0-3-year-old children's language and literacy learning at home in a digital age (0-3s, Tech and Talk)

数字媒体在当代家庭生活中是一个司空见惯的特征。从出生开始，几乎每个在英国出生的孩子都有数字足迹，数字媒体开始影响他们的生活和学习方式。在他们周围，家人可能会观看联网电视，使用智能手机或平板电脑与远方的家人和朋友互动。很小的孩子最早的玩具可能是数字的或有数字组件，比如智能玩具、教育或游戏应用程序和电子书。这些日常的数字实践为促进早期谈话和识字提供了丰富的机会，但许多家长不确定如何支持孩子以有意义、有趣的方式使用新媒体，从而有利于他们的学习和未来。家长们也注意到，公共辩论的重点是儿童数字安全和保障的风险，而不是数字媒体如何影响儿童的生活方式、分享方式、参与方式和学习方式，以及与他人和世界的关系。虽然对年龄较大的儿童的数字学习和社交进行了丰富的研究，但对于幼儿如何与数字媒体互动、围绕数字媒体以及通过数字媒体进行互动、他们可以访问哪些设备和平台、长期存在的社会鸿沟如何决定数字设备的拥有和使用，以及英国多数和少数民族、特权和弱势社区的父母、照顾者和兄弟姐妹如何支持0-3岁儿童使用数字媒体学习，这些方面的研究存在严重差距。拟议的研究解决了这一研究空白。独特的是，它汇集了英国四个国家的学术专家，由一个多部门的国际咨询委员会提供支持。具体的项目目标是：1。建立一个经验丰富的知识体系，了解在英国四个国家的内城、城市和农村社区的社会和种族多样化的家庭中，0-3岁儿童的生活如何与数字技术相结合，包括社会和经济贫困的地理区域2。有助于了解0-3岁儿童在不同媒体中接触不同的符号系统（如触摸、图像、声音、音乐、言语、写作）时如何发展早期言语和读写能力，以及家庭成员（父母、照顾者、兄弟姐妹）如何在家中调解和保护0-3岁儿童使用数字技术的学习3。构建健全的理论模型，研究构成当代家庭学习环境的人类、非人类和超越人类的纠缠和网络。通过尊重家庭偏好、响应不同文化价值观、信仰和习俗的参与性研究，发展创新的方法方法，研究不同社区幼儿的家庭生活；该项目将通过尝试与不同社区的儿童和家庭合作和敏感地研究家庭的新方法，建立关于0-3岁儿童语言和识字学习的有力证据。该项目的理论建设将为当代家庭学习环境的实践和概念理解提供信息，确定未来研究的领域，并通过招募英国各大学的中期和早期职业研究人员来建立研究能力。在多部门咨询委员会（包括世界领先的数字儿童学术专家、第三部门组织和政策制定者）的指导下，该项目将出版经验丰富的出版物，介绍理解和研究数字儿童的新方法，并提供材料，帮助父母在学习活动中做出明智的决定，使用数字媒体来提高孩子的语言和读写能力。还将为向家庭提供家庭支助服务的保健和社会护理工作者、幼儿教育专业人员以及对促进早期谈话和识字感兴趣的国家和国际决策者开发资源。

Digital media are a commonplace feature in contemporary family life. From birth, almost every child born in the UK has a digital footprint and digital media begin to influence how they live and learn. Around them, families are likely to watch internet-connected TVs and use smartphones or tablets to interact with distant family and friends. Very young children's earliest toys might be digital or have digital components, such as Smart toys, educational or games apps and digital books. These everyday digital practices offer rich opportunities to promote early talk and literacy, but many parents are unsure how to support their children's use of new media in meaningful, playful ways that benefit their learning and their futures. Parents are also mindful of public debates that focus on risks to children's digital safety and security rather than on how digital media influence children's ways of living, sharing, engaging, and learning with and about people and the world. While there is rich research into older children's digital learning and socialising, there are serious gaps in what is known about how very young children interact with, around and through digital media, what devices and platforms they have access to, how long-standing social divides determine digital device ownership and use, and how parents, carers and siblings in majority and minority ethnic, privileged and disadvantaged UK communities support 0-3-year-olds' learning with digital media. The proposed study addresses this research gap. Uniquely, it brings together academic experts across the four UK nations, supported by a multi-sectoral, international Advisory Board. The specific project objectives are to: 1. Build an empirically robust body of knowledge about how 0-3-year-olds' lives intersect with digital technologies at home in socially and ethnically diverse families in inner-city, urban and rural communities in the four UK nations, including geographic areas of social and economic deprivation2. Contribute to knowledge about how 0-3-year-olds develop early talk and literacy as they engage with different semiotic systems (e.g. touch, images, sounds, music, speech, writing) in diverse media, and how family members (parents, caregivers, siblings) mediate and safeguard 0-3-year-olds' learning with digital technologies at home3. Construct robust theoretical models of the human, non-human and more-than-human entanglements and networks that make up the contemporary home learning environment4. Develop innovative methodological approaches to researching young children's lives at home in diverse communities, through participatory research that is respectful of family preferences, responsive to different cultural values, beliefs and practices, and adaptive to any ongoing social distancing requirementsThe project will build a robust body of evidence about 0-3s' language and literacy learning by trialling new ways to research the home collaboratively and sensitively with children and families in diverse communities. The project's theory building will inform practical and conceptual understanding of the contemporary home learning environment, identify areas for future research and build research capacity by recruiting mid- and early-career researchers in universities across the UK. Guided by the multi-sectoral Advisory Board including world-leading academic experts on the digital child, third sector organisations and policymakers, the project will generate empirically informed publications on new approaches to understanding and researching digital childhoods, and materials to help parents make informed decisions about using digital media in learning activities that promote their children's language and literacy. Resources will also be developed for health and social care workers delivering home support services for families, early childhood education professionals, and national and international policymakers interested in promoting early talk and literacy.