Date of Graduation

5-2014

Document Type

Thesis

Degree Name

Bachelor of Science Education

Degree Level

Undergraduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Hagstrom, Fran

Committee Member/Reader

Aslin, Larry

Committee Member/Second Reader

Frazier, Kimberly

Abstract

This study explored the impact of technology on the play development of young children. Seven families with children between the ages of 18 and 36 months of age participated in the study. Four of the children were from homes that did not allow their children to handle and play with electronic devices, and three of the children from were from home that did allow such play. A brief developmental questionnaire was used to categorize the technology status of the home. The data collection consisted of 30-minute video recordings of each child playing with real objects followed by play with that used digital apps with the same objects. The video recordings were analyzed for pragmatic aspects of social interaction, attention, and interest. These were compared for children from low-technology versus high-technology homes. There were no differences in between the two sets of children during play with real object; however, differences were found with playing with the digital apps. Children from low-technological homes showed less interest in playing with digital apps and were more interested in the on-off function of the iPad. Children from high-technological homes remained social in both play conditions but were more independent and explored more during digital play.

Keywords

play; child development; technology

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