affect during the interactions. Children took more of a lead role during app interactions compared to shared reading and math toy play. Higher quality parenting behaviors were related to higher child engagement and less negative affect during the app interactions and to child engagement and positive affect during the shared reading and math toy interactions. This study represents a first step toward updating existing knowledge about parent–child interactions around home learning materials to include issues relevant to the new mobile age.

KEYWORDS:

• Preschool
• parent-child interactions
• educational apps
• mobile devices
• home learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by a Faculty Research Grant from the University of Massachusetts [grant number 52133].

Notes on contributors

Shayl F. Griffith

Shayl F Griffith (PhD, University of Massachusetts) is a postdoctoral fellow at Florida International University under the supervision of Professor Daniel Bagner. Her research interests center on the social, emotional, and academic functioning of preschool-aged children. Her most recent work has examined parent-child interactions around mobile technology and related implications for preschool children’s outcomes.

David H. Arnold

David H Arnold (PhD, Stony Brook University) is a Professor of Psychological and Brain Sciences at the University of Massachusetts. His work aims to understand and promote kindergarten readiness in low-SES children. He is currently investigating the potential of educational apps to narrow the SES achievement gap.