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• W2572970440 abstract "L’accesso a internet da parte dei piu piccoli solleva nuovi interrogativi rispetto all’uso domestico dei dispositivi touchscreen, alla loro capacita di supportare i processi di alfabetizzazione e l’acquisizione di competenze digitale, nonche ai modi in cui genitori favoriscono le pratiche di apprendimento. La ricerca sulla mediazione genitoriale di internet ha infatti mostrato come le aspettative dei genitori nei confronti della tecnologia, i discorsi sulle opportunita e i rischi di internet, e le stesse pratiche d’uso quotidiano delle tecnologie contribuiscano a modellare il contesto in cui i bambini vengono socializzati ai media digitali. Tali aspettative, preoccupazioni e pratiche variano in base al background socioeconomico e all’istruzione dei genitori, nonche al loro stile genitoriale. Questo articolo rielabora i dati di una ricerca qualitativa che ha coinvolto 70 famiglie europee emette a confronto le pratiche di scaffolding di famiglie a basso reddito/a bassa istruzione con quelle di famiglie a alto reddito/elevata istruzione. Nelle famiglie del primo tipo, i genitori spesso sperimentano un digital divide generazionale. Al contrario, i genitori che usano internet per lavoro o sono «tecno-entusiasti» si trovano piu a loro agio nel mediare la relazione dei figli con i tablet, indipendentemente dal reddito e dal livello di istruzione. Tali differenze nella mediazione genitoriale e negli immaginari tecnologici dei genitori sono esemplificate dalla percezione del gioco digitale – come supporto o, al contrario, impedimento all’apprendimento dei bambini. As children access to the internet at ever younger ages, questions arise as to whether the use of touchscreens at home contributes to literacy and digital skills, and whether and how parents scaffold children’s learning. To date, research on parental mediation has shown that parental expectations of the role of ICTs in their children’s future, discourses of the opportunities and risks of the internet, and the everyday practices of media engagement all shape the ways in which children are socialised into using digital media at home. These expectations, worries and practices depend on parents’ education, socioeconomic background, and parenting culture. This article builds on prior research by the authors with 70 families in seven European countries. We compare lower income/less educated families and higher income/more educated families as they promote or hinder children’s (digital) literacy practices. We found that lower income families experience a generational digital divide and feel less confident in scaffolding children’s digital literacy practices. Instead, when parents use ICTs for work and/or are techno-enthusiasts, they are more engaged in children’s online activities irrespective of their background. The approach towards digital play – as either a vehicle or an impediment to children’s learning – is therefore indicative of different imaginaries around ICTs, different parenting styles and different mediation strategies." @default.
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• W2572970440 date "2016-01-01" @default.
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• W2572970440 title "Learning versus play or learning through play? How parents’ imaginaries, discourses and practices around ICTs shape children’s (digital) literacy practices" @default.
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• W2572970440 doi "https://doi.org/10.14605/med721606" @default.
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