DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorGregoriadis, Athanasios-
dc.date.accessioned2024-04-12T13:50:36Z-
dc.date.available2024-04-12T13:50:36Z-
dc.date.issued2017-
dc.identifiergoogle_scholar-YZrISU0AAAAJ:4TOpqqG69KYC-
dc.identifier.otherYZrISU0AAAAJ:4TOpqqG69KYC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/2009-
dc.description.abstractThe aim of this study is to examine the profile of the digital home learning activities (HLA) in families with young children and how these activities might influence children's outcomes. Despite the importance of home learning environment for child development (e.g. Sammons, Toth, Sylva, Melhuish, Siraj, & Taggart, 2015) little is known about the influence of the new, digital home environment in children's academic and socio-emotional outcomes. Adopting an ecological perspective this study will examine both traditional (e.g. reading books) and digital (e.g. video games) home learning activities (Dearing & Tang, 2010). The study will use secondary data from "The Longitudinal Study of Australian Children (LSAC)". Regression analysis and latent growth analysis will be implemented to examine the profile and socio-demographic characteristics of the digital HLA at the age of 4 to 5 and explore the possible influence of the digital HLA in children's outcomes at the age of 8 to 9. The Australian Institute of Family Studies has approved the content and methodology of the LSAC study. Children, families and teachers are not identifiable in the data and only authorised persons have access to the information. Findings will provide evidence of the possible influence the digital HLA have on children's outcomes (intelligence, emotional problems, academic performance). Socio-demographic characteristics and relation to the profile of the digital home will also be discussed. Findings will enhance our understanding about the significance of digital home learning environments and inform community and family intervention programmes, especially for less privileged and poor families.en_US
dc.language.isoenen_US
dc.sourceEECERA 27th International Conference, 2017-
dc.titleDigital home learning activities across the Early Years and their association with children's outcomesen_US
dc.typePosteren_US
dc.relation.conference27th EECERA International Conference, 29 Aug - 1 Sep 2017, Bologna, Italyen_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.issueIKEECONFAN-2017-440en_US
dc.linkhttps://ikee.lib.auth.gr/record/293403en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypePoster-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Conference Papers or Poster or Presentation / Δημοσιεύσεις σε Συνέδρια
CORE Recommender
Show simple item record

Page view(s)

24
checked on Nov 22, 2024

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.