Young children are increasingly surrounded by a variety of technologies including television, computers,iPads, and mobile phones. This small qualitative study explored how Chinese immigrant families livingin Australia viewed their children’s use of technology at home. Six parents and three grandparentsrepresenting nine different families with children aged three to six years were interviewed. Data wereanalysed using Rogoff’s (2003) personal, interpersonal and cultural-institutional planes of analysis. Wefound that these children lived in technology-rich environments, however strongly held values andbeliefs associated with academic learning resulted in the creation of family rules and practices thatlimited children’s access to, and use of, different technologies. We argue that an understanding of familyvalues, beliefs, practices and culture will assist educators to build partnerships effectively with families,and enhance learning opportunities for young children.
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