Parents’ Role in Children-Technology Relations Case Study

Introduction

Background and General Aim of the Study

Day in the Life method has emerged as a popular investigative technique in social sciences research. It was an essential tool when investigating how young children use technology in their daily lives. Emerging technologies have had a revolutionary impact on the way of life of people all over the world. Children have had their social and educational lives seriously influenced by these technologies. According to Kahlon et al. (2019), in the past, children would spend most of their time engaging in outdoor games such as football, basketball, riding bicycles, athletics, among other contact sports and physical competition. However, that has changed significantly over the last 20 years. The emergence of video games and other forms of entertainment in digital platforms has created a new system where children now prefer spending most of their time engaging in indoor games.

The use of various forms of technology among children is currently unavoidable. According to Lim (2020), technology has transformed from being a primary entertainment platform for children into tools for education and moral development. Although it plays a critical role in a child’s education and entertainment, Spoerri (2020) warns that parents should ensure that they monitor the activities of their children on these platforms. They have to know how their children use these technologies in their daily lives, and how it affects their normal development (Eyal, 2019). They have to understand specific threats that exist when using these gadgets and how these threats can be identified and effectively neutralized before they can affect a child. They also need to understand how to balance outdoor games with indoor activities (Grimes, 2021). Health experts warn that the increasing cases of obesity and lifestyle diseases among children are caused by the love of computer games and other digital entertainment that does not require physical activities. In this pilot study I was interested in determining how young children use technology in their daily lives and the role that parents are expected to play. The research will utilize a Day in the Life method to collect primary data.

Rationale and Research Questions

The aim of pilot study was to apply Day in the Life as method of research to understand how young children use technology in their daily lives. The use of technology by children has become increasingly popular, not only as a form of entertainment but also as a means of learning. Emerging technologies have created an environment where people do not need to interact physically to socialize and engage in various activities. Xu et al. (2018) explain that technology has obvious benefits, but it also comes with numerous challenges. Besides the reduced physical activity of a child, other major threats may affect a child. Cyberbullying is one such major concern (Sorbring & Lansford, 2019). This is a major problem that may have serious psychological consequences on a child. Another major concern is the exposure to inappropriate materials that are not meant for their age.

Some cases have been reported where extremists and other social misfit groups target children on the social platform. The challenge is that to a non-observant parent, it may take some time before they can realize that their child is exposed to danger in these social platforms (Brickman, 2021). Failing to identify and neutralize such threats in time may have serious consequences on a child and the family (L’Ecuyer, 2019). This study will help in defining how children use technology in their daily lives and ways in which it can be made safe. It also addresses the issue of parental role when these children are using technology. The following are the specific research questions that will have to be addressed in this study.

1. How do young children use technology in their daily life?
2. What is the role of parent in a young child’s usage of technology?

Literature Review

The Use of Emerging Technologies by Young Children

Using of technology among children and parental role in it are concepts that have attracted the attention of scholars over the past two decades. Scholars have been interested in discussing the pros and cons of emerging technologies in the lives of children, and the role that parents are expected to play (Garvis et al., 2022). Technology has become instrumental in the normal development of a child. When computer games emerged, Knibbs (2022) explains that there was a mixed reaction among parents. Some of them felt relieved that their children would now spend their free time indoors, away from dangers that they are exposed to when engaging in outdoor games.

They soon realized that spending most of the time indoors without any meaningful activity was exposing these children to a new challenge. One of the challenges that were identified in the initial stages was obesity (Hao et al., 2021). Most of these children completely avoided outdoor games in favor of computer games. It led to numerous other lifestyle diseases, some of which are directly related to obesity. Spending time on screens also meant that these children frequently developed eye problems.

Technological transformation redefined the role of technology in the lives of children. It became possible for children to learn and share academic materials through online platforms. The digital gadgets were enhanced from being basic entertainment tools to being learning and communication tools as well (Eddy & Poehlmann-Tynan, 2019). Parents could facilitate learning at home by purchasing the relevant gadgets for their children and ensuring that there is internet connectivity. Despite the new benefits brought about by the transformation, some threats also emerged that parents and many stakeholders had not anticipated (Klitzman, 2020). Cyberbullying emerged as one of the greatest concerns for these stakeholders.

Several cases of suicide that are directly linked to cyberbullying have been reported in the United States and other parts of the world. A new threat was the exposure to inappropriate materials on online platforms (Hiemstra, 2019). The concern was that such materials corrupted the minds of these children, glorifying vices such as abuse of drugs and alcohol, and illicit relationships (Grimm, 2019). The problem was that in most cases, parents do not even realize the threat in which their children are because they rarely monitor their activities online.

