Media Consumption and Families' (Post)Digital Literacies: A National Survey
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| Title: | Media Consumption and Families' (Post)Digital Literacies: A National Survey |
|---|---|
| Language: | English |
| Authors: | Juliana Elisa Raffaghelli (ORCID |
| Source: | Digital Education Review. 2026 (48):36-54. |
| Availability: | Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Early Childhood Education, Family (Sociological Unit), Family Environment, Family Literacy, Digital Literacy, Technology Uses in Education, Educational Technology, Parent Attitudes, Mass Media Use, Infants, Toddlers, Preschool Children, Social Media |
| Geographic Terms: | Italy |
| ISSN: | 2013-9144 |
| Abstract: | This study explores how Italian families with children aged 0-6 perceive the increasing presence of digital technologies in early childhood education. Adopting a postdigital lens, it examines parents' digital skills, awareness of educational technologies, and concerns about privacy, data use, and institutional supervision. A national stratified survey was conducted between April and June 2023 with 2,000 families across all Italian regions, including 780 households in the target age group. The questionnaire, administered online and by phone, addressed demographic and socio-educational factors, home technology availability, and parents' perceptions of technology use in Early Childhood Education and Care (ECEC). Data were analysed using descriptive and inferential statistics, with all scales demonstrating high reliability. Results show that while most families have adequate digital infrastructure, parental literacy is uneven, and lower skills correlate with heightened concerns about privacy violations and data monetization. Awareness of educational technologies in ECEC is limited, with parents showing greater familiarity with commercial platforms than institutional tools. Geographical and educational differences influence perceptions, and parental association participation remains minimal, weakening collective advocacy. The findings highlight the need for stronger family-school collaboration, targeted parental digital literacy initiatives, and educator training to ensure ethical and equitable uses of technology in early childhood settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500474 |
| Database: | ERIC |
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