{"id":1321,"date":"2026-08-30T22:54:50","date_gmt":"2026-08-30T12:54:50","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1321"},"modified":"2026-09-01T13:13:37","modified_gmt":"2026-09-01T03:13:37","slug":"cvc2026-613","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-613\/","title":{"rendered":"CVC2026-613 \u2013 Views of preschoolers on digital technologies"},"content":{"rendered":"<div class=\"cvc-hero alignfull\"><span class=\"cvc-chip\">Presentation \u2013 CVC2026-613<\/span><\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Views of preschoolers on digital technologies<\/h1>\n<div class=\"cvc-authors\">\n<p><strong>Ora Segal-Drori,<\/strong> The Academic College Levinsky-Wingate, Israel<\/p>\n<p><strong>Islam Abu Asaad, <\/strong>Sakhnin College for Teacher Education, Israel<\/p>\n<\/div>\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-613 Views of preschoolers on digital technologies\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/UVmbwlPyFRI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<p><strong>Background:<\/strong> In light of the increasing recognition of children as active participants in the research process, rather than passive subjects, research is increasingly focusing on children\u2019s perspectives. This paradigm shift necessitated the creation of child-centred methodologies that position children as co-constructors of knowledge. This approach is grounded in Article 13 of the United Nations Convention on the Rights of the Child, which affirms every child\u2019s right to freedom of expression, through any medium of their choice\u2014be it artistic, oral, written, or otherwise.<\/p>\n<p><strong>Aim:<\/strong> A review of the existing literature reveals a paucity of studies specifically exploring young children\u2019s perspectives on digital technologies. Accordingly, the present study aimed to examine young children\u2019s views on digital technologies in their lives.<\/p>\n<p><strong>Method:<\/strong> Thirty Arab children from Israel, aged 4 to 6 years, took part in in-depth interviews about digital technologies in their lives, which included their taking pictures and drawing using digital devices at home. The interviews were analysed using content analysis. Children and their parents assented to participate, and they were given the opportunity to withdraw from the study at any time.<\/p>\n<p><strong>Results\/findings<\/strong><strong>:<\/strong> The findings yielded information regarding digital devices in children\u2019s day-to-day lives, their entertainment and learning purposes, gender differences in use, digital devices as an opportunity for social interactions, and restrictions on the use of digital technologies.<\/p>\n<p><strong>Conclusion:<\/strong> Adults are encouraged to mediate digital technologies more effectively; for example, in relation to emergent language and literacy and gender aspects, while also aiming to reduce unnecessary restrictions.<\/p>\n<p><strong>Implications for children and families:<\/strong> It is recommended that you listen to children\u2019s voices, views, and needs about digital technologies in their lives. Doing so may help support a more effective and meaningful integration of digital technologies at home.<\/p>\n<p><strong>Implications for practitioners:<\/strong> It is important that you listen to children\u2019s voices and views regarding digital technologies. It is also recommended that you mediate the use of digital technologies more effectively in educational settings and adapt them to children\u2019s needs and perspectives.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> digital technologies, children\u2019s perceptions, research with children, children\u2019s voice<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG\u00a04: Quality Education<\/a><\/li>\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal5\">SDG 5: Gender Equality<\/a><\/li>\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal10\">SDG\u00a010: Reduced Inequality<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Ora Segal-Drori, The Academic College Levinsky-Wingate, Israel; Islam Abu Asaad, Sakhnin College for Teacher Education, Israel<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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