Exploring Play and Creativity in Pre-Schoolers’ Use of Apps Final Project Report Monteney Primary School Section 1: Background to the study 1 1.1 Introduction 1 1.2 Aims, Objectives and Research Questions 2 1.3 Methodology 3 1.4 Approaches to Data Analysis 6 Section 2: Main findings 7 2.1 Phase One: Survey 8 2.2 Phase Two: Case Studies 18 2.3 Phase Three: Observations of App Use in School 30 2.4 Phase Four: Analysis of Apps 34 Section 3: Conclusion and recommendations 41 3.1 Summary of Key Findings 42 3.2 Significance of the Study 44 3.3 Recommendations 46 References 47 Appendices 49 Appendix 1: Project Partners and Advisory Board Appendix 2: Classification of Play Types Appendix 3: Analysing Children’s Creative Thinking Framework Appendix 4: Survey Questions Appendix 5: Interview Schedule for Use With Parents Appendix 6: Statistical Analysis of Survey Data Acknowledgement This project was funded by the Economic and Social Research Council (Grant Number: ES/M006409/1) Citation Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J.C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill, S., Robinson, P. and Winter, P. (2015) Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. Accessed at: www.techandplay.org. 1 Background to the study 1.1 Introduction This report outlines the key findings of a co-produced study, developed in collaboration between academics at the Universities of Sheffield and Edinburgh, the BBC (CBeebies), Monteney Pirmary School and the children’s media companies Dubit and Foundling Bird (Appendix 1 outlines the project team members and Advisory Board members). The project was co-produced in that all project partners contributed to the development of the project aims and objectives and were involved in data collection, analysis and dissemination. The aim of the study was to identify pre-school children’s (aged 0-5) uses of and responses to tablet apps in terms of the impact on their play and creativity. It was felt that the need for the project was significant, given evidence of growing access for young children to tablets that are able to host apps. Ofcom (2014) has reported that 65% of 3-7 year-olds live in a household with a tablet computer (Ofcom, 2015:23). The National Literacy Trust (NLT, 2014) undertook a survey of 1,028 children aged three to five in 2013. They found that 72.9% have access to a touch-screen device in the home, a figure which includes smartphones. Whilst these data are very useful, neither study examined the types of apps that children aged under 5 in the UK use and little is known about how apps are used by pre-school children. This lack of knowledge is of concern, given that this is large, and growing, market. It was reported by Shuler in 2012 that 72% of the top-selling apps in the Education section of Apple’s app store were aimed at the pre-school age group and, therefore, some account should be taken of how apps are chosen and used by families of pre-schoolers. In addition, there have been repeated calls regarding the urgent need for research into the media and technology use of this age group (Buckingham, 2005; Gillen and Cameron, 2010; Holloway, Green and Livingstone, 2013). Whilst there has been a range of studies of pre-schoolers’ use of apps, these have largely focused on storybooks (Kucirkova, 2013; Merchant, 2014) or on educational use in early years settings (Lynch and Redpath, 2012), and not specifically focused on an analysis of play and creativity. Play in the digital world is becoming increasingly complex due to children’s use of technologies and this use creates synergies between online and offline and digital and non-digital play (Burke and Marsh, 2013; Marsh, 2010, 2014; Marsh and Bishop, 2014). There is emergent evidence that use of tablets by the under 5s can promote creativity and play (Verenikina & Kervin, 2011), but further research is required on the types of creativity and play they foster. Theories of play as a complex, multi-faceted phenomenon, which encompasses various rhetorics including play as identity, imagination and power (Sutton Smith, 1997), were employed in the study. Digital technologies have been found to impact on play in a number of ways. Firstly, digital technologies can offer a platform for the use of games embedded in hardware that promote both rule-bound play and free play (Plowman and Stephen, 2005). Secondly, digital technologies can be a stimulus for imaginative play, such as physical play based on characters and narratives encountered in video games or virtual worlds (Marsh, 2014; Marsh and Bishop, 2014). Thirdly, digital technologies can be used in children’s play as objects e.g. children using smartphones to make pretend phone calls (Plowman et al., 2012). The primary focus for this project was the way in which the use of apps promotes play. Hughes’s (2002) taxonomy of play was utilised to identify episodes/ aspects of play. These classifications of play were adapted for a digital environment (see Appendix 2). 2 Technology and Play The study also examined the relationship between children’s use of tablets and their creativity. Creativity is defined in this context as the production of original content and evidence of diverse forms of thinking, both often present in young children’s play (Gillen, 2006; Robson, 2014) and everyday uses of technology (Willett, Robinson and Marsh, 2009). A number of studies have identified how pre-school children can use a range of technologies in ways that promote their creativity, such as the production of blogs and podcasts and the use of animation software (Marsh and Yamada-Rice, 2013; Vasquez and Felderman, 2013). It was important to determine the extent to which tablet apps can foster young children’s creativity, given their growing use. In order to explore this area, Robson’s (2014) ‘Analysing Children’s Creative Thinking (ACCT) Framework’ was used in order to determine the extent to which apps promote creative thinking (see Appendix 3). The study included a focus on augmented reality apps. Augmented reality (AR) toys such as DreamPlay combine play with real-world objects, including toy characters or musical instruments, with screen-based activities provided through apps. Bringing an AR toy/ book/ artefact into proximity with the associated app can activate on-screen content such as games and animations and bring the toy/ book/ artefact ‘to life’. This is a potentially rich format for the fostering of play and creativity. There has been little research in this area, although there are emergent studies on older children’s engagement with augmented reality picture books (Cheng and Tsai, 2014). The study, therefore, also included a focus on pre-school children’s use of augmented reality apps. This focus emerged from the need of children’s media industry partners to consider the development of apps of this type. What is of interest in this area is the extent to which such apps can blur the boundaries between offline and online and digital and non-digital play, particularly given the development of apps that interact with physical play objects. This study, therefore, focused on examining how far apps for under 5s foster play and creativity. This included an emphasis on how the apps were being used in the context of the home, in addition to an examination of the affordances (Gibson, 1977) of the apps themselves for the promotion of play and creativity. 1.2 Aims, objectives and research questions The aims of the study were to examine pre-school children’s use of apps and identify how far tablet apps for pre-school children (aged 0-5), including apps that incorporate augmented reality, promote play and creativity. The objectives were: 1. To collect information about UK preschool children’s access to and use of tablet apps in the home. 2. To identify the most popular tablet apps for pre-school children and develop an understanding of the extent to which these promote play and creativity. 3. To identify the factors that currently inform parents’/ caregivers’ choices of tablet apps for this age group. 4. To examine the impact of tablet apps (including augmented reality apps) on the play and creativity of pre-school children. 5. To identify the affordances of tablet apps that are particularly successful in promoting young children’s play and creativity in order to inform: (i) future app development by the children’s media industry and (ii) the future choices of apps for young children by parents/ caregivers and early years educators. 