Background Information of the Method ‘A Day in the Life’

A Day in the Life, often known as DITL, is a method of data collection that was developed by Giuliana Pinto and Catherine Ann Cameron among other researchers. They were not satisfied with the existing methods of data collection, especially when the subjects are young children. As such, they developed this method, which involves spending a day in the life of a child or children from who data is collected (Ullman, 2020). A researcher needs to contact a parent or a school’s administration if data is to be collected in a school setting, explain the nature of the study, its significance, and how data is to be collected. When permission is granted, a researcher would then spend time monitoring the life of a child to facilitate data collection.

Ideally, the process needs at least two individuals to facilitate the gathering of data. While one person will be recording events taking place, another will be taking notes. The two-structured format of collecting data helps in ensuring that information that is left out in one form will be captured in the other (Strunk & Locke, 2019). The data obtained is then processed to help in answering the specific research question.

Impact of Technology on Young Children

Young children are increasingly spending most of their time using technological devices both at home and in school. Technology has a major impact on the lives of these children in many ways. Rogers et al. (2021) explain that there are numerous benefits of technology to young children. It has emerged as one of the most important educational tools. In the past, students and teachers had to physically interact in a classroom setting to facilitate a learning process. That is no longer the case as emerging technologies have made online writing a reality (Daniels, 2019). It is now possible for a teacher to interact with students, issue instructions, give our assignments, receive completed assignments, and send notes and other learning materials to learners in a virtual environment (Simmons et al., 2021). Virtual learning became particularly important during the COVID-19 period when schools had to be closed. Some of the games in these gadgets are designed to facilitate learning and critical thinking, as well as being a source of entertainment.

Role of Parents When Their Young Children are Using the Technology

Parents have a responsibility in defining how their children use technology in their daily lives. Zandieh (2019) warns that the role of a parent is not limited to purchasing the needed gadget and ensuring that there is internet connectivity. Instead, they have to ensure that there is structured monitoring of how these children use these gadgets. Nijholt (2020) advises that responsible parents should ensure that their children are not exposed to cyberbullying or any other form of attacks while they are on online platforms. They also have to protect their children from accessing inappropriate websites that may affect their overall department. They need to assist their children to understand how to use technology to facilitate learning and development.

Theoretical Framework

The use of technology among children has numerous benefits, but it has to be closely regulated by parents to eliminate the negative effects. To help understand the issue being investigated, I opted to use Structural Functionalism as the appropriate theory. According to Duignan (2022, para. 3), structural functionalism is “a school of thought according to which each of the institutions, relationships, roles, and norms that together constitute a society serves a purpose, and each is indispensable for the continued existence of the others and of society as a whole.” It holds the view that a functional institution has several players who must perform their specific roles to facilitate the overall success of the entity.

In locating this study to the paradigm, home is an institution with various parties having specific roles. The parties also have defied positions that define the relationship that exists. As a parent, one has specific roles that they have to play to ensure that their children use technology constructively (Perry, 2019). The first responsibility is to purchase the needed gadget for their child. They also need to ensure that the gadgets are connected to the internet, when necessary, to facilitate effective remote communication (Hagner, 2021). The parent has critical role of monitoring how the technology is used, specifically making sure that their children do not access inappropriate materials and are not subject to any form of cyberbullying. The use of passwords, and closely monitoring how the child responds to the content they get can help parents to undertake their roles effectively. They can also investigate websites visited by a child by looking at the browser’s history. On the other hand, a child has the responsibility of using technology as per the rules and guidelines provided by the parent.

• Axiological, ontological, and epistemological assumptions. When using this theory, it is necessary to take into consideration specific assumptions to ensure that it relates effectively to the issue under discussion. The axiological assumption made in this study was the role of the parent was influenced by religious beliefs and ethics. In a family setting, it is almost impossible to ignore the role of religion in the relationship that exists between a parent and a child (Navarro et al., 2019). The ontological assumption made was that when defining the roles of a parent and a child, a parent is considered to be superior and the final decision maker that can dictate how things happen at home. The epistemological assumption made was that currently there are only opinions about the role of parents in guiding the usage of technology by their parents and that the opinion can only be validated through extensive research.

The identity lenses. It is necessary to take into consideration the identity lenses that the researcher brings into the study. Both the researcher and the family under investigation are originally from Saudi Arabia but are currently living in Florida, the United States. There is the risk of socio-cultural bias that may affect the choice of the topic and the study in general. Some of the beliefs I hold may be similar to that of the parent but fail to take into consideration the unique socio-cultural environment in the United States. Such biases need to be identified and eliminated to enhance the success of the research.

