This review of research on young children’s online and offline literacy activities has identified that many children aged from birth to eight are engaged in a range of practices that cross both the offline and online domains. There are advantages and disadvantages to be gained from online use, but the study states that it is clear that if children do not have opportunities to gain online experience, they are disadvantaged in terms of the range of digital literacy skills and experience they do not have opportunities to develop. The review suggests policy and research implications, one of which is that countries that do not already do so should begin to more carefully undertake research on young children’s access to and use of technologies in order to identify trends and needs. In addition, the researchers suggest that there should be guidance offered to parents, caretakers, early development practitioners, and health visitors in ways of mediating and supporting young children’s use of technologies.
Marsh, J., Mascheroni, G., Carrington, V., Árnadóttir, H., Brito, R., Dias, P., Kupiainen, R., & Trueltzsch-Wijnen, C. (2017). The online and offline digital literacy practices of young children – A review of the literature. Brussels, Belgium: European Cooperation in Science and Technology. http://digilitey.eu/wp-content/uploads/2017/01/WG4-LR-jan-2017.pdf