6. To increase dialogue and promote knowledge exchange between academics, children’s media industry, parents/ caregivers and early years educators with regard to pre-school children’s use of apps. The research questions that informed the study were as follows: (i) What home access to tablet apps do UK pre-school children currently have and how are they used? (ii) How do variables including socio-economic status, age, gender and ethnicity impact on this access and use? (iii) What are the most popular tablet apps downloaded by UK parents/ caregivers for pre-school children? (iv) How far does children’s use of selected popular apps promote play and creativity? (v) How far do selected augmented reality apps promote play and creativity? (vi) What are the affordances of tablet apps that effectively promote pre-school children’s play and creativity? (vii) What are the affordances of augmented reality apps that effectively promote pre-school children’s play and creativity? 3 Survey Findings 1.3 Methodology The research project had four separate phases that variously addressed the research questions. These phases overlapped. 1.3.1 Phase 1: Online survey of 2,000 parents/ caregivers of 0-5 year-olds in the UK. This survey addressed research questions (i) – (iii) and further explored the following secondary questions: • What factors play a role in the decisions of parents when it comes to choosing apps? • Do parents exhibit conscious decision-making that takes into account the educational or creative potential of apps? What other factors are at play? • How important is the inluence of children in the selection of apps to download? As part of the process of knowledge exchange, the survey was designed collaboratively by the research team and piloted before implementation (see Appendix 4 for a copy of the questionnaire). Dubit was responsible for administering the survey. Parents and carers who are part of an established panel drawn upon by Dubit were invited to take part. The randomised, stratified sample was constructed to ensure that parents and carers across all regions of the UK participated and to ensure it was representative in relation to national patterns with regard to socioeconomic status. Dubit also ensured that the sample was ethnically diverse and that it included parents of under 3s in addition to 3-5 year olds. Of those invited to participate who qualified for inclusion, the participation rate was 89%. Table 1 outlines the profile of the sample: Table 1: Demographic profile of the survey sample Age of child Social class group Ethnic group Under 1s 9% 1 year old 18% 2 years old 21% 3 years old 23% 4-5 years old 29% A B C1 C2 D E 10.8% 24.6% 23.6% 22% 10.8% 8.4% White 84.5% Mixed Heritage 4.9% Asian 6.8% African/ Caribbean/ Black 2% Chinese 0.8% Prefer not to tell 0.9% Other 0.4% A pool of households interested in taking part in Phase 2 was populated in order to recruit six families for Phase 2 of the study. The pool was a varied sample in terms of: (i) socio-economic class (ii) age and gender of child (iii) ethnicity (at least one of the six families from a BME group) in order that the six families’ profiles could be broadly in line with the main user groups identified in the survey. Only four of the families were eventually recruited from this panel. Other families that agreed to participate dropped out at an early stage for various reasons. The team therefore recruited two additional families, one through the contacts of a local nursery and one through contacts from a member of the team. Both of these families completed the survey after joining the project. 1.3.2 Phase 2: In-depth case studies of preschool children’s use of tablet apps in six families. The case studies addressed research question (iv) and (vi) and, in the case of families that used augmented reality apps, research questions (v) and (vii). Six families were recruited, as outlined above. The profiles of the six children can be found in Table 2: 4 Technology and Play Table 2: Demographic profiles of the case study children Family No. Name (pseudonym) Gender Age on first visit Social Class Ethnicity Siblings F1 Arjun Boy 3.1 B2 Indian Sister, aged 10 F2 Jade Girl 4.11 D White - F3 Amy Girl 2.11 C1 White - F4 Kiyaan Boy 2.8 A Iranian - F5 Tommy Boy 6 months E White Brother, aged 6 F6 Angela Girl 2.3 C2 White Brother, aged 7 Five visits were made to the first five families over a period of three months; the final family was visited on four occasions due to their holiday plans. During these visits (lasting up to 2 hours each), parents/ caregivers participated in interviews in which they responded to questions about the provision of tablet apps for their preschool children. A schedule was set up for the case study visits which guided their content, but the researcher was responsive to each of the families’ contexts. All the families were asked to talk through their responses to the survey questions, which provided basic data about the children’s tablet use, and then they were asked a set of questions about play, creativity and the downloading of apps. In addition, a play and creativity tour was undertaken of each house, with a map drawn of the house, accompanied by commentary on children’s spaces and places for play and creativity (and tablet use) within it. If families did not wish the researcher to tour the house, they drew a map for or with her. Children were asked about the apps they used and were video recorded using them by a researcher. The researcher also took photographs where appropriate. Parents were invited to video record and photograph their children using apps and then discuss these videos and images with the researcher. In addition, the two children aged 3 and above were invited to use a ‘Go Pro’ chestcam in order to record their own use of tablet apps. This is a camera that is strapped to the child’s chest and allows the recording of action as the child moves and interacts with other people and objects, including tablets. 1.3.3 Phase 3: Observations of and interviews with children in Foundation Stages 1 and 2 using tablet apps, including augmented reality apps. This element of the research addressed research questions (iv) to (vii). In this part of the study, researchers used a sample of apps that were preloaded onto two tablets for twelve children aged 3-5 in Foundation Stages 1 and 2 in a primary school. The apps used were those identified as the top six pre-school children’s apps used by 3-5 year-olds in Phase 1 of the project, in addition to six augmented reality apps identified by the research team as suitable for this age group. All children in Foundation Stage classes 1 and 2 were invited to participate in the research. Twelve families responded to the invitation. The children’s ages at the start of the study are outlined in Table 3. All the children had previously used tablets, although not all of the children accessed tablets at home. One child had African heritage (Jennifer) and the other children were White, which aligned broadly with the demographic profile of the school. The school is situated in an area of socio-economic deprivation. 5 Survey Findings Table 3: Names, gender, ethnic background and ages of children who participated in Phase 3 Name (pseudonym) Gender Age at start of study Class April Female 3 years 9 months Foundation Stage 1 (Nursery) Ivy Female 4 yrs 2 months Foundation Stage 1 (Nursery) James Male 3 years 9 months Foundation Stage 1 (Nursery) John Male 4 years Foundation Stage 1 (Nursery) Samantha Female 4 yrs 1 months Foundation Stage 1 (Nursery) Catherine Female 4 years 5 months Foundation Stage 2 (Reception) Hayley Male 4 years 7 months Foundation Stage 2 (Reception) Nathan Male 4 years 7 months Foundation Stage 2 (Reception) Simon Male 4 years 10 months Foundation Stage 2 (Reception) Kevin Male 4 years 9 months Foundation Stage 2 (Reception) Jennifer Female 4 years 9 months Foundation Stage 2 (Reception) Frankie Male 4 years 10 months Foundation Stage 2 (Reception) The video recording took place on ten separate days over a period of 3 months. On four of the occasions, two researchers were present and on the other six days, a single researcher recorded the children. The apps were introduced to children and then children were recorded using the apps and related artefacts. The materials and equipment were set up in rooms near to classrooms. The children were recorded using apps sometimes chosen by themselves but at times they were directed to specific apps by the researchers. The children used the apps individually, apart from one augmented reality fishing game, which was designed for two players, and a game that was not part of the study. The camera focused on the child’s interaction with the screen. In total 20 hours, 34 minutes and 51 seconds of video recording was completed. Three hours, 13 minutes and 3 seconds of these data were excluded from analysis as the video recordings were focused on children’s use of apps that were not directly included in the study, or the videos were too short to be usable (e.g. under 10 seconds). Seventeen hours, 21 minutes and 48 seconds of video recording was thus suitable for analysis, which constituted 198 separate videos. 