Methodology and Design

In this section, the focus is to discuss the methodology that was used to collect and analyze primary data. According to Pinto et al. (2020), once the literature has been reviewed, the next step is to collect primary data from the selected source. Primary data collection and analysis make it possible to confirm or refute information gathered from secondary sources. This section of the pilot study explains how primary data was collected and processed.

A Day in Life Methodology and its Rationale

A Day in the Life (DITL) methodology is growing in popularity among social scientists interested in investigating a specific phenomenon in a small population. In this method, I identified a family that was to take part in the pilot study. I also identified a family that was willing to be part of this project and met the criteria. The family consisted of a mother and her seven-year-old daughter. The method involved spending time with the subject, recording videos, and taking notes to have a comprehensive understanding of the phenomenon. The strategy of inquiry involved required that I directly monitor the subject without interfering in any way (Yong-Oliveira & Costa, 2020). This was appropriate because it allowed me to investigate a phenomenon in a natural environment.

Data was obtained based on the actual observation instead of the views and opinions of others. The use of this method shaped the type of questions asked because there was a direct and personal interaction between the one collecting data and the participants (Baron & McNeal, 2019). It was possible to ask the mother to clarify specific issues, such as why she was not keenly monitoring the activities of the child on the online platforms. It was also possible to ask her what she thinks about the use of technology by their children for entertainment, academics, and general development. I was able to answer some of the questions simply by making observations during the stage of data collection.

Data Collection: Implementation of a Day in Life Approach

• A Day in Life approach. As mentioned above, I used the DITL method to collect the relevant data in this study. As a qualitative study, I developed open-ended questions to facilitate the process of data collection (Nikielska-Sekula & Desille, 2021). After making the initial preparations, I used video recordings and field notes. A video was set in the living room, with the mother’s assistance, to monitor how she entertains herself. I avoided recording videos in other parts of the room, including recording the mother because of privacy concerns. As the camera would continue recording in the living room, I took some notes based on what was observed. I also used interviews for further data collection. The mother was requested to answer specific questions about their child’s usage of technology and the role that they played in it. Data was collected using this method within a period of 3 days.
  • Day 1. This was the initial introductory meeting with the family where I explained the significance of the study and how primary data would be collected. I presented a consent form to the mother, explaining to her that the process would only continue if they granted the permission. I informed her that the project was only meant for academic purposes and that it will not be published. The mother was informed that during the process of collecting data, participants’ faces would be hidden. She was informed that during interviews, she was at liberty to answer only those questions she was comfortable with. In this initial visit, I asked the mother about the child’s age, grade, and access to technology. I was also interested in determining the mother’s level of education and field of work. I informed her that there will be two more visits that will involve video recording of the child’s interaction with technology. She was informed that when necessary, recordings would be stopped. The mother was informed that she was at liberty to choose the preferred day for data collection.
  • Day 2. The second visit, which was on a Saturday, involved data collection through the selected method. Starting at 8 in the morning to 7 in the evening, I used mobile devices to film (video-record) activities of the child, especially her engagement with technology. I stopped recording at various intervals, especially when the child had to visit restroom, sleep, eat, or play with other children outside the house. On this day, I managed to obtain a 5-hour video recording when the child was actively involved with various technological gadgets. I edited the recording a half-hour compilation videos or 6-minites clips. The clips showed how the child used technology for education, entertainment, and other engagements. Irrelevant recordings, such as when the child was in the kitchen, were excluded.
  • Day 3. On the third day, I visited the family with the edited video. I explained to the mother specific issues of interest that were captured in the compiled 60-minute video. I explained to her why I believe these clips responded to specific questions and themes. It was on this day that a detailed interview with the mother was conducted. A video script showing specific areas of focus when recording the video, the time it took to record each activity, and interview questions that were used are attached in appendix 2.

Data Collection

In this research, I used qualitative data collection method, which included Day in the Life video recordings (explained in the section above), field-notes of day in the life, and interviews. I used these different means of collecting the data in order to obtain accurate and rich information that serve the purpose of the study. This data was researcher-generated, as Wall et al. (2013) advises, which means that I deliberately influenced the generation of data to respond to specific research question. The section above has defined how the video was recorded.

