E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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Citation:Helmling, L. (2019). E-picture books: The perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Education). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/4636
Permanent link to Research Bank record:https://hdl.handle.net/10652/4636
RESEARCH QUESTIONS: 1. What are critical issues related to young children’s literacy skills development when they read e-picture books? 2. What are parents’ perspectives of the value of e-picture books for young children’s literacy skills development? 3. What are early childhood teachers’ perspectives of the value of e-picture books for young children’s literacy skills development? ABSTRACT: Picture books are one of the foundation tools for parents and early childhood teachers in supporting young children to develop their emergent literacy skills. There has been an increase in digital screen technology use in our society, and an increase in the production and publication of digital picture books aimed at young children. Therefore, this qualitative research investigates the perspectives of parents and early childhood teachers, in New Zealand, on the use of e-picture books by young children as an emergent literacy tool. An online survey informed the development of interview questions for five parent and five early childhood teacher participants. Findings demonstrated that parents and teachers guard children’s access to screen technology and thus their use of e-picture books. Parents were more likely than teachers to have explored these resources and to provide their children with access. Both parents and teachers raised a range of issues with children using screen devices, which focused on children’s brain and language development. The research found a clear correlation between the participants’ experience with and reliance on screens in their careers as an indicator of their willingness to engage with this resource with children. Parents had a positive perspective on the use of e-picture books but teachers had divided views about their use in early childhood settings. Recommendations include early childhood teachers developing their confidence in using screen technology alongside children, and further research on children’s use of screens.