In contrast to the research outlined above, there are many whose research concluded that children should not have access to screen reading technology such as e-picture books. Aldahfeeri, Palaiologou and Folorunsho (2015) surveyed early childhood teachers in Kuwait and found that although 94% responded that digital devices have had a positive influence on their personal life 46% stated that “digital devices should not be embedded in the early childhood curriculum and 57% stated that children should not play with digital devices in the classroom” (p.352). Likewise, with a focus on digital print and reading Ihmedeh (2014) urged teachers to replace children’s screen time with time spent reading printed books. Their research concluded children may develop lags in a range of literacy skills if teachers relied mostly on digital e-books. Due to such contrasting opinions, children’s access to digital devices, including e-picture books, is a focal topic for many parents and early childhood teachers.
Furthermore, Brownlee and Crisp (2015), Flewitt, et al. (2015) and Gibbons (2015) all argue against children having access to electronic devices such as iPads. Similarly, Oldridge (2010) research highlighted that only one of the five New Zealand early childhood teacher participants interviewed saw any importance in integrating screen technology, such as computers, into their early childhood setting. Additionally, Anderson and Subrahmanyam (2017) highlight how exposure and access to digital media for children under the age of two has associations with negative cognitive development, and for children over two digital technologies can support the development of anti-social behaviour. Furthermore, Khoo, et al. (2015) quote Dr Manfred Spitzer, a German neuropsychiatrist who suggested that young children who spend too much time on a computer can experience permanent cognitive dysfunction. They continued to describe a range of research which describe digital media as “harmful” on young children’s learning and social development (p. 6). Similarly, Whyte (2012) describes in her opinion piece focused on how the Diagnostic and Statistical Manual
26 use disorder’. This is discussed in relation to people’s over use of screen and digital technology which is leading to the development of an addiction to the internet. Furthermore, Flewitt, et al. (2015) whose research focused on five and six year olds interactions with iPads described concerns from teachers about how the iPads may cause potential harm (Flewitt et al., 2015). The teacher participants in this research were “wary of the addictive and ‘over- stimulating’ nature of digital gaming and feel children were spending ‘not enough time outside…too much time sitting down” (p. 295). The teachers also argued that technology has “no place in early learning” (p. 290).
In a study by Kozminksy & Asher-Sadon (2013) who compared e-picture book reading to printed books reading through the medium of pair reading. They looked at 50 four to five- year-old children, half were provided with e-picture books and half printed picture books. This study importantly noted they had a control for the teacher’s influence. They asked teachers to only passively respond to the children during the experiment. This is important as the role of the teacher and/or other adult during the reading process is a key element in the success of developing emergent literacy skills (Booth, 2005). In contrast to Bebell and Pedulla (2015), Kozminsky and Asher-Sadon (2013) concluded that those who read from the printed books improved their literacy skills considerably more than those with the e–books, especially with their concepts of print, understanding of plot, and vocabulary knowledge. The vast difference in results of these two studies may be related to their pre and post testing. Bebell and Pedulla (2015) used a standardised literacy test, common in the United States of America and gave children the iPads over nine weeks, without detailing or controlling how, when, or amount of time they used them. The researchers could not control for the interest factor. Children are often drawn to use new and different materials more than traditional ones. This may contribute to children spending more time exploring the iPads than those who were doing the activities in a more traditional manner (Bepell & Pedulla, 2015). Whereas, Kozminsky and Asher-Sadon (2013) controlled the interest factor though having controlled group experiences and activities, rather than giving the children complete undocumented access (Kozminsky & Asher-Sadon, 2013).
Bus et al. (2015) cautions against children reading digital e-books because of the interactive features. Their research observed five and six year olds reading and focused on their
27 comprehension and memory after reading a picture book, comparing e-picture books to paper based books. In contrast to Imehideh (2014) who concluded one of the reasons the e-picture books were so successful was their additional digital features, Bus et al. (2015) cautioned readers against the additional digital features. They argue that digital features, such as visuals and animation in books and stories are not designed for hypermedia links. They concluded that this lead to diminished performance or less understanding of the text. In addition, they concluded that these digital features had the tendency to turn the book into a game (Bus et al., 2015).
Research on young children using digital devices as an emergent literacy tool has demonstrated complex and contradictory findings. The themes from this literature review, do however, provide evidence that there is an increase in the popularity of tablet devices such as iPads. There is evidence that the use of digital devices by young children for reading is increasing and children’s access to e-picture books has increased. It is also evident that children’s access to these tools is influenced by the willingness and confidence of their teachers. Further research into the critical issues of young children reading e-picture books and their influence on children’s emergent literacy is needed as well as the perspectives of parents and early childhood teachers in New Zealand. Therefore, this research will investigate the perspectives of five parents and five early childhood teachers in New Zealand regarding young children reading e-picture books as an emergent literacy tool.
28