Connections and disconnections between home and kindergarten: A case study of a 4‐year old child's digital practices and experiences in early childhood

Abstract Various studies outline the ‘digital disconnect’ that exists between the digital experiences that children have with technologies at home and at school. It is however important to document the increasingly multimodal technological world that young children are inhabiting. Framed by socio‐cultural and ecological theoretical perspectives, this case study of a 4‐year old girl investigates how the contexts surrounding the child impact the use of digital technologies and the differences, if any, between the two contexts. Participatory methods are used to gather data from the child participant in relation to her experiences, preferences and interactions with technology, which was triangulated with the views of one parent and her current educator. Qualitative data were analysed using thematic analysis. Four themes emerged as follows: technological uses and competences , child agency and participation , individual and collective funds of knowledge and bridging of children's lifeworlds . Findings indicated that the differences or digital disconnect between the home and the school are not necessarily perceived as negative or limiting, yet there is also room for fluidity and openness to explore these technological spaces as possibilities or bridges for children's participation, engagement and agency in the two lifeworlds. Practitioner notes What is already known about the topic The notion of digital disconnect between the home and the school characterises children's encounters with technology. Learning is culturally, historically and socially situated, and a result of participation and immersion in the cultural milieu through the mediation of social and cultural tools. What this paper adds Empirical evidence of young children's experiences of their multimodal lifeworlds through case study research. Understanding of a young child's perceptions on the use of digital technologies in the home and the school from her own lens using participatory methods with children. Realisation that at age 4, a child may already have developed clear distinctions between formal and informal spaces. Implications for practice and/or policy Implications regarding the ways early childhood settings may respond in light of findings related to how young children may regard the existence of a digital disconnect from a positive or neutral lens. Considerations around the need to give young children a voice before effecting changes to their learning spaces through participatory, child‐friendly methods, in concordance with a rights‐based approach. Suggestions on the role of the adults (parents and educators) in ensuring that young children are provided with opportunities to experience and use digital technologies for multiple purposes through modelling, scaffolding and creativity.