• Interviews. Interview was a face-to-face question and answer session. I was specifically interested in interviewing the mother on issues that could not be captured effectively through the video records because of time limitations and other challenges. The interview was conducted on the third day after showing the mother the condensed video clips after the editing. The interviews were audio-recorded to facilitate a detailed analysis after the data collection process. The interview was done with the mother, mostly when the child was alone and being filmed using several gadgets for entertainment or other reasons.
• Field notes. Field notes involved taking notes of specific events that could not be captured effectively through filming (Jhangiani et al., 2019). It was considered necessary to take field notes on issues that could not be captured effectively through the videos when conducting the study. I used this strategy of data collection to record the mother’s behavior when handling the child and how the child would react to the assistance and guidance of the mother. I took notes on whether the child would ask for assistance, how often that would happen, and the actions that the mother took in such instances. Notes were also taken to capture how the child interacted with family members and friends when using technology. Notes were taken on the second visit, when video recordings were taking place.

Research Site, Participants

When conducting research, one of the factors that have to be defied is the site at which data was collected. It makes it possible for the reader to understand the context under which data was collected and if it was subject to unnecessary manipulation (Hof, 2020). The research site when collecting data was the house of the participant. The site was selected because of the nature of the research. The setting could not be the school because it was necessary to assess how young children use technology in their daily lives. Initial studies had indicated that children mostly use technology while they are at home.

It was necessary to develop a criteria that participants had to meet. Criteria are the standards that determine who is eligible to participate in a study (Sallis et al, 2014). One of the requirements was that participants had to be members of a family with a child who can use technology in their daily lives. The second criterion was that the child’s age ranged from 5 to 10 years, and the child speaks either Arabic or English. Finally, the family should be ready to allow me to spend a whole day implementing the study and filming their child activity during the day. Raya is seven years old and a first-grade student at Seven Oaks Elementary School. Her mother is Ph.D. student at University of South Florida, while her father is a teacher who is currently in Saudi Arabia. Her two sisters are five and eleven years old. Due to her father’s location of employment, the child currently lives with her mother and sisters in Tampa. The family communicates in Arabic and English.

Data Analysis

For this pilot study, I have utilized a thematic analysis of the recorded video and the interview transcript. This type of analysis concentrates on writing down similarities and specifics of details within data to define the themes a source contains (Braun & Clarke, 2006). I have performed this study by examining a child’s interactions with technological devices under their parent’s supervision. In this paper, the method and approach to data analysis utilized for my project will be discussed.

The analysis was conducted in four stages, each of which focused on a different aspect of mother-child interactions. Scharp & Sanders (2018) state that key steps in a thematic analysis consist of “identifying, analyzing, and reporting patterns” within a given sample that define its theme and help with categorization (p. 1). Therefore, the first stage was to identify basic codes by watching the video and reading the transcript. I have examined the recorded events and outlined several key themes. I prepared with screenshots of events from the video, highlighted words for the transcript in different colors for each theme and put them in Word table in different rows for each code.

In the second part of the analysis, I examined the material again while writing down the meanings behind every code that was noted. I started to write the data inductively in a table to provide a way to outline patterns. It is critical to define a broader concept within each theme to adequately explain its meaning for further research (McClain, 2018). The mother’s role as a leader was also reviewed for the effects of their supervision on promoting discussion. During the third stage, I used the deductive approach to codes that are associated with supervised technology use as defined in literature, which included fun, communication, modeling, and learning (McClain, 2018). The parent’s role was identified as a ruler and a controller and supervisor of information dissection, content awareness. In the last stage, I organized the codes under topics connected to my research questions. The nature of app interactions and the parent’s role were noted throughout the video and the interview transcript. Appendix 8 summarizes the thematic analysis that was conducted.

Finding

The analysis of primary data collected helped in explaining how young children use technology in their daily lives and the role that parents need to play in it. Thematic analysis conducted revealed that young children use technology extensively. The analysis also revealed that parents have a critical role to play in their child’s usage of technology. Findings made in the analysis were summarized in two major themes, discussed extensively in this section.

Use of Technology

This theme represents any interaction with the technology by the child, whether it was for fun or education. Technology currently plays a critical role in the lives of children in different contexts. According to the data that was collected from primary sources, it was evident that children use technology for various reasons. Most of the time that the child was using technology, the primary aim was to entertain herself. She relied on various television programs and computer apps for her entertainment. Some of these games were installed on her phone. Television was identified as an informative device that enables children to learn different things in society. It provided them with the opportunity to learn about cultural practices and beliefs. Children also used this device to learn how to dance and relate with others. Although current affairs were not relevant to them, they would watch trending videos for entertainment. The device was popular for watching cartoon programs, watching music, and other child movies. It was identified as one of the primary entertainment gadgets. Google was the most preferred search engine tool that these children use.

