INTRODUCTION: The exponential growth of digital devices has had a significant social impact, causing profound changes in family life. This reality offers undoubted advantages, such as the enhancement of certain skills, rapid and widespread access to knowledge, and new educational opportunities. However, there is a growing awareness that excessive or uncontrolled use of digital technology, especially at an early age, can have negative repercussions on children's mental and physical well-being (Heffler KF., 2016) (Domingues-Montanari S., 2017). In this context, shared reading can be an effective tool for balancing the impact of technology, promoting children's linguistic, emotional and relational development. The aim of the study is to investigate the use of digital devices and attitudes towards early reading among parents of children aged between 4 and 36 months attending nurseries in the province of Ascoli Piceno. MATERIALS AND METHODS: An exploratory, observational, cross-sectional and multicentre study was conducted using a structured, self-administered questionnaire. Data collection took place between 12 March 2025 and 12 June 2025 in nurseries in Ascoli Piceno, Castel di Lama, Offida, Monteprandone and Folignano. RESULTS: The response rate (RR) was 99.12% with a total sample of 225 participants. Most of the sample were mothers (85%), with an average age of 35.44 years and a bachelor's degree (39%). The children included in the study were predominantly male (57%) with an average age of 24.72 months. With regard to the ownership of digital devices, the average number of smartphones was 2.22, children's tablets 0.17 and laptops 1.44. In this regard, 51% of parents stated that their children never use smartphones, 18% reported weekly use and 18% reported daily use. The “Nati per Leggere” (Born to Read) project is known to 78% of participants, who report spending less than an hour a day on shared reading, while 25% spend one or two hours on it, mainly mothers. Finally, 84% of parents consider it useful to promote reading in healthcare facilities as an effective tool to combat addiction. Statistical analysis has shown that children's digital habits vary significantly between the different areas surveyed and according to the gender of the child. ANALYSIS: Data processing was carried out using a database created with Microsoft Excel®. Statistical analysis, based on contingency tables, considered absolute frequencies and percentages of categorical variables. The relationships between demographic and behavioural variables related to the use of digital devices and reading habits were explored using correlation tests (Pearson and Spearman), t-tests for independent samples and Chi-square tests. The level of statistical significance was set at p < 0.05. DISCUSSION: The study confirms limited use of technology among preschool children, and early and shared reading emerges as a valid educational and relational alternative, appreciated by almost the entire sample. This tool, supported by initiatives such as the “Nati per Leggere” (Born to Read) project, also within the Nursing Degree Course, promotes the creation of spaces dedicated to reading in maternal-child settings where nurses play a central role in promoting the conscious use of technology and raising awareness among families of the importance of reading as an educational and relational practice. KEYWORDS: “Digital Technology”, “Media Exposure”, “Infant”, “Nurse's Role”.
INTRODUZIONE: La crescita esponenziale dei dispositivi digitali ha avuto un importante impatto sociale provocando profondi cambiamenti nella vita delle famiglie. Questa realtà offre indubbi vantaggi, come il potenziamento di alcune competenze, un accesso rapido e vasto alla conoscenza e nuove opportunità formative. Tuttavia, è sempre più diffusa la consapevolezza che un uso eccessivo o non controllato del digitale, specialmente in età precoce, possa avere ripercussioni negative sul benessere psico-fisico dei bambini (Heffler KF., 2016) (Domingues-Montanari S., 2017). In tale contesto, la lettura condivisa può rappresentare un efficace strumento di equilibrio rispetto all’impatto della tecnologia, favorendo lo sviluppo linguistico, emotivo e relazionale del bambino. L’obiettivo dello studio consiste nell’indagare l’utilizzo dei dispositivi digitali e la sensibilità nei confronti della lettura precoce nei genitori dei bambini di età fra i 4 e i 36 mesi frequentanti i Nidi della provincia di Ascoli Piceno. MATERIALI E METODI: È stato condotto uno studio esplorativo, osservazionale, trasversale e multicentrico utilizzando un questionario strutturato e auto-somministrato. La raccolta dei dati è avvenuta tra il 12 marzo 2025 e il 12 giugno 2025 negli asili nido di Ascoli Piceno, Castel di Lama, Offida, Monteprandone e Folignano. RISULTATI: Il Response Rate (RR) è stato del 99,12% con un campione totale di n. 225 partecipanti. La maggior parte del campione sono mamme (85%), con un’età media di 35,44 anni, con una laurea triennale (39%). I bambini inclusi nello studio risultano essere prevalentemente di genere maschile (57%) con un’età media pari 24,72 mesi. In merito al possesso dei dispositivi digitali, la media dello smartphone è del 2,22, del tablet per bambini 0,17 e del pc portatile 1,44. In riferimento a ciò, il 51% dei genitori dichiara che i propri figli non utilizzano mai lo smartphone, il 18% riferisce un utilizzo settimanale e il 18% ne riferisce un utilizzo quotidiano. Il progetto “Nati per Leggere” è conosciuto dal 78% dei