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The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners./
作者:	McCausland-Hartman, Grace.
面頁冊數:	1 online resource (215 pages)
附註:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9780355945652

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.
McCausland-Hartman, Grace.

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners. - 1 online resource (215 pages)

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2017.

Includes bibliographical references

Kindergarten teachers rely on teaching tools such as puzzles and books to instruct young learners. They also use digital devices to engage students, differentiate learning, and foster 21st century skills. However, some research suggests that early technology use by young children results in physical, social and emotional deficits. Since digital access is inherent in the 21st century child's school and life experiences, the question arises, "Is there a digital saturation level where school access to digital devices becomes detrimental to the development of young children's social skills?" A 16-week mixed-methods research design examined whether the frequency with which kindergarten students used digital devices in school had a positive, negative or no effect on their social skills growth. Two research questions were posed: 1) Among full day kindergarteners, is there a link between the frequency of digital access in school and the students' growth across seven targeted social skills? and, 2) Among full day kindergarteners, does the frequency of digital access at home moderate the link between digital access in school and social skills growth? Participants in this study were 59 students enrolled in three full day public school kindergarten programs, their teachers and their parents. A mixed-methods research design facilitated both quantitative and qualitative analysis using surveys, logs, questionnaires, focus group interviews and classroom observations. Quantitative results supported the null hypothesis for both research questions: there is no relationship between school access to digital devices and kindergarten students' social skills growth or lack thereof, and the level of home access had no moderating effect. Replicative research is recommended due to the small sample size. Qualitative results provided insight into additional factors that may impact the relationship between digital device use and social skills growth in kindergarteners. Additional research is suggested to investigate the impact of instructional design, explicit teaching of social skills, and device reliability on social skills growth in kindergarteners when engaged with digital devices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780355945652Subjects--Topical Terms:

1148462
Instructional design.
Subjects--Index Terms:

Developmentally appropriate practiceIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Access to Digital Devices on Social Skills Growth in Kindergarteners.
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