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Cited by 102Child Development and Digital TechnologyEarly Childhood Education and DevelopmentParental Involvement in Education

The DOI matches its Crossref record; 30 of the 32 references it cites were found in a registry or an index.

Technology in the Home and the Achievement of Young Children: Findings From the Early Childhood Longitudinal Study

Espinosa, Linda M., Laffey, James M., Whittaker, Tiffany, Sheng, Yanyan·2006·Early Education & Development
DOI 10.1207/s15566935eed1703_5
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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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Show all 32 references

2 of the 32 references couldn’t be matched to a known paper.

Research works printed but not linked: 6

  1. Clements D. H., 2003, Young Children, 58, 34
  2. Cochran-Smith, M., Kahn, J. L. & Paris, C. L. (1988). When word processors come in the classroom. In J. Hoot & S. Silvern (Eds.), Writing with computers in the early grades (pp. 43-74). New York: Teachers College Press.
  3. Dickinson, D. K. & McCabe, A. (2003). A framework for examining book reading in early childhood classrooms. In A. van Kleeck, S. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 95 - 113). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  4. Dividing Lines. (2001, May 10). Education Week, pp. 12-13.
  5. Kafai Y. B., 2002, Educational Technology Review, 10, 52
  6. Sonnenschein, S., Brody, G. & Munsterman, K. (1996). The influence of family beliefs and practices on children's early reading development. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

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Metadata

Authors
Espinosa, L. M., Laffey, J. M., Whittaker, T., & Sheng, Y.
Affiliations
University of Missouri (US)
ORCID
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
DOI
10.1207/s15566935eed1703_5
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

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