The mobile phone was identified as another major technological device that children use for their entertainment. As shown in figure 2 below, this tool enabled children to communicate on social media platforms. The research showed that these children prefer using various mobile apps such as WhatsApp, Snapchat, and YouTube on their phones. She knows how to find his contact and call him, almost daily. She noted that sometimes she would make a video call, especially after school, when she wants to see the father. It has made it possible to maintain a close relationship and to strengthen the bond with the father despite the physical distance. I also noted that the young girl would make calls to some of her friends to inquire about their location, especially when it was time to play. Instagram and Tik Tok were also identified as being popular apps that they access through mobile phones. Occasionally, they would use their mobile phones to make direct calls to a family member or a friend who is not physically present in the house.

The laptop was another essential tool that these children used to facilitate learning, entertainment, communication, engaging with other people, and enhancing their critical thinking. The child had her laptop that she would use, alongside the other technological gadgets. It was the preferred gadget for storing and sharing entertainment and education materials. All the gadgets that allowed the child to access online content exposed them to some level of risks

Parental Role

The second theme represents any interaction with the technology for fun or education and the role that parents play. The research revealed that parents have a critical role to play in their children’s usage of technology. A parent can’t stop a child from using the gadgets identified above because they are beneficial. The presentations of parent’s role in this pilot study indicate the behavior, whether this behavior is directed or actual. The finding demonstrated the mother’s role in different ways. They include parents’ supervision, discussion with children, and the creation of specific rules on how and when kids can utilize the laptop or mother’s phone and watch TV programs. The mother would explain to her daughter the risks of using specific applications and watching various series instead of only forbidding them. She tried to be a good role model, especially in the way of using a laptop where she would put it on a table at good distance from her. Have a conversation with the child about the topics she saw in the TV was educative. Establishing rules for the use of technology was a way of instilling discipline and responsibility. The mother ensured that she would be close to the child when playing specific video games on the phone or laptop to offer guidance. She also assisted her daughter to download some of the applications on phone and in the laptop. She set specific guidelines to guide the usage of some applications, and the daughter would ask for permission before using them. It was also evident that there were specific times when the child had to use the school website. The parent made sure that she raised awareness to the child about all the possible dangers associated with using the application.

However, they have the cardinal responsibility of ensuring that they are used responsibly. One of the most important roles of a parent is that of supervising how these gadgets are used. They have to ensure that their children do not access contents that are inappropriate or those that can expose them to various forms of danger. They also have to supervise individuals with who the child communicates through phone calls, texts, or online data platforms (Hogan, 2020). Instead of forbidding her daughter from using these platforms, the parent explained the risks involved and how the child could avoid them to ensure that she remains safe at all times.

Creating rules on how and when the child can use the phone, laptop, and watch television programs was another critical role. Left without supervision and regulations, the child spent most of the time playing computer games and watching cartoons on television (Haas & Tussey, 2021). The analysis revealed that the parent would set rules on how these gadgets had to be used. Immediately after coming from school, the child was expected to clean up, have snacks, and complete homework before they could use any of the gadgets. During the weekends and public holidays when the child is not going to school, the parent sets rules on how technology is used. A child had to balance entertainment with learning and other engagements. The parent was also expected to help the child understand some concepts and even how to dance to specific music, as shown in figure 3 below.

Discussion and Conclusion

The goal of this study was to determine how young children use technology in their daily lives and the role that the parent is expected to play. I obtained data from both primary and secondary sources to help respond to the research questions and to achieve the aim. I identified several ways in which children use technology. The role that parents are expected to play in facilitating the use of technology by these children was also identified. The following are some of the main ways in which children use technology.

Technology for Entertainment

One of the most common ways in which technology is used by young children is in entertainment. According to Allodi and Zappaterra (2019), the introduction of video games and other technology-related entertainments replaced outdoor games. Children currently prefer playing indoor games to engaging in outdoor physical activities. They can watch their popular television program while playing a game using a phone or their laptops. Technology has made it possible for young children to engage in competitive games without the need to have friends to compete against (McGoron et al., 2018). The arguments presented in the secondary sources were confirmed when primary data was collected and analyzed. It was noted that the child spent most of her time engaging in indoor games as opposed to playing with friends out of the house.

Technology was identified as a great source of entertainment for young children. Gupta (2021) argues that parents have been encouraging their children to focus more on indoor games because of the feeling that it is safer. The claim was supported by the parent who was interviewed in the study. She explained that she feels comfortable when her daughter is playing with the phone, the computer, or watching programs on their computers. There was the belief that they are safer while in the house than when they are playing outside.

