ArticleBehavioral sciences (Basel, Switzerland)2026
Children's Interest in Digital and Traditional Literacy Activities: A Mixed-Methods Study of Parents and Children.
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
This mixed-methods study examined preschoolers' digital home environment (DHE), parent-child digital and traditional literacy activities, children's interest in literacy across modalities and parent and child perspectives on literacy practices. Participants included 121 Israeli parents of preschool-aged children and their children. Quantitative data were collected via parent questionnaires assessing joint digital literacy activities, general digital activities, parental involvement in selecting digital content, traditional literacy activities, and children's interest in digital and traditional literacy. Qualitative data comprised parents' open-ended responses about children's digital media exposure and children's perspectives on digital writing. Findings revealed positive associations between digital and traditional literacy practices in the home. Parent-child joint digital literacy activities emerged as the strongest predictor of children's interest in digital literacy, beyond the effects of children's age and traditional literacy practices. Conversely, parental involvement in selecting digital content was negatively associated with children's interest in digital literacy activities. Qualitative findings indicated that parents perceived digital media use as offering educational opportunities while also raising developmental concerns, and placed strong emphasis on parental mediation and supervision. Children associated digital writing with learning, letters, and school-related literacy activities, while also linking computers with play and entertainment. Children's preferences for handwriting versus keyboard writing were nearly equally divided, with explanations reflecting varied perceptions of convenience, enjoyment, and the meaning of writing in digital contexts. Together, these findings suggest that young children's digital literacy experiences are shaped less by technology per se and more by the socially mediated interactions surrounding digital media use.
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