| Abstrakt: |
The advent of mobile app development, driven by the ubiquity of smartphones and tablets, has revolutionized early childhood education. This transformation is exemplified by the proliferation of early childhood education apps. Academic interest in education apps, particularly early childhood, underscores their importance in shaping learning experiences. This study delves into Chinese families' utilization patterns, examining awareness, attitudes, and guidance on app usage and children's engagement frequency. Results indicate early exposure and high-frequency use, underlining the apps' prevalence. The study also identifies the strengths and challenges of these apps. While they offer flexibility, interactive learning, and extensive content, there are concerns regarding potential addiction and lack of critical thinking. Collaboration among stakeholders, including schools, parents, and developers, ensures responsible usage. The research provides actionable recommendations. Parents should adopt a balanced view of early childhood education apps, recognizing their potential benefits while mitigating risks. Fostering a positive parent–child relationship is crucial, emphasizing communication and mutual understanding. Parents should enhance their ability to select and operate apps effectively. Creating an appropriate environment and providing scientific parenting instructions are also essential. Kindergartens are pivotal in cultivating children's good operating habits and formulating relevant regulations to ensure app quality. Theoretical implications highlight the need for a holistic approach, considering the interplay between children, parents, and technology. Policymakers, developers, and educators must acknowledge parents' pivotal role in digital education. Policies should promote responsible screen time and high-quality content. This study offers valuable insights into the evolving landscape of early childhood education, shaping the future of digital learning experiences for young children. [ABSTRACT FROM AUTHOR] |
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