1.3.4 Phase 4: An analysis of the ten apps used in Phase 3 in order to identify their affordances for the promotion of play and creativity. This element of the research addressed research questions (vi) and (vii). Content analysis and multimodal analysis of the apps themselves, in addition to a close analysis of the children’s use of the apps, were used in an examination of the videos, which enabled the identification of features that promoted or limited play and creativity to be identified. 6 Technology and Play 1.4 Approaches to data analysis The survey data were processed and analysed using the IBM SPSS 22 statistical package. Descriptive statistics summarising the demographic features of the dataset are provided, followed by the full set of statistical analyses, in Appendix 6. Responses from each question in the survey were cross-tabulated against the following variables: age of child, socio-economic class, ethnicity and gender. All variables in the survey data, both demographic and questionresponse, are either nominal or ordinal in nature so these results were then analysed using the chi-square test of association (Connolly, 2007; Muijs, 2011) to indicate statistically significant relationships (e.g. between a child’s gender and their reported tablet usage). Statistically significant results were highlighted at the 1% and 0.1% level of significance to account for the large size of the dataset and repeated statistical testing (following Marsh et al., 2005). Additionally, post-test “Cramer’s V” effect sizes have been calculated (Cohen, Manion, & Morrison, 2011; Muijs, 2011) in cases where statistically significant results were found, though are omitted where tables have been simplified for reporting clarity (such as question A-Q6 from the survey) and are available on request from the authors. The interview data were transcribed and imported into Nvivo 10. Interview data were analysed using thematic analysis (Braun and Clark, 2006). Data were coded both deductively (for play types, creativity and creative thinking types and types of parental mediation) and also inductively. In Nvivo, a code is termed a ‘node’. At the first level of analysis there were 165 separate ‘child’ notes identified. At the next stage of analysis, these were grouped into 124 second level ‘child’ nodes. Finally, in developing the thematic categories in the third level of analysis, 28 parent nodes were developed. These were then mapped on to the three major themes that were addressed in the Phase One survey: Access and Use; Parental Engagement; Play and Creativity. Videos were analysed by drawing on typologies of play and creative thinking. Play behaviours were classified using the adapted Hughes’ (2002) taxonomy. Hughes’ definitions were revised to apply to play in digital environments (see Appendix 2). This allowed the way in which apps promoted different types of play to be identified. Creative thinking was identified through the use of the ACCT Framework (Robson, 2014), which was designed for use with pre-school children. This enables creative thinking to be identified through observable behaviours and addresses three main areas: exploration, involvement and enjoyment, and persistence (see Appendix 3). The software package Scribe 4.2 was used to analyse the videos. This enables videos to be labelled in relation to codes. Codes were entered that related to the taxonomies of Hughes (2002) and Robson (2014). An ‘other’ category enabled an additional code to emerge, that of ‘transgressive’ play. Ethical issues were addressed throughout the study, in line with the BERA Ethical Guidelines (2011). The notion of informed consent underpinned the approach to the research, with an understanding that for young children, assent must be judged through ongoing assessments of the child’s body language in addition to other potential markers of discomfort (Dockett and Perry, 2011). If children appeared to be tired, then the interviews/ video recording schedules were adjusted accordingly. Parental consent was sought for the depositing of all data in the UK Data Archive. Children and parents were invited to participate in dissemination activities. Each family was given £100 of vouchers in order to acknowledge the commitment they made to the project. Survey Findings 2. Main Findings 7 8 Technology and Play 2.1 Phase 1: Survey 2.1.1 Access Children had access to a wide range of technologies, as outlined in tables related to A-Q1 in Appendix 6. Only 9% of children had access to three or fewer technological devices, such as televisions, tablets and smartphones. Fifty percent of the sample had access to 4-10 devices, whilst 32% accessed 11-20 devices and 9% had access to more than 20 devices. Children from lower socio-economic groups were more likely than children from ABC1 families to have access to 11 or more devices (45% v 39%), as were boys (43% v 40% girls) and Black and Minority Ethnic (BME) children (48.3% v 40%). The iPad was the most popular tablet used by children, with the Samsung Galaxy Tab the second most popular tablet (see Figure 1). Figure 1: Access to different types of tablets 100% 75% 50% 25% 0% iPad tablet computer Samsung Galaxy Tab Other tablet computer Kindle Fire Tesco Hudl Access in the home Microsoft Surface Access elsewhere Source: Dubit/University of Sheffield - February 2015. AQ2. You have indicated that your child can access the following devices elsewhere. For each device listed please indicate where your child assesses it? (Base 2000) Thirty-one percent of all children owned their own tablet, although this differed in relation to age, social class and gender, with more boys than girls and more older children (3-5yrs) than younger children (0-2s) owning tablets. There were social class differences in relation to the access to particular types of tablets. For example, children in families in social groups ABC1 were more likely than children in families in social groups C2DE to have access to iPads in the home (56% v 48%) with children in lower socio-economic groups more likely to have access in the home to cheaper tablets, such as Samsung Galaxy (46% v 27%). 9 Survey Findings Outside of the home, children largely had access to tablets in the homes of grandparents and friends (see Figure 2). Figure 2: Children’s access to tablets outside of the home Of those who access the tablet outside the home we split out the places of access by tablet model. This shows that children of this age often access tablets in more than one place 140% 120% 100% 80% 60% 40% 20% 0% iPad tablet computer Amazon Fire Samsung Galaxy Tab Other tablet computer Microsoft Surface Tesco Hudl Kindle Fire Source: Dubit/University of Sheffield - February 2015. AQ2. You have indicated that your child can access the following devices elsewhere. For each device listed please indicate where your child assesses it? (Base 2000) At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club house At school At a nursery, early years, playschool At a child minder’s house None of these The small numbers of parents reporting access to tablets in nurseries, early years settings or schools (3%) is of concern, but may be due to parents being unaware of such use. 2.1.2 Use Parents reported that their children under five used tablets for a mean of 1 hour 19 minutes on a typical weekday and 1 hour 23 minutes on a typical weekend day. As children watch television and play games on tablets, this use of the tablets reflects the convergence of media, with time spent on tablets replacing some of the time previously spent engaging with television screens. Differences in the timing of use of devices across social class groups were minimal other than in relation to watching television, which children in social groups ABC1 did less frequently than children in groups C2DE (47% watching only 60 minutes or less of TV on a typical weekday v 38%). It was found that parents reported 0-2 year olds spending slightly more time on tablets than 3-5 year olds. This may be accounted for by the time 3-5 year olds may spend in early years settings, as well as being engaged in more independent activities. 