[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601373-en":59,"doc-seo-601373-105":82},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":72,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":73,"language":74,"language_code":75,"site_id":76,"html_lang":75,"table_of_contents":77,"faqs":78,"seo_title":79,"seo_description":66,"update_tm":80,"read_time":81},601373,3985747859855,"hdkawk","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Habits, norms and use of technologies at home from a gender perspective in early childhood - Digital Education Review - Number 41 - June 2022","Home technology use shapes how children understand and engage with learning in school. Research examines how experiences and knowledge connect with in-school technology use, differences between home and school literacies, and how socio-economic status affects access. This study investigates technology-related habits, norms, and usage by children aged 2–6, highlighting gender differences. A validated questionnaire was completed by 1,016 parents, identifying technologies used, time, participants, imposed rules, and perceptions to inform STEAM proposals.","Habits, norms and use of technologies at home from a gender  \nperspective in early childhood  \nRosalía Romero-Tena  \n[rromero@us.es](rromero@us.es)  \nUniversity of Seville, Spain  \nRaquel Barragán-Sánchez  \n[rbarragan@us.es](rbarragan@us.es)  \nUniversity of Seville, Spain  \nSandra Martínez-Pérez  \n[smartinezperez@us.es](smartinezperez@us.es)  \nUniversity of Seville, Spain  \nAntonio Palacios-Rodríguez  \n[aprodriguez@us.es](aprodriguez@us.es)  \nUniversity of Seville, Spain  \nAbstract  \nThe use of technologies at home directly influences how children perceive them for their learning at school. Numerous studies have focused on the different ways in which digital technologies are used at home and in schools. These studies attempt to explain how previous experience and knowledge can be linked to the use of technologies at school, the differences between home and school literacies, or how socio-economic status influences the availability of technology in these socio-educational institutions. All of them show that technology has become part of children's lives. Consequently, the aim of this study was to obtain information about the habits, norms and use of technology by children aged 2-6 years in their homes and the differences between genders. To this end, a validated questionnaire was created. A total of 1016 parents completed the questionnaire. The results show the most used technologies, the time of use and whom they are used with, as well as the rules imposed and their opinion about this use. Likewise, there are significant differences that lead to carry out and discuss proposals for STEAM work in Early Childhood Education classrooms in order to empower students.  \nKeywords  \nChildhood; technology; family; gender; empowerment  \nR.Romero Tena, R.Barragán-Sánchez, S.Martínez-Pérez & A.Palacios-Rodríguez  \nDigital Education Review-Number 41, June 2022 19  \nI. Introduction  \nEarly childhood (3-6 years) is a complex stage of growth, in which children develop all the fundamental components to see, hear, touch, think and learn and to expand their intelligence and all skills in general (Taufik et al., 2019) . Children imitate the model and actions of adults, assuming roles and stereotypes. Gender roles and stereotypes are still present, leading to an increasing gender digital divide (Svenningsson et al., 2018) . Mateos and Gómez (2019) consider it necessary to attend to the socio-cultural and psychosocial factors that continue to perpetuate the stereotypes which feed the preconception that the technological and digital world is a masculine element; such stereotypes are due to the little presence of girls, young women and women in the technological scope and in STEAM careers. Therefore, the authors of the mentioned study highlight the importance of attending to the first stages of life,“since the internalisation of the world around us and the way in which we belong to it are preeminently learned and structured during early childhood”(Mateos & Gómez, 2019, p. 28) . In this sense, within the family, as the first socialising agent, the stimuli that are transmitted in early childhood influence the child’s growth and the abilities that he/she acquires. The beliefs, messages, values and stereotypes reflected toward their own children influence their expectations and goals, being relevant in their academic studies and professional orientation; furthermore, the concept of gender can have an emotional and social impact on the child’s skills, promoting differences in the abilities between boys and girls (GonzálezPalencia & Jiménez, 2016; Bian et al., 2017; Saini, 2018; Šimunović & Babarović, 2020) .  \nRegarding gender and roles, authors such as Axell and Boström (2021) pointed out that technology is strongly connected to the female/male dichotomy, reporting gender differences in the attitudes toward technologies in terms of education. From this perspective, it is considered that, from the age of two years, children begin stereotyping day-to-day act","cbCaiqf5qKEFLYlT","https://ap.wps.com/l/cbCaiqf5qKEFLYlT","pdf",88861,3,13,"English","en",105,"# Introduction\n## Gender roles, stereotypes, and the digital divide\n## Technology in family socialisation and early habits\n## Devices used in early childhood and evolving research","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To gather information about habits, norms, and technology use by children aged 2–6 at home, and to analyze differences between genders.\"},{\"question\":\"How was data collected and how many parents participated?\",\"answer\":\"A validated questionnaire was created and completed by 1,016 parents.\"},{\"question\":\"What key results are highlighted regarding technology use?\",\"answer\":\"The study reports which technologies are most used, how long children use them, who they use them with, the rules imposed by families, and parents’ opinions about that use.\"}]","Habits, norms and use of technologies at home from a gender perspective in early childhood - Digital Education Review - Number 41 - June 2022 | PDF",1792092486,33,{"code":4,"msg":83,"data":84},"ok",{"site_id":76,"language":75,"slug":85,"title":65,"keywords":86,"description":66,"schema_data":87,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"habits-norms-and-use-of-technologies-at-home-from-a-gender-perspective-in-early-childhood-digital-education-review-number-41-june-2022","",{"@graph":88,"@context":139},[89,102,122],{"@type":90,"itemListElement":91},"BreadcrumbList",[92,96,98,100],{"item":93,"name":94,"@type":95,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":97,"name":9,"@type":95,"position":14},"https://docshare.wps.com/document/",{"item":99,"name":40,"@type":95,"position":72},"https://docshare.wps.com/document/research-report/",{"item":101,"name":65,"@type":95,"position":19},"https://docshare.wps.com/document/habits-norms-and-use-of-technologies-at-home-from-a-gender-perspective-in-early-childhood-digital-education-review-number-41-june-2022/601373/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":75,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/habits-norms-and-use-of-technologies-at-home-from-a-gender-perspective-in-early-childhood-digital-education-review-number-41-june-2022/601373.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":93,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":72},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the main aim of the study?","Question",{"text":129,"@type":130},"To gather information about habits, norms, and technology use by children aged 2–6 at home, and to analyze differences between genders.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How was data collected and how many parents participated?",{"text":134,"@type":130},"A validated questionnaire was created and completed by 1,016 parents.",{"name":136,"@type":127,"acceptedAnswer":137},"What key results are highlighted regarding technology use?",{"text":138,"@type":130},"The study reports which technologies are most used, how long children use them, who they use them with, the rules imposed by families, and parents’ opinions about that use.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":76},1792758456]