partecipanti, che riferiscono di dedicarsi alla lettura condivisa nel 64% meno di un’ora al giorno, mentre il 25% vi si dedica per una o due ore, soprattutto da parte delle figure materne. Infine, l’84% dei genitori considera utile promuovere momenti di lettura nelle strutture sanitarie, come efficace strumento di contrasto al fenomeno delle addiction. L’analisi statistica ha evidenziato che le abitudini digitali dei bambini variano significativamente tra i diversi territori indagati e in base al genere del bimbo/a. ANALISI: L’elaborazione dei dati è stata effettuata tramite un database costruito con Microsoft Excel®. L’analisi statistica, basata su tavole di contingenza, ha considerato frequenze assolute e percentuali delle variabili categoriali. Sono state esplorate le relazioni tra variabili demografiche e comportamentali relative all’uso dei dispositivi digitali e alle abitudini di lettura, utilizzando test di correlazione (Pearson e Spearman), test t per campioni indipendenti e test del Chi-quadro. Il livello di significatività statistica è stato fissato a p < 0.05. DISCUSSIONE: Lo studio condotto conferma un limitato utilizzo della tecnologia tra i bambini in età prescolare e la lettura precoce e condivisa emerge come una valida alternativa educativa e relazionale, apprezzata da quasi la totalità del campione. Tale strumento, sostenuto da iniziative come il progetto “Nati per Leggere”, anche all’interno del Corso di Laurea in Infermieristica, promuove la creazione di spazi dedicati alla lettura nei setting materno-infantile dove gli infermieri assumono un ruolo centrale nel promuovere un uso consapevole della tecnologia e nel sensibilizzare le famiglie all’importanza della lettura come pratica educativa e relazionale. KEYWORDS: “Digital Technology”, “Media Exposure”, “Infant”, “Nurse’s Role”.
L’ALLEANZA DELLE BARRIERE NELLA PRIMA INFANZIA: IL PROGETTO PILOTA UNIVPM “NATI PER LEGGERE” TRA OPPORTUNITA’ E ANALISI DEI NATIVI DIGITALI
BEJANI, ALESSIA
2024/2025
Abstract
INTRODUCTION: The exponential growth of digital devices has had a significant social impact, causing profound changes in family life. This reality offers undoubted advantages, such as the enhancement of certain skills, rapid and widespread access to knowledge, and new educational opportunities. However, there is a growing awareness that excessive or uncontrolled use of digital technology, especially at an early age, can have negative repercussions on children's mental and physical well-being (Heffler KF., 2016) (Domingues-Montanari S., 2017). In this context, shared reading can be an effective tool for balancing the impact of technology, promoting children's linguistic, emotional and relational development. The aim of the study is to investigate the use of digital devices and attitudes towards early reading among parents of children aged between 4 and 36 months attending nurseries in the province of Ascoli Piceno. MATERIALS AND METHODS: An exploratory, observational, cross-sectional and multicentre study was conducted using a structured, self-administered questionnaire. Data collection took place between 12 March 2025 and 12 June 2025 in nurseries in Ascoli Piceno, Castel di Lama, Offida, Monteprandone and Folignano. RESULTS: The response rate (RR) was 99.12% with a total sample of 225 participants. Most of the sample were mothers (85%), with an average age of 35.44 years and a bachelor's degree (39%). The children included in the study were predominantly male (57%) with an average age of 24.72 months. With regard to the ownership of digital devices, the average number of smartphones was 2.22, children's tablets 0.17 and laptops 1.44. In this regard, 51% of parents stated that their children never use smartphones, 18% reported weekly use and 18% reported daily use. The “Nati per Leggere” (Born to Read) project is known to 78% of participants, who report spending less than an hour a day on shared reading, while 25% spend one or two hours on it, mainly mothers. Finally, 84% of parents consider it useful to promote reading in healthcare facilities as an effective tool to combat addiction. Statistical analysis has shown that children's digital habits vary significantly between the different areas surveyed and according to the gender of the child. ANALYSIS: Data processing was carried out using a database created with Microsoft Excel®. Statistical analysis, based on contingency tables, considered absolute frequencies and percentages of categorical variables. The relationships between demographic and behavioural variables related to the use of digital devices and reading habits were explored using correlation tests (Pearson and Spearman), t-tests for independent samples and Chi-square tests. The level of statistical significance was set at p < 0.05. DISCUSSION: The study confirms limited use of technology among preschool children, and early and shared reading emerges as a valid educational and relational alternative, appreciated by almost the entire sample. This tool, supported by initiatives such as the “Nati per Leggere” (Born to Read) project, also within the Nursing Degree Course, promotes the creation of spaces dedicated to reading in maternal-child settings where nurses play a central role in promoting the conscious use of technology and raising awareness among families of the importance of reading as an educational and relational practice. KEYWORDS: “Digital Technology”, “Media Exposure”, “Infant”, “Nurse's Role”.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/24190