10 Technology and Play Parents were asked about the digital competences of children. Figure 3 outlines what children could do when using tablets, as identified by parents. Figure 3: Children’s competences when using tablets Tablet Use: Competence Is able to do unassisted Is unable to do/unaware of Needs some assistance Swipe the screen (e.g. to change photos, turn the ‘page’ of an e-book) 65% Trace shapes with their fingers 60% Drag items across the screen 60% Open their apps 60% Draw things 59% Tap the screen to operate commands 59% Exit apps and enter other apps 54% Turn the device on and off 54% Increase or decrease the volume 47% Take photos 47% Click on a cross in a box to get rid of a pop-up 19% 31% 38% Show others e.g. siblings how to use the device 38% Use video apps 20% 24% 22% 37% 34% Find new apps in the app-store/market place 30% 25% 24% 33% 29% 30% 32% 35% 30% 39% 31% 31% 19% 50% 27% 14% 0% 17% 22% 33% 19% Purchase new apps in the app-store/market place 25% 31% 30% Make videos 14% 27% 35% Use reading apps 15% 26% 43% Enlarge or decrease the size of objects by pinching and dragging 11% 13% 24% 45% Use gaming apps 16% 28% 48% Use creativity apps 13% 30% 49% Unlock the device 12% 24% 50% Use learning apps 12% 28% 27% 55% Drag items and trace shapes 23% 54% 25% 61% 25% 50% 75% 100% Inevitably, these skills were age related. Figure 4 indicates the differences in competences reported by parents of 0-2s and 3-5s. Figure 4: A comparison of what 0-2s and 3-5s can do unassisted when using a tablet 0-2 3-5 54% Swipe the screen (e.g. to change photos, turn the ‘page’ of an e-book) 76% 44% Trace shapes with their fingers 75% 45% Drag items across the screen 72% 44% Open their apps 75% 43% Draw things 73% 43% Tap the screen to operate commands 72% 40% Exit apps and enter other apps 69% 36% Drag items and trace shapes 69% 40% Turn the device on and off 66% 33% Increase or decrease the volume 65% 32% Use learning apps 64% 37% Unlock the device 58% 32% Use creativity apps 61% 33% Take photos 60% 28% Click on a cross in a box to get rid of a pop-up 59% 28% Use gaming apps 56% 25% Enlarge or decrease the size of objects by pinching and dragging 50% 23% Show others e.g. siblings how to use the device 50% 25% Use video apps 44% 18% Use reading apps 40% 15% Make videos 22% 14% Find new apps in the app-store / market place 24% 13% Purchase new apps in the app-store / market place 16% 0% 20% 40% 60% 80% Source: DQ1 We want to understand how comfortable your child is using a tablet. (Base 2000) Patterns of use vary across the day. Use of tablets peaks between 4pm and 6pm each weekday, a time when parents are likely to be getting on with other tasks. At weekends, use is spread more evenly across the day. Tablets were most likely to used in the living room, with greatest use in kitchens reported before 9am (at breakfast) and in bedrooms between 6-8pm and after 8pm (at bedtimes) (see Table B-Q2b in Appendix 6). 11 Survey Findings Tables 4 and 5 demonstrate what children are likely to use a tablet for across the day (based on data in Tables B-Q2a). Table 5: 0-2 year olds’ use of tablets across a typical day WEEKDAY Before 9:00am 9:00am-12:00pm 12:00pm-2:00pm 2:00pm-4:00pm 4:00pm-6:00pm 6:00pm-8:00pm After 8:00pm Activity Collages, search engines Collages Magazines, search engines To help with education/ learning Colouring in or looking at pictures Making videos or watching videos Making videos Motivation Distraction or quiet time Distraction or quiet time Distraction or quiet time Watching music videos on YouTube Reading stories Bedroom stories Bedroom stories Encourage play and creativity WEEKEND Activity Watching catch up TV Motivation Distraction or quiet time Music videos on YouTube Browsing the internet or Watching YouTube videos To help education/ learning, play apps for gaming, watch YouTube Watching music videos on YouTube Encourage play and creativity Table 5: 3-5 year olds’ use of tablets across a typical day WEEKDAY Before 9:00am Activity Magazines or collages Motivation Distraction or quiet time 9:00am-12:00pm 12:00pm-2:00pm 2:00pm-4:00pm 4:00pm-6:00pm 6:00pm-8:00pm After 8:00pm Magazines Search engine or browsing internet Browsing internet, watching video or drawing Play with/use apps for gaming Watching video, listening to stories or browsing internet Browsing internet Sit back experience. Encourage creativity and play Encourage play and creativity / Educational Purposes WEEKEND Eatch YouTube videos Activity Motivation Distraction or quiet time Watch YouTube videos, play apps for gaming Play apps for gaming Encourage play and creativity / Educational Purposes Watching YouTube videos, watching video, stories/ audiobooks Browsing internet Sit back experience. Encourage creativity and play Bedroom stories. Sit back experience Across a typical day, children were more likely to be reported using the tablet with a parent or guardian (57%) than on their own (35%), although more independent use was reported at the beginning and end of the day. Most reported use with siblings was between 4-6pm and at bedtime. There were no statistically significant differences in this pattern across age, gender, ethnicity or social class (see Table B-Q2c in Appendix 6). Most of the time (62%), the decision to use tablets was solely or mainly that of the parents, with only 16% of parents reporting that tablet use was solely or mainly decided by children (see Table B-Q2d in Appendix 6). Use of more than one screen at a time was limited, with 49% of parents reporting that their child rarely or never used another screen at the same time as using a tablet. There were social class and ethnic differences, with parents in social groups CD2DE and BME parents reporting that their children were more likely to use a second screen often, or all of the time (see Table B-3 in Appendix 6). 12 Technology and Play 2.1.3 App choices Parents were asked to count the number of apps their children used on the tablet. 33% of the sample said they did not know, which is a sizeable minority. This may be due to the fact that there are multiple apps on tablets for different children in the family and so isolating the apps used by one child would be difficult. A third of the sample (33%) said that their child used 0-5 apps and a fifth (20%) stated that there were 6-10 apps for the use of the child (see Table C-Q1 in Appendix 6). The majority of apps were not paid for. There were social class and ethnic differences, with parents in social groups ABC1 and BME parents more likely to pay for apps (see Table C-Q4 in Appendix 6). Parents differed in terms of the rate that they downloaded apps, with most (19%) suggesting every two or three months, others reporting once a month (16%), two or three times a month (17%) or once a week (11%), with the rest ranged at either end of that spectrum (see Table C-Q3 in Appendix 6). Parents in social groups ABC1 and BME parents downloaded apps for their children more frequently than other parents. Parents deleted apps used by children less frequently overall than they downloaded apps, with the highest percentage (21%) being those parents who deleted apps less frequently than once every six months (see Table C-Q4 in Appendix 6). The promotion of play and creativity were key in parents’ motivations for downloading apps (see Figure 5). Figure 5: Parents’ motivations for downloading apps for children 0-2 To support their learning 3-5 60% 64% To encourage play and creativity 57% 65% A reward for achievement/good behaviour 24% 37% Another way to interact with a character from TV, film book 28% 30% To satisfy an interest/passion 26% 30% Prefer them to use apps rather than web browser 24% 31% A gift/present They have completed all other apps they use 13% 16% 11% 14% 0% 33% 67% 100% Source: Dubit/University of Sheffield - February 2015. CQ11 What are your motivations for downloading an app/apps for your child? (Base 2000) We examined why parents download apps for their children to use. Parents are more likely with 3-5s to use tablet apps as a reward for good behaviour than with 0-2s as 3-5s begin to be able to demand more use of the tablet and ask for longer sessions. Parents looked for a variety of features when downloading apps for the child, but the most important features were that the apps were perceived to be fun, educational and easy to use. Only 24% of parents looked for apps that had parental controls (see Figure 6, based on Table C-Q9 in Appendix 6). 