Technology for Education

Findings made have revealed that technology currently plays a critical role in facilitating learning among young children. Livingstone and Blum-Ross (2020) explain that technology has created a unique platform where learners can gain new concepts. Most of the television programs, which are popular among children, are designed to be educative (Smartt, 2020). Beyond the entertainment, these programs make it possible for a child to learn basic numerical skills and social life skills. They also make it possible for a child to know how to undertake specific responsibilities (Mendelson et al., 2018). These claims were confirmed when collecting and analyzing data from primary sources.

It was evident that the child gained a lot of knowledge by simply watching specific television programs. They would ask questions while watching these moves, which confirmed that their critical thinking was enhanced. Through these platforms, these children could get to understand some of the concepts taught in class. The parent noted that when the COVID-19 pandemic broke, the child, just like many others in the neighborhood and across the country, could no longer go to school. However, learning did not entirely stop for the long duration that the country and international community struggled to find a solution. Online learning gained massive popularity during the period, and it remains a common way of learning for the child.

Technology for Communication

Communication is one of the areas that have been massively redefined by emerging technologies. According to Paz et al. (2018), the emergence of mobile phones has made it possible for children to communicate with a loved one without the assistance of an adult. They can easily go to the phonebook, find the name, and then make a phone call. Social media platforms have also become effective means of communication. A child can easily use WhatsApp to call someone or to seek assistance from someone (Khetani et al., 2018). I was able to determine how important technology has become in assisting children to communicate with various people. During the interview, the mother noted that the child would always make phone calls to the father, who is often out of the country, without any assistance. It was evident that the more a child uses technology, the more they learn to use it in different ways.

Technology to Support Social Skills

Technology plays a critical role in supporting the social skills of young children. Through films, a child can learn various social norms and practices that they are expected to play (Cuypera et al., 2019). For instance, they learn about the role of a parent, an elder brother or sister, the neighbor, and their responsibilities. They get to understand how they should relate with their friends and family members. These programs teach them about what is socially acceptable and behaviors that cannot be tolerated (Daniela et al., 2021).

During the period of collecting data from participants, it was evident that the young girl had gained social skills through watching movies. She would learn how to dance by watching how others do it on YouTube. The mother noted that the young girl knew how to make emergency calls to her parents or the police, in case it would be necessary. These technological inventions have made her understand her role as a child and the nature of the relationship that she should have with the parent and other members of the family.

Parental Role

The study revealed that parents have a critical role in the use of technology by their young children. As Yuan et al. (2019) observe, it starts with purchasing the necessary technological gadget for the child. The parent should have a clear understanding of why they are purchasing a specific gadget for their child. Once they purchase the item, Pineda et al. (2020) explain that the parent should maintain close supervision on how it is used. During the interview, the mother explained that she is always interested in knowing what her child is doing with each of the devices. She admitted that although sometimes it may not be possible to constantly monitor their activities, she makes an effort to influence it. She explains to them sites that they should visit and those that they need to avoid. She further stated that the parent should also help a child not understand how to use these gadgets. When possible, they should be close enough to ensure that they can explain to the child concepts that they do not understand in films that they watch.

Conclusion

Young children use technology in their daily lives for various reasons. Data collected from both primary and secondary sources reveal that technology has become critical in the entertainment of young children. Young children currently prefer computer games and other indoor entertainment options to outdoor games. Technology has also become a critical pillar in the normal learning of a child. Many schools are not integrating online learning with the traditional brick-and-mortar learning model. It ensures that a child can learn at any time irrespective of their physical location. Technology also plays an important role in facilitating communication and supporting social skills among children. Parents have a major role to play besides purchasing the necessary technological gadgets. They have to ensure that these gadgets are used responsibly to facilitate the development of their children without exposing them to any danger.

Ethical Consideration

When conducting a study, it is critical to observe ethical concerns. Given the fact that data was collected from a family, the researcher had to respect their privacy. The participants involved in the study were a mother and her daughter. A consent form was developed, attached in appendix 1, explaining the goal of the research, method of data collection, and the role that the parent was expected to play. Data were collected only after the parent granted her approval. The interview with the mother lasted 1 hour to avoid consuming a lot of her time.

The video recording of the child using technology in the house lasted 6 hours. Throughout the process of collecting data, the researcher made sure that there was constant communication with the parent, addressing concerns that emerged. Oades et al. (2017) encouraged having effective communication with participants to help address suspicions, misinformation, and misconception that may arise. It was essential to ensure that the data collected was as rich as possible and directly responded to the research questions.

