Emergent digital literacy in Chinese preschoolers: Developmental patterns and associated predicators

Simin CAO, Chuanmei DONG, Hui LI

Research output: Contribution to journalArticlespeer-review

Abstract

This study examined the emergence of digital literacy in early childhood among 2272 parents with at least one child under age six in central China. Findings revealed that: (1) there was a significant age difference in early digital literacy, with television literacy emerging first, followed by touchscreen, artificial intelligence, and personal computer literacy. Gender differences were only observed in television literacy; (2) the home location, home income, home digital resource (HDR), and parent’s age significantly correlated with young children’s general emergent digital literacy, while family structure, parent’s education, and occupation had significant correlations with some specific emergent digital literacy; HDR played a mediation role in the relationship between the home context factors and preschoolers’ emergent digital literacy. (3) age of the child, family structure, home income, and HDR significantly contributed to predicting preschoolers’emergent digital literacy. Implications for policy-making and parental education are also addressed. Copyright © 2024 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)281-295
JournalEarly Child Development and Care
Volume194
Issue number2
Early online dateJan 2024
DOIs
Publication statusPublished - 2024

Citation

Cao, S., Dong, C., & Li, H. (2024). Emergent digital literacy in Chinese preschoolers: Developmental patterns and associated predicators. Early Child Development and Care, 194(2), 281-295. https://doi.org/10.1080/03004430.2024.2303480

Keywords

  • Emergent digital literacy
  • Young children
  • Home context
  • Development pattern
  • Predictor

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