13 Survey Findings Figure 6: Features considered to be important to parents when choosing apps for their children 0-2 3-5 100% 79% 82% 77% 73% 67% 62% 60% 33% 26% 22% 26% 25% 18% 17% 7% 0% Fun Educational Easy to use Parental controls Colourful/ attractive to look at Instructions for parents included 9% Games 7% 4% Videos 5% 3% Stories Source: CQ9 Please rank (in order of importance) the following features of apps that you look for when choosing for your child (Top 3 rank) (Base 2000) When searching for new apps for their children, parents’ top priority is that the app is fun for their child to use, then followed closely by educational features. Instructions for parents is only important for around a fifth of parents, and is more important for parents of younger children. There were age differences in that parents of children under 2 were less likely to look for the feature of an app being easy to use (presumably because the parents were more likely to be operating the app for the child) and parents of under 2s were more likely than other parents to look for apps that were colourful and attractive to look at. Children were more likely to access apps of all genres on a tablet than a smartphone. There were age, gender, social class and ethnic differences in relation to the types of apps used (Table A-Q7 in Appendix 6). For example: • Girls were more likely than boys to use colouring-in apps, and older children were more likely to use these apps than younger children. • Older children were more likely than younger children to use drawing and painting, story, photograph, gaming and educational apps. • Children under 1 were more likely to look at magazines on a tablet than older children. • Children from BME families were more likely than White children to use apps for social purposes and to use the tablet to look at magazines. BME children were less likely to access educational apps. Children’s top ten favourite apps, in order of preference, were: 1. YouTube 2. CBeebies (Playtime and Storytime) 3. Angry Birds 4. Peppa’s Paintbox 5. Talking Tom (and similar) 6. Temple Run 7. Minecraft 8. Disney (general) 9. Candy Crush Saga 10. Toca Boca (general) 14 Technology and Play There were some differences across age, gender, social class and ethnicity. Fewer BME parents than White parents stated that one of their child’s favourite 5 apps was a CBeebies app (7% v 18%). Parents from social class groups C2DE were more likely than parents from ABC1 groups to state that one of their child’s favourite 5 apps was a nurture/ mimic app, such as Talking Tom (12% v 6%). More parents of 3-5 year olds than parents of 0-2 year olds stated that one of their children’s top 5 apps were Angry Birds, Temple Run or Minecraft. Finally, fewer parents of boys than parents of girls stated that one of their children’s favourite 5 apps was Peppa’s Paintbox (9% v 13%) (see Table CQ-7 in Appendix 6). Parents were asked to report how long children had been playing their favourite apps. Of those children that used the following types of apps, the percentage of children having used them for longer than 6 months was as follows (from CQ-6): 50.5% 41.9% 37.7% 34.5% 34.5% Basic strategy games e.g. Angry Birds Creating virtual worlds e.g. Minecraft Apps for learning Nurture and mimic Audio/ musical play 32.1% 22.4% 21.8% 10.7% Escape and obstacles Sports Styles creation Social networking Whilst parents’ favourite apps related to learning, parents reported that their children’s favourite apps were more orientated to play and creative activities (see Figure 7) (see Table C-Q5 in Appendix 6). Figure 7: Parent vs children’s favourite types of apps Parent Favourite Child Favourite Learning Role play 100% Story apps/interactive books 80% Nurture and mimics Social networking 60% 40% Sports Style creation 20% 0% Visual play/ drawing colouring in Creating virtual worlds Basic strategy Creative production Audio play/music play Escape and obstacles Video apps Augmented reality Source: CQ5 Of all the different types of apps your child uses, we’d like you to tell us which one(s) are YOUR favourite(s) and which are THEIR favourite(s)? (Base 2000) 15 Survey Findings Parents were asked to indicate how their children had learned about the particular apps they used. Sources of information were varied, but the most frequently reported source of information was the App Store/ Play Store (see Figure 8, based on Table C-Q8 in Appendix 6). Figure 8: How children discovered new apps 64% Searching the App Store/Play Store 52% 50% 47% 44% Parents Siblings Friends In-app advertising More parents of 3-5 year olds than 0-2 year-olds reported that children had learned about apps through in-app adverts. Decisions about app downloads were largely jointly made between parents and children (30% stated that it was mainly their decision, with some input from the child and 22% stated that it was a joint decision), with only 5% of parents reporting that it was the child alone who decided on apps to download. Older children were more likely to influence app choice, as were children from social class groups C2DE (see Table C-Q10 in Appendix 6.) The main barriers to downloading apps were varied, but the greatest barriers were financial (see Figure 9, based on Table C-Q12 in Appendix 6). Figure 9: Barriers for parents in downloading apps for their children Price Too expensive Worry about in-app payment Not knowing whether it’s good quality or not Too much screen time We don’t know whether it is suitable for my child Advertising If the app requires a subscription rather than one-off payment Poor value for money My child might get bored of them quickly We have a free version of the app already They are not as educational as alterntatives e.g. books I find it hard to find the right stuff Not enough content Length of time to cancel subscription Don’t feel digital is the right place for children to learn We cannot find our favourite characters and shows Use Content Advertising Education 35% 34% 29% 28% 27% 26% 25% 22% 19% 15% 14% 14% 13% 10% 8% 7% 0% 33% 67% 100% CQ12 What are the main barriers to the downloading of apps for your children on tablets? (Base 2000) 16 Technology and Play There were some differences, with parents in social class group ABC1 more likely than parents in social class group C2DE to report that they were concerned about children having too much screen time. BME parents were more likely than White parents to report that a barrier was not being able to find their children’s favourite characters and shows on apps, which may reflect the limitations with regard to the depiction of diversity of characters in children’s media products. Whilst in-app purchasing appeared to be of concern, in-app advertising appeared to be a lesser concern (see Fig 10, based on Table E-Q2 in Appendix 6). Figure 10: Level of parents’ comfort with in-app advertising I would pay for my child’s apps if it meant that there was no in-apps adverts 11% I don’t mind in-app adverts if it means my child can play for free 9% I am not worried if there are relevant adverts in the apps my child plays 7% 34% 30% Tend to agree 15% 31% 30% 0% Strongly agree 32% 32% 33% 19% 12% 20% 11% 67% Neither agree/disagree 8% 100% Tend to disagree Strongly disagree The concerns about in-app advertising may have been limited because only 17% of parents reported that their child had been exposed to such advertising. Whilst other negative use of apps were minimal, nonetheless they point to the way in which some children have been exposed to content that made them feel uncomfortable (6%), been exposed to content that made parents uncomfortable (9%) or made an in-app purchase by accident (10%) (see Figure 11, based on Table D-Q2 in Appendix 6). Figure 11: Children’s experiences when using apps 0-2 3-5 60% Seen an advert on a creen and asked you about it 64% 57% Been exposed to advertising within mobile or tablet applications 65% 24% Watched content (brand, characters, shows) on more than one platform at the same time 37% Made an in-app purchase by accident 60% 64% Been exposed to content that made you feel uncomfortable 57% 65% 24% 37% Clicked on a link when online that took them to inappropriate content 28% 30% Made an in-app purchase without permission 26% 30% Bought something online by accident Asked you about something they saw online that was inappropriate 24% 31% Bought something online without permission 13% 16% Been exposed to content that made them feel uncomfortable 11% 14% 0% 13% 25% 50% 17 Survey Findings In general, parents were comfortable with their children’s tablet use (see Figure 12), but safety issues were those that they were most concerned about. Figure 12: Parents’ levels of comfort with children’s tablet use 33% That the tablet can be used for positive things e.g. learning or creativity That they know when to ask for parental / other help 27% The sorts of things my child does on the tablet 25% That they know where their content is 22% Types of videos they watch on the tablet That they know how to avoid other content 10% Things that they can be exposed to on the tablet e.g. in-app advertising 8% 0% Tend to agree 8% 7% 39% 22% 8% 6% 10% 7% 27% 25% 28% 13% 6% 29% 14% 5% 28% 22% 22% 38% 20% 6% 24% 36% 12% 7% 