PhD Study : Digital natives: Young children and their interactions with digital technology

Summary

Learning in the early years has significant impact on future achievement and later life chances (Williams et al., 2003). In addition, there is evidence that young children have increasing access to digital technology in the home (OFCOM, 2017). There is current public panic about the impact of this cultural change on child development. However, the evidence-base on the impact of technology on early learning is both scarce and generally of low quality (BPS, 2018).

Therefore, there is significant scope to contribute to a growing body of robust evidence on the impact of technology use on early developmental outcomes. Recent qualitative research by Simms and colleagues has reported that parents use digital technology in the home to scaffold their children’s learning of content that parents may find difficult to explain (Cahoon, Cassidy & Simms, 2017).

This project will build on current research in the School of Psychology to objectively measure (a) how children use digital technology and (b) the influence of digital technology on learning outcomes.

The project will use innovative methods to generate robust evidence in an exciting and emerging field. The main experimental work within this project will involve observational work using recently acquired state-of-the-art eye tracking methods (Tobii Pro Spectrum and Glasses) in the new KidLab facility in the School of Psychology. This study will recruit children and their parents to take part in a series of short experiments that will naturalistically track engagement with digital technology and measure learning from these materials.

References
British Psychological Society (2018). Changing behaviour: Children, adolescents and screen use. Download from: https://www.bps.org.uk/news-and-policy/changing-behaviour-children-adolescents-and-screen-use (last accessed 1st April 2019)

Cahoon, A., Cassidy, T., & Simms, V. (2017). Parents’ views and experiences of the informal and formal Home Numeracy Environment. Learning, Culture and Social Interaction, 15, 69-79.

OFCOM (2017) . Children and parents: Media use and attitudes report 2017. Download from: https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/children-parents-2017 (last accessed 1st April 2019).

Williams, J. Clements, S.,Oleinikova, K. & Tarvin, K. (2003) The Skills for Life survey: A national needs and impact survey of literacy, numeracy and ICT skills. United Kingdom: Department for Education and Skills.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

Funding and eligibility