Observing preschoolers' engagement with a digital book library: insights from children of diverse backgrounds in Türkiye

SARI UĞURLU B.

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 2025 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.1080/1350293x.2025.2529362
  • Journal Name: EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), DIALNET
  • Çanakkale Onsekiz Mart University Affiliated: Yes

Abstract

This study investigates how preschool-aged children in T & uuml;rkiye independently engage with digital books from a free, native-language digital library, focusing on socio-economic differences. Eighteen children participated in 70 video-recorded sessions over four weeks. The study explored (1) how many digital books children read, (2) their interaction with interactive features, and (3) the quality of their engagement. Children from middle socio-economic backgrounds completed significantly more books and demonstrated higher-quality engagement than their peers from low-SES backgrounds. While both groups used interactive features at similar rates, children from low-SES backgrounds activated more hotspots, often before narration began, indicating a preference for exploratory interaction over narrative focus. While access to digital books is essential, design and guidance must address differences in children's prior literacy experiences to promote meaningful engagement.