35% 35% 16% My child using the device unobserved by me or another adult 19% 35% 18% The amount of tme my child spends on the tablet Strongly agree 36% 21% 31% 33% Neither agree/disagree 13% 28% 67% Tend to disagree 9% 14% 100% Strongly disagree 2.1.4 Summary The survey outcomes suggest that young children who have access to tablets in the home or in the homes of grandparents/ neighbours and friends engage in a wide variety of uses of the tablet. Watching videos and engaging in audio/ music play through YouTube is a key driver for use, as are creative activities, such as drawing and painting and creating virtual worlds, in addition to playing games, dressing up avatars and looking after virtual pets. Much of this use, as reported by parents, is co-use – young children are not spending long hours using tablets on their own. Children are developing a wide range of competences in their use of tablets, with the majority of 3-5 year olds able to swipe, tap, open and operate apps unassisted by adults. Parents actively manage children’s downloading of apps and have clear criteria for selection. They do have some concerns, largely in relation to the cost of apps and the potential for in-app purchasing. It would seem that both children and parents would benefit from more sources of information about which apps to use. The online stores were the sources most frequently used for learning about new apps, stores which are, inevitably, driven by commercial interests. Additional sources of independent reviews of material would be beneficial. In addition, there are concerns raised by this analysis for those children who do not have access to tablets in the home or in the homes of grandparents/ neighbours and friends. Few parents in this survey reported their children accessing tablets in early years settings and schools, yet these spaces need to offer children access to such technologies in order to ensure all children can develop the digital competences outlined in this report. In the next section of the report, we draw on the data from the visits with six case study families in order to examine some of these issues further. 18 Technology and Play 2.2 Phase two: Case studies The case studies explored the issues raised by the survey in greater depth. The areas that are discussed in this report are clustered around three major themes that relate to the survey in Phase One: Access and Use; Parental Engagement; Play and Creativity. 2.2.1 Access and Use The case study children all had access to tablets in the home. For those children with siblings, use was shared but the three single children had their own tablets to use. Children largely used tablets in the living room and bedrooms, but there were specific spaces in which they were used at times. For example, three year old Arjun and his sister sometimes used tablets in dens the older sister built, as she explained: “…we had chairs, so we put the chairs together and then I made a den so that he could sit inside and watch the tablet. So then I made it and then he sat inside and he was watching the Hot Wheels and he was playing games, and then when my mum needed to feed him my mum just came in and then fed him.“ Similarly, two-year old Kiyaan used his tablet in a den, as his mum outlined: “…you put it up like a blanket on top of it and make it like a house, so he goes underneath...and he pretends it’s there. So he goes there as well in his room.“ Four-year-old Jade also played with children in the neighbourhood outside and sometimes this involved using tablets in a den they made using a trampoline. In this way, tablets were integrated into the everyday play practices of children, made possible by their transportability. Children used the tablet independently for much of the time, but with the parents overseeing use and, sometimes, participating in use. Tommy, aged six months, never used the tablet independently, but either participated directly in its use by watching videos or listening to rhymes when sat with his mum, or watched others in the family use it for gaming or communication purposes as he sat on their knee. Sometimes he participated in Skype sessions taking place between family members, so those that were at a distance addressed him directly. Parents reported that their children largely used the tablet in short bursts of up to thirty minutes which, over a day, accumulated to between one hour and ninety minutes, as in the survey findings. For those children who had started nursery, the tablet provided the sort of relaxation time that watching television may have provided prior to them owning a tablet, as four year-old Jade’s mum noted: “… because she’s been doing things all day at school and she’s been learning and everything, I think it’s her downtime, it’s what she sees as her downtime. You know when she’s been hard at work at school all day, as she sees it, it’s her relaxing time. When she’s got her uniform off and she’s got changed into her normal clothes and she’ll sit back on the settee and she’ll have CBeebies on and she’ll play on the tablet for half an hour before she has her tea.” For 2-year old Amy, the tablet provided a bridge between being asleep and then wide awake after her afternoon nap, as her mum suggested: “…she’s still half asleep most of the time when she wakes up and then the pattern that I’ve seen, she’ll watch that for a little bit, probably about 10 minutes or so, or watch one episode of something, and then she’ll play a game. So yesterday she watched [title unclear], which she watches on Netflix, and then she watched one episode of that and then put her Paw Patrol game on, and then it sort of got left then and then that got her up, sort of wakes up a bit and makes her want to go and play. And then we’ll go outside and play for a bit, later on in the afternoon we tend to go outside and play if the weather’s alright.” The accounts of parents related closely to the patterns of use identified in the survey (see Section 2.1). For example, interactive use occurred during the day, whilst the tablet was often used before bedtime in a more passive way, i.e. to engage with bedtime stories or films, as Arjun’s mum reported: 19 Survey Findings “During the day he uses various activity including the video watching. But mainly during the night it’s more listening and watching, he tends to listen and watch the video more during the night before he goes to bed. But I mean, watching videos is included in one of the other activities he does during the day as well, when he does a drawing he will just bring the apps... But I think during the night he is less playing and little bit more creative apps compared to watching, so he does more watching and listening…” For those children with siblings, tablet use was sometimes shared. Older siblings chose apps for their younger siblings to download, they showed them how to use apps and sometimes they played alongside them. Most of the time, older siblings played different games from their younger siblings on the tablet, but for a 7 year-old who had special needs, engaging in the apps aimed at his two year old sister, Angela, provided him with enjoyment: Mum: ”Yeah…when he’s looking for his games, if he sees something that Angela might enjoy he’ll download it.” Interviewer: ”Really? So can you think of any examples of that? ” Mum: ”Yes, ‘Mr Potato Head’, he downloaded that…I think sometimes it’s for Angela, but he’s a bit intrigued as well. He’s autistic and he’s got ADHD, so he does seem to like a lot of things that Angela does, he’ll sit and watch ‘Peppa Pig’, which is not…well he’s 8 now, he’s nearly 8, but he’ll enjoy it just as much.” The case study data reinforced findings from studies with slightly older children (Chaudron et al., 2015) in that they indicated that this group of children under 5 engage in a wide range of activities using tablets: they watch videos, watch television (particularly catch-up services and streaming services such as Netflix) play games, make virtual constructions, engage in educational apps (e.g. learning letters, numbers and shapes), take photographs, make films, draw, paint, make collages, make marks and write, create musical compositions, listen to music, participate in the social networking activities of parents and family members (e.g. Facebook) and communicate with family members and friends through Skype and Facetime. The children under 3 in the case study families also engaged in this range of activities, apart from the baby, Tommy, who at six-months old did not use the tablet independently. App use tends to go in phases, with some repetitive use of favourite apps before children move on to new ones. The types of apps owned and used by children