Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children's continuing learning and development.

Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children's experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning.

Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes.

A number of key questions are considered, including:

• Which technologies do young children encounter at home and preschool?
• What kind of learning takes place in these encounters?
• How can parents and practitioners support this learning?
• Are some children disadvantaged when it comes to learning with technology?

Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children's learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.

Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children s continuing learning and development.

Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children s experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning.

Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes.

A number of key questions are considered, including:

• Which technologies do young children encounter at home and preschool?
• What kind of learning takes place in these encounters?
• How can parents and practitioners support this learning?
• Are some children disadvantaged when it comes to learning with technology?

Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children s learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.