To enhance trustworthiness and credibility in the study, it was necessary to collect rich data, as Tracy (2010) recommends. The interview with mother lasted 1 hour and that interview was recorded and transcribed in file in order to get accurate data. Video recording of participant lasted 6 hours, and the content was then transcribed. The mother and the daughter were both considered participants. Field note helped in collecting further data. The pilot study used thematic analysis, including deductive and inductive coding.

Final Reflections

The primary objective of this study was clearly defined before setting out to collect data. Primary data was collected on a weekend, using the method that has been explained in the section above. When I was conducting this study, I noticed that the child who- who was the focus of the investigation- was genuinely attached to her technology devices. As soon as she arrived from school, she would head straight to her room and switch on the television. She had some preferred cartoons that should watch. I also noticed that she had an iPad that she was using for specific online games. It was interesting to note, during the study, that the mother was not even aware of some of the apps the child was using for her entertainment. Most of these apps were for various forms of online gaps while others were for cartoon entertainment. She would be so involved in her entertainment that should forget about our presence in the room.

Findings of this pilot study support various theoretical concepts such as attachment theory, behaviorism, and positive psychology, but one of them, Albert Bandura’s social learning theory, was found to be particularly relevant. The theory holds that observation and imitation are powerful tools of learning (Brickman, 2021). This argument was supported by data obtained from the pilot study. What a child observes significantly influences their learning, and that is always demonstrated by their imitations. In this pilot study, it was observed that in many cases, the mother would demonstrate to the child how to use technology for various reasons. The child would observe and imitate these actions, enabling her to use the gadgets with minimal assistance from the mother after some time.

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Appendices

Appendix 1: Consent Form: Site Informed Consent Form

• Parent’s Position:
• Approval Date:
• Title of Research: How Young Children Use Technology in Their Daily Lives and the Parental Role: A Pilot Study: Masters’ student at ………….
• Purpose: The purpose of this pilot study is to explore how young children use technology in their daily lives and the role that parents should play in it.
• Method of Recruitment and Data Collection: The day in the Life (DITL) method will be used to collect the needed data using video recordings and note-taking. We will only proceed with data collection if there is an agreement to participate in the video recording.
• Risks and Benefits: In this study, there was no major risk that the participant and the family were exposed to when collecting data. The only concern was that the researcher invaded the privacy of the family because of the nature of the data collection method. The findings of this research will be beneficial to parents as it will help in explaining their role in their children’s usage of technology. The document will also form an important piece of literature for future scholars.
• Confidentiality: The identity of the family and individual members of the family will not be revealed. Describing the background of the parent and the age and current status of the child was considered sufficient.
• Right to Refuse or Withdraw: The participant (the parent) is reminded of her right to withdraw from or refuse to take part in this study if she feels that she is unable to continue due to personal or job-related issues.
• Role as the Parent: If the consent is granted, the role of the parent will be to:
  • Ensure that the child behaves normally despite the presence of the visitor;
  • Ensure that the child is assisted in using the relevant technologies;
  • Limit interference in the study as much as possible
• Agreement:
  • Having understood the information above, I grant you permission to collect the needed data in my house.
  • Parent’s Signature
  • Date
  • Researcher’s Signature Date

Appendix 2: Video Script

Appendix 3: Personal Information Form

• Child Name:
• Age of the child:
• Grade:
• School name:
• Number of siblings:
• Language spoken:
• Family information
• Mother name:
• Job:
• Education background:

Appendix 4: Strategies and Instructions for the Interview

• Choose an appropriate place to do the interview.
• I will start the interview by thanking the interviewer for taking the time to conduct this interview.
• Determine the time taken for the interview.
• The questions must be clear and direct.
• Asking one question at a time.
• Starting with a general question and then move on to more a specific question.
• Giving enough time to answer the question.
• Avoid interrupting the interviewer while answering the questions.
• Asking many questions for follow-up and clarifications.
• Make an eye contact to show interest.
• Preparing various recording devices.
• Using active listening strategies.
• Ensure that the interview is in a comfortable atmosphere.

Appendix 5: Semi-Structured Interview Questions

• can you tell me about the daily routine about your child?
• How would you describe your child’s use of technology?
• How do you control your children’s interaction with technology? Can you tell me examples?
• Have you ever illustrated the dangers of using technology? If yes, what strategies have you tried?
• What rules do you follow while your child uses the internet?
• In what way technology changed her life?
• What activities dose your child like to do when using technology?