in the case study families reflected those identified in the Phase One survey, with the use of the YouTube app and the CBeebies apps common across the families. Often, apps would be used that related to children’s popular cultural interests in television programmes, films, characters and toys. Sometimes the use of apps was sparked by a child’s interest in a toy; at other times it was the other way around, as Jade’s mum reported: “And it’s the same with that Annoying Orange… she’d got the app and now she’s pestered us for the toy, and that sometimes happens. Or she’ll do it the other way round, she’ll have the toy and then pester for the app.” Parents noted a variety of reasons that children liked to use apps. Motivations for engaging with apps included the following. Children: (i) found them fun to use (ii) found interactive apps particularly engaging; (iii) enjoyed learning new skills and acquiring knowledge; (iv) liked apps that related to their popular cultural interests (v) enjoyed practicing skills and achieving a sense of mastery (vi) liked the positive feedback and rewards they received when they achieved goals (vii) liked to play the apps that siblings and parents used (viii) enjoying watching videos and more passive experiences when they wanted to wind down. De-motivational aspects of use were related to the tablet as well as apps. If the tablet was slow/ overloaded, then apps froze and children became frustrated. In addition, if children found apps difficult to use, they would sometimes stop using the tablet altogether. 20 Technology and Play 2.2.2 Parental Engagement Parents, siblings and wider family members shape young children’s engagement with technologies. In this section, the role that parents’ theories and values play in children’s use of the tablet is considered, along with the types of mediation they undertook in their child’s tablet use and their management of children’s apps. 2.2.2.1 Parental ethnotheories The values, beliefs and previous experiences of parents directly shape children’s engagement with digital objects. Ethnotheories are culturally- shaped systems of beliefs within families (Kenner, Ruby, Jessel & Gregory, 2008) and inevitably, these ethnotheories inform how parents mediate children’s use of technologies (see Marsh, Hannon, Lewis and Ritchie, 2015: Plowman, McPake, & Stephen, 2008). Parental ethnotheories informed how the children in the six case study families used tablets. Values ranged from respecting the place technology has in supporting children’s development and learning, to adopting a critical stance to commercialism and understanding the need to lead a balanced life in which technology only plays one part, as Jade’s mum noted: “…she does get spoilt a bit but she does know her limits. I mean, we’ve tried to talk to her about money and things, and I’ve said to her you can’t just have everything you want. And the same with… she’s quite good with technology, she likes her tablets and her DS and stuff but I’ve tried to always instill in her to, you know, like balance too, like going outside as opposed to being on her tablet all the time and she is quite good at that. And she does know her limits, she will pester for things but she knows, we have taught her her limits that she can’t just have everything.” Parents were concerned about the potential negative impact of the use of technology on health, general development and outdoor play, although none of the parents felt that their own children currently had an imbalance in engagement with digital and non-digital playthings. A further value expressed was the need to care for technology, given that some of the children had already thrown tablets in frustration. On the whole, parents held positive views towards tablet use and identified a range of benefits for their children, such as fostering learning and extending social and personal skills. They discussed children acquiring a range of competences in using the tablet from a young age, such as opening and using apps, being able to operate the tablet independently, manage passwords and so on. In addition, parents noted a range of knowledge they felt their children had acquired in using tablet. This included learning lower case letters, numbers and shapes. Parents reported children undertaking more writing using the tablet and learning about specific topics. For Kiyaan’s mum, the tablet was helpful in exposing her child to English, given the family spoke Farsi at home: “Yeah, and I just remembered, because we speak another language at home and I wanted him to pick up English properly, you know from the proper place, then on YouTube and other story telling. So I also, and that he was very young, for 1 year of age, I exposed him to pick up, to listen to something that already, and he just learn to pick up properly.“ Parents noted learning from apps that were designed for that purpose, but they also pointed out that children learned incidentally from apps that were more focused on entertainment. “Sometimes yeah, mainly just that she knows more than I realise. Like she’s mentioned like ingredients to put in the bun mix before. Whereas I don’t think I’ve ever told her and I’ve never really shown her properly and then she’s told me before that she’s got it off…she knows flour, eggs, milk, what have you, and I think she’s got it off them apps…So it’s like you wouldn’t think they were educational, but they are like unintentionally educational, yeah.” (Jade’s mum) 21 Survey Findings Arjun’s mum reported how the app Talking Tom was helpful in potty training her son: Mum: “The Tom does everything. Because of Tom he has learnt…like I wanted to give him potty training, a toilet training…” Interviewer: “Oh yes, yes tell me more about that, is there an app that you use for that?“ Mum: “Yeah, like you can see Tom, he goes to the toilet. So he makes him to sit on the toilet. So I told him, when Tom is ready to go to the toilet why not you? I showed him the little thing then I put him…” Interviewer: “Yeah? Would you say that that was effective?” Mum: “Yeah a little. Sometimes I think that is, because he thinks I’m doing something which he doesn’t want to do, I’m forcing him to do that. But if he see the same thing on app he thinks it’s something like playful or something and he does that. Going to the toilet, actually Tom helped me a lot to tell him the way…Because I used to tell him ‘See, when Tom is…you make Tom to go for the toilet, you make him…You know that when he gets up you have to take him….then why not you can do that?’ I started to tell him. Then he’s told, ‘OK I’ll go’, then he started going.” Thus, parental ethnotheories about children’s development and learning shaped their’s and their children’s use of tablets, enabling them to support the use of the tablet for the development of specific skills and knowledge and allowing them to recognise key milestones in learning. Potentially negative aspects of children’s engagement in the use of tablets were not considered, other than the health and use concerns outlined above. For example, whilst gendered patterns of use were evident in the data, none of the parents challenged their children’s engagement with stereotypical characters and types of apps. Indeed, they appeared to accept this as a matter of fact, despite the fact that these patterns of engagement may, ultimately, limit children’s tablet use: “He doesn’t want to write, he doesn’t want to colour, and he is only interested in boys’ play. My daughter at this age she used to draw, colour, everything, he doesn’t show any interest in that. He does on the app but not many.” (Arjun’s mum) “…she’ll lead the way with what she likes with the apps, you know like she wouldn’t go for anything that she doesn’t like, you know, anything that she deems too boyish or anything, that’s what she tends to steer away from.”: (Jade’s mum) Overall, therefore, children’s interactions with tablets were shaped by family values that emphasised fun, engagement, learning, respect for technology and the need to embed technology in a balanced leisure portfolio. 22 Technology and Play 2.2.2.2 App management Parents used a range of strategies to find apps for their children. There were twelve distinct strategies deployed by parents in the case study families. Parents: 1) Use search engines on the app/play store using general search terms e.g. ‘learning numbers for kids’; ‘free games for 2 year olds’. 2) Look for apps related to familiar broadcasters/ television programmes (trusted sources). 3) Look for apps related to children’s interests e.g. dinosaurs; princesses. 4) Look for apps similar to apps the child already likes. 5) Download apps from developers that they know develop good products. 