The Hidden Curriculum of ICT and the Social Behavior of Young Children

Research output: Contribution to conferencePaperScientificpeer-review


ICT can have unintended impacts on the social behavior of children, but knowledge about the mecha- nisms by which they unfold is limited. To fill this gap, this paper examines the social behavioral im- pacts of ICT on young children (under seven-year-olds) who are in a critical developmental period for learning their basics of social behavior. This paper focuses on the ways in which ICT encourage them to modify their turn taking, the fundamental mechanism for conducting social behavior. Analyzing qualitative video data from real life child-computer interactions and parental interviews, these modifi- cations are summarized as the hidden curriculum of ICT. Two dynamics unique to ICT interaction, the reprehension-free breaching of social expectations and the unlimited repetition of interactions, facili- tate young children internalizing these modifications, with dual impacts on their social behavior. The negative impacts stem from the hidden curriculum of ICT desensitizing young children to the situa- tional expectations of their social surroundings. The positives emerge from it promoting resilience sustaining social behavior in general. These results implicate that harnessing the hidden curriculum of ICT is important, especially when designing ICT for young children, because the conducts of social behavior internalized before the age of seven can persist for life.
Original languageEnglish
Number of pages18
Publication statusPublished - 20 Jun 2018
MoE publication typeNot Eligible
EventEuropean Conference on Information Systems - Portsmouth, United Kingdom
Duration: 23 Jun 201828 Jun 2018
Conference number: 26


ConferenceEuropean Conference on Information Systems
Abbreviated titleECIS
Country/TerritoryUnited Kingdom


  • Young children, Hidden curriculum, Video analysis, Turn taking


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