Children’s digital experiences: a scoping review of social interactions in family settings

Journal article : Review

There is little guidance for parents on how to support children during co-use, co-viewing, and co-playing with digital technologies. Given the critical role of the home learning environment and the widespread use of digital technologies in children’s homes, it is essential to gain a deeper understanding of current interaction patterns during digital technology use to inform relevant guidance and support for families. This scoping review overviews and consolidates the literature on young children aged birth to 8 years, and their social interactions with family members during shared use of digital technologies. It considers the types and features of interactions studied across the various contexts of children’s digital use and draws on this evidence to provide a forward-looking research agenda. Comprehensive searches of 4 electronic databases (SCOPUS, ERIC, PsycInfo, Web of Science) using terms focused on the child, other person/s, the social interaction, and the digital element were conducted for the years 2015 to 2023. This yielded 46 studies reporting on young children’s social interactions during shared digital experiences in family contexts. Synthesis of the findings were organised and discussed according to each study’s characterisation of interactions, including attributes of oral language, communication support of children’s understanding, social interactions and connections, and familial negotiations. These themes were explored to highlight patterns and trends in the literature. Across the studies, findings point to a complex and dynamic relationship between children, their parents, and digital technologies within the home context and family dynamics – highlighting the critical role of various child, adult, and digital factors (e.g., child age, parent digital literacies, app design) in shaping the interaction. Understanding how these factors influence children’s social interactions during digital experiences is crucial for developing effective guidance and support for families.

Authors: Lewis, KL; Verenikina, I; Howard, SJ; Kervin, LK

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: SAGE Publications
• Journal: Journal of Early Childhood Literacy
• Publication date: 2026-03-05
• Acceptance date: 2026-02-02
• DOI: 10.1177/14687984261427140
• EISSN: 1741-2919
• ISSN: 1468-7984
• Language: English
• Keywords: early childhood; parent-child interactions; parental mediation; co-use; oral language; digital play; digital technology
• Subtype: Review