Theoretical Approaches to Studying Technology and Digital Media in Parent-Child Relationships With Young Children

Research on how technology enhances or interferes with parent-child relationships is important because it is the basis for technology-related policies and guidelines for caregivers and others who work with young children. This research is especially crucial as access to technology increases; however, there has not been a consistent theoretical base to this work. The lack of theory can limit the scope of this research, as theory can help to guide and contextualize the implications of the research findings. Here, we suggest an integrative theoretical approach that emphasizes context in the study of technology in caregiver-child interactions. Drawing from ecological theory, the process model of parenting, attachment theory, and social learning theory, we consider a theoretical approach to technology in caregiver-child relationships that considers context at multiple levels to guide high-quality research. Implications of research on recommendations for media use are discussed, and recommendations for research design and methodology to incorporate an integrative theoretical approach are offered. What is the significance of this article for the general public?As new technology and digital media devices (e.g., tablets, smartphones) become more accessible, it becomes increasingly important to understand the roles these devices play in caregiver-child interactions and to develop guidelines that promote healthy child development. However, up to this point, research in this field has been missing an integrative theoretical approach for the implications of multiple contexts of technology use, which limits the effectiveness of policies based on this research. Drawing from four theories, we suggest an integrative approach to the study of technology in caregiver-child relationships that will produce policy and recommendations for media use that are more effective.