Technology in the Home and the Achievement of Young Children: Findings From the Early Childhood Longitudinal Study
Abstract
Because technology in the home is becoming ever more available, understanding the role of technology in early childhood development is increasingly an opportunity and a concern for educators. This report examines data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, to provide an overview of the role of technology in the home and its impact on reading and math achievement in the early grades. The results show that access and use of technology influence children's academic achievement. Although the results show that having access to technology can contribute significantly to the achievement of young children, mere access is unlikely to be sufficient for all young children to benefit from technology in the home. Adults will need to mediate the use of these potential learning tools for children. Based on the findings of this report, policymakers should support increasing the availability of computers for low-income families and continue to discourage extensive viewing of TV, and researchers should focus on the specific methods that parents can enact to realize the learning potential of an increasingly ubiquitous resource: computers and the Internet in the home.
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Having access to computers at home significantly boosts academic achievement of young children when parents actively mediate their use.
“In addition, having access to computers at home significantly boost academic achievement of young children when parents actively mediate their use [18, 35].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [18]
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- Authors
- Espinosa, L. M., Laffey, J. M., Whittaker, T., & Sheng, Y.
- Affiliations
- University of Missouri (US)
- Venue
- Early Education & Development
- Publisher
- Informa UK Limited
- Published
- 2006-01-09
- Volume
- 17
- Issue
- 3
- Pages
- 421-441
- ISSN
- 1040-9289 (ISSN-L)
- 1556-6935
- OpenAlex
- W2078371488
- Cited by
- 102
- References
- 32
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 3 · 2023: 7 · 2022: 3 · 2021: 2 · 2020: 5 · 2019: 10 · 2018: 1 · 2017: 7 · 2016: 11 · 2015: 5 · 2014: 10 · 2013: 12 · 2012: 7
- FWCI
- 11.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Early Education and Development (publishedVersion)
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- household technology, educational technology, early childhood development, academic performance, reading achievement, mathematics achievement, kindergarten children, parental mediation, computer access, television viewing, low-income households, home internet access
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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