Home learning in the new mobile age: parent–child interactions during joint play with educational apps in the US

Abstract

This study described, using observational data, parent–child interactions during joint play with educational apps in 36 families with preschool-aged children in the United States. The study further explored how these parent–child interactions compared to those around shared reading and joint play with a math toy, and examined how the quality of parental behaviors (warmth, playfulness, parent engagement, and autonomy support) related to child engagement and affect during the interactions. Children took more of a lead role during app interactions compared to shared reading and math toy play. Higher quality parenting behaviors were related to higher child engagement and less negative affect during the app interactions and to child engagement and positive affect during the shared reading and math toy interactions. This study represents a first step toward updating existing knowledge about parent–child interactions around home learning materials to include issues relevant to the new mobile age.

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