Appendix 6: Template for Analysis Interview Transcript

Appendix 7: Template for analysis the video

Appendix 8: Data from Video Related to Using Technology Theme

Photo	Dialogue from the data	Description of the action	code
	Roya” I will login to imagine learning to do the levels”	The child used a laptop to access the school website	Learning
	Roya” I will see the picture to find the correct one”	She is lesson to clue in order to choose the word then she chooses wrong word then she starts to talk to herself	Learning
	Roya” give”	The character asks the child to repeat the word and the child repat it for many time	Learning
	Roya” work”	The character asks the child to repeat the word and the child repat it for many time	Learning
	Roya” find”	The character asks the child to repeat the word and the child repat it for many time	Learning
	Roya” I will run from the red man to collect more gold”	After, she done with words the website gave her reward to play the game	Entertainment
	Roya says “I have fun”	After she done the game, the character asked about her opinion about the game	Express feelings
	Roya” let’s dance”	The sisters were lesson to the music and then she came and asked them to dance	Engage
	Roya” stop no one move”	She was act as what showed in the tv	Engage
	Roya “I will send to my grandmother good morning”	She was texting her grandmother through the whats up app	Communication
	Roya” lama look to the photo it is funny”	The child watched the photo on the phone	Fun
	Roya “mama said we can watch the show again but we need to play our game” her sister” oooh again” Roya “yes English all the time”	The sisters sit together watched the tv and played	Engage
	Ros says “Mama, help me I cannot enter the imagine learning”. The girl came and says” I will help her”	The little sister was her turn to use imagine learning school website	Educate
	Roya says” Here we have to open google” and then press the microphone “	She showed the steps to her sister	Educate
	“and say hello google open imagine learning”	She taught her sister google feature	Educate
	Roya “look google opened for us now we enter your account, yes yes it works”	She taught her sister the next step	Educate
	Roya “You know, my mother, I love their program because they live the same as our lives” the mother” what you mean. She replies “Umm, they live outside Saudi Arabia alone and they do not have uncles and aunts.”	The child and her mother sit in the living room and watched tv	express feeling
	Roya “Mama, they found out that the person in need is a fraud and that he is only doing it in order to get money.” The mother replies, “Yes, that is true there are people who act in order to get money and the sympathy of others”. Roya says” You’re telling us we should help others.” The mother says “it’s true, but we need to make sure of that first before offering help other”	The child discussed with her mother about the concept she saw	Critical thinking
	Roya” I want to turn the volume up so we can sing together”	The child sits next to her mother to play video game through the phone	Engage
	Roya” let’s play as if we were at school”	The kids were in the kitchen with mother	Imagination

Appendix 9: Data from Interview Related to Using Technology Theme

APPENDIX Data from video related to Parents’ role theme

Photo	Dialogue from the data	Description of the action	code
	The mom “roya stop the show because there is a monster, you can watch another episode”, she refuses to stop the show and says “wait you will see what happens next”	The child watch episode of Arabic show call (The Moshaya family) through the YouTube channel	Supervision
	Roya “See mom I told you before there is nothing terrifying, they are only swimming”. Then the mother says “you are not afraid now but before you are going to sleep you start crying for fear of the monster appearing to you so just stop it now”	The child continued to watch the program	Discussion
	Mother “what are you doing now? Are you going to look for another terrifying episode” she says “no no “	She stopped the show and started to look for another show	Supervision
	The mother “what is this? You know you not allowed to see anything without asking me” the kid replies “I know that it is just advertisement”	Through her searched the ad appeared	Rules
	Roya “I want this game” the mom says “stop asking to have everything you see find Moshaya Family show and watch it”	The child watched the ad then started talked to her mother	Discussion
	Roya “my last gift was in Eid, my grandmother brough me this dress”	She continued watching the advertisement and starts to talk to me	Discussion
	The mother” stop playing with the YouTube and open Moshaya Family give me the remote I will open it to you”	She looked through the YouTube	Discussion
	Roya “mom I find it and you know me I do as you ask all the time, I do not watch anything without your permission, I know the rules”	She watched the Moshaya Family episode	Rule
	Roya” mom I want play video game can I” mom says “ok but you need to sit next to me while you are playing” Roya “ok”	The mother started to work on her laptop	Rule
	Mother” what are you doing with the phone” Roya “ I do not play just watching the photos” then she laugh and says” I remember rules all the time”	The mother left the room to the kitchen	Supervision
	Roya” see it just photos”	She went to her mother to showed her the phone	Communication
	Roya” mama let’s see Mohammed birthday” mom” where” she says” in his mother story from the snapchat”	She asked her mother to watch her cousin’s birthday	Communication

Data from interview related to parents’ role theme