<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000200340</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701752</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Technology use habits of children under six years of age at home]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação de hábitos domésticos de crianças menores de seis anos quanto ao uso de tecnologia]]></article-title>
<article-title xml:lang="es"><![CDATA[Hábitos de uso de la tecnología de los niños menores de seis años en el hogar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tena]]></surname>
<given-names><![CDATA[Rosalía Romero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[María Puig]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cejudo]]></surname>
<given-names><![CDATA[Maria del Carmen Llorente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universida de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Espanha</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universida de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Espanha</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universida de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Espanha</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>103</numero>
<fpage>340</fpage>
<lpage>362</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000200340&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000200340&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000200340&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Parents, teachers and researchers are wondering how the digital and technological world affects young children between 0 and 6 years of age at home. This study aims to show the use they make of it, the characteristics of this use, and the relationship that children establish with technologies, as well as to find out whether there are rules for this use and who sets them. A mixed quantitative-qualitative methodology, using the &#8220;questionnaire on the use of technology at home&#8221;, semi-structured interviews, and analyses of Early Childhood Education Assemblies (ECEA), generated very significant results. For instance, despite the quick incorporation of tablets or video game consoles, TV is still the favorite device of the youngest population, followed closely by mobile phones. The results indicate that these children spend an average of 92 minutes per day watching TV. In addition, 92% of them have a tablet and spend an average of 60 minutes per day using a computer or a tablet. It can be concluded that children start accessing and using ICT at the age of two.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Pais, professores e pesquisadores se preocupam em como o mundo digital e tecnológico afeta crianças entre 0 e 6 anos de idade em casa. O objetivo deste estudo é mostrar o uso que as crianças fazem da tecnologia, as características de seu uso e a relação que elas estabelecem com estas, assim como descobrir se há regras para esse uso e quem as determina. Foi usada uma metodologia quantitativa-qualitativa com aplicação de questionários sobre o uso de tecnologia em casa, entrevistas semiestruturadas e análise do Early Childhood Education Assemblies (ECEA), os quais reproduzem resultados significantes. Por exemplo: apesar da rápida incorporação de tablets e videogames, a televisão é ainda o instrumento favorito da população infantil, seguida de perto por telefones celulares. Resultados indicam que as crianças gastam, em média, 92 minutos por dia vendo TV. Além disso, 92% deles têm um tablet, e gastam, em média, 60 minutos por dia usando computador ou tablet. Pode-se concluir que, aos dois anos, as crianças começam a usar tecnologias da informação e comunicação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Padres, profesores e investigadores se preguntan cómo afecta el mundo digital y tecnológico a los niños de 0 a 6 años en casa. Este estudio pretende mostrar el uso que hacen de las tecnologías los menores, las características de este uso y la relación que el menor establece con este mundo, así como averiguar si existen reglas para su uso y quién las establece. Una metodología mixta cuantitativo-cualitativa, utilizando el &#8220;cuestionario sobre el uso de la tecnología en el hogar&#8221;, entrevistas semiestructuradas y análisis de las Asambleas de Educación de la Primera Infancia (ECEA), generó resultados muy significativos. Por ejemplo, a pesar de la rápida incorporación de tabletas o consolas de videojuegos, la televisión sigue siendo el dispositivo favorito de la población más joven, seguida de cerca por los teléfonos móviles. Los resultados indican que estos menores pasan una media de 92 minutos al día viendo la televisión. Además, el 92% de ellos tienen una tableta y pasan un promedio de 60 minutos al día usando una computadora o una tableta. Puede concluirse que los niños comienzan a acceder a las TIC y a utilizarlas a la edad de dos años.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Family habits]]></kwd>
<kwd lng="en"><![CDATA[Influence of technology]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias da Informação e Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Educação na primeira infancia]]></kwd>
<kwd lng="pt"><![CDATA[Hábitos familiares]]></kwd>
<kwd lng="pt"><![CDATA[Influência da tecnologia]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de la Información y la Comunicación]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Hábitos familiares]]></kwd>
<kwd lng="es"><![CDATA[Influencia de las TIC]]></kwd>
</kwd-group>
</article-meta>
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