Parental perspectives of children’s use of internet connected toys

Abstract

Internet Connected Toys (IoToys) are becoming increasingly popular among very young children (birth to seven years) within families. Meanwhile, increasingly complex and multipurpose digital devices and IoToys require new attitudes, aptitudes and competences on the part of parents. This qualitative study focused on examining how children interact with IoToys at home and in early childhood education. Data were collected using a multi-method approach over an eight-month period. We conducted interviews with parents and teachers, observed children and collected videos of children’s use of IoToys to capture daily habits, experiences and attitudes in two contexts: home and education. Data were collected in four regions: England, Central Scotland, Northern Ireland and Greece. A synergy between social ecology and family systems theory theoretical approach was used. This chapter reports data gathered within 11 home settings in England and adopts a parental perspective on the use of IoToys. Results indicate that parents feel digitally literate but have concerns about the use of IoToys at home. In particular with their ability to deal with uncontrollable popup advertisements and inappropriate pop-up images and, at an emotional level, their feelings about their own digital skills. The findings suggest that parents’ view of IoToys pose opportunities and challenges for entertainment and learning, but they expressed the need for support to be able to choose safe and high-quality digital content for their children.