6) Download apps that are in a series. 7) Look on known categories in the app/ play store for new apps. 8) Look at description of apps, review images from the app and read app reviews (particularly for information on whether or not the app freezes, how interactive it is and its star rating). 9) Download apps they have seen on television advertisements. 10) Follow recommendations viewed on parenting websites/ blogs. 11) Download apps that are related to the child’s developmental stage/ needs e.g. mark-making. 12) Respond to children’s requests if appropriate e.g. child learns about an app from peers or notes app with appealing pictures and parent reviews the app (using strategies outlined in point 7) before agreeing to download. The qualities of apps that parents looked for were those identified in the Phase One survey – that they are fun, interactive and/or educational. Parents normally downloaded free apps, or apps that had free trials before requiring purchase, but some parents did report that they were prepared to pay for an app if they felt that the quality warranted it. Reviews by other parents were generally found to be helpful, although the Iranian Dad of Kiyaan pointed out that her own cultural referents may have been different from those of the reviewer, which needed to be taken into account: “So I’ve got my own cultural points which will be very different from a British or German or African or Middle Eastern or Chinese culture. So then I used those things as a guideline and then I went through the apps first and then see how it looked like, is it easy to use, is it fine, does it have some sort of engagement factor in it?” A number of parents reported drawing on their own experiences of media as a child when finding content for children. For example, the mother of six-month old Tommy searched for lullabies on the YouTube app to play to him: Interviewer: “So again, how have you found the lullabies?” Mum: “I just type it in usually.“ Interviewer: “Yeah, yeah. And do you tend to just let those play without singing along yourself?” Mum: “Yeah, ‘cos I usually put Brahms Lullaby on for him.” Interviewer: “Oh right, I know it.” Mum: “And I don’t know words to it.” Interviewer: “Yeah, well they’ll probably be in German I think, yeah that’s right…What made you choose that one, just out of interest? “ Mum: “I don’t know, it’s just one I remember when I were a kid, so….” Survey Findings 23 Three of the families did purchase apps and the other three families seldom purchased apps. The influence of socio-economic status was clear, as the three families that primarily downloaded free apps were in social class groups C2DE. Economic issues were at play here. Six-month old Tommy’s mother, the family with the least economic capital, remarked that she would probably buy apps when they were being sold at a discounted price, such as a recent sale, where they cost 9p. For Angela’s family, they would have been prepared to buy apps, but did not feel that it was necessary, given the availability of free apps. Angela’s mother remarked that she felt fifty pence would be a reasonable price for an app. Money was not always the reason for such decisions, however, and other issues also rose to the fore, such as attitudes towards the purchase of virtual items, as 4 year old Jade’s mother suggested: “I think to be honest, again, I love the apps, I love the free apps, they’re brilliant for her, but if in comparison if I were buying them I’d much prefer her to have the physical toys and, you know the physical books and things. It’s things that she can keep, that she can keep hold of for a long time, do you know and that she can go back to. I just think there’s something not quite as realistic about the apps as opposed to proper toys.” The families from social groups ABC1 proffered various reasons for purchasing apps. Sometimes it was because they wanted the educational value, at other times it was because of a desire to avoid in-app purchases or advertisements, as Arjun’s year-old mother stated: “I prefer…usually we purchase for the same, so there’ll be no advertisements or such things so that he can keep on playing with that and he doesn’t get distracted and irritated of those things. Because everything, sometimes when you open this, he’ll come ‘Mummy, mummy’ and he’ll just close those apps, getting irritated…So definitely I’ll expect that no ads will be there when I purchase something.“ Some of the purchased apps were relatively expensive, with Amy’s mum purchasing a maths app that had cost £9 for the various elements of it. She did, however, complain about the stealth marketing often used in the process, with the extent of in-app purchases only being visible once the app had been downloaded and she expressed a wish to have all the costs stated up-front before purchase. The marketing and buying of apps is a relatively new area for parents to navigate and there are, therefore, attitudinal aspects for app developers to consider as well as financial ones. 2.2.2.3 Mediation Parental mediation theory relates to the way in which parents enable children’s access to technologies, and then mediate their uses of it (Schofield Clark, 2011). Early studies of children’s engagement with television suggested that there were three main types of parental mediation: restrictive mediation, instructive mediation and co-viewing (Nathanson, 1999; Warren, 2003). Restrictive mediation refers to practices which include restricting the amount of time children can view television, or only allowing specific programmes to be watched. Instructive mediation includes discussion about the content of programmes, which might be negative or positive in nature. Co-viewing consists of shared viewing, which might be undertaken for a variety of purposes, including having fun. More recently, Nikken and Jansz (2014) developed a tool to assess parental mediation of young children’s internet use, building on the categories initially developed by Livingstone and Helsper (2008) in a study of pre-teens’ and teenagers’ online use. They found five styles of mediation that could be reliably measured: co-use (using the internet together); active mediation (e.g. helping children to understand what to do when being harassed online); restrictive mediation i (general restrictions, such as time limitations); restrictive mediation ii (content restrictions, such as banning certain sites) and supervision (parents monitoring children’s internet use when nearby). These five categories can be applied in general to how the parents in the case study families engaged in mediating children’s tablet use. 2.2.2.3.1 Co-use As in the survey, parents reported that they engaged actively with their children’s use of the tablet, although the extent to which they did this differed in terms of the time of day and the child’s purpose for using the tablet. Co-use appeared to be most prevalent when children were learning to use new apps, or engaging in educational uses of the tablet. 24 Technology and Play Parents supported children’s learning on tablets using strategies identified in previous studies of young children and technology (Plowman et al., 2012). For example, Amy’s mum outlined how she scaffolded her daughter’s learning: Interviewer: “What sort of role do you play with her when you’re sitting with her?““ Mum: “So it’s sort of repeating instructions and then like when the pattern ones and have things like shoe, sock, shoe, sock, I’ll repeat that pattern to try and get her to listen. Repeat it slower than the instructions so that she…and then if she is really struggling then I show her, demonstrate to her, and then I’ll let her have a go herself. But she doesn’t like that, she likes to have a go herself first.“ The tablet, therefore, has not displaced traditional patterns of parent-child interactions around technology for these families, but has extended them so that such support can now take place in a range of spaces due to the mobility of the tablet. Amy’s mum also engaged in game-playing with her daughter and appeared to be the parent for whom co-use was most extensive, perhaps influenced by her professional role as an early years tutor on an online course. One of the themes that was reported in relation to these pre-school children’s use of apps was their desire for independence in their use. Whilst children required parents’ and siblings’ help at times, particularly when an app was unfamiliar, they desired to use the apps independently, swiping others’ hands away and insisting they used them alone. Jade’s mum echoed other parents when she noted this pattern: “But yeah like I said, if she’s….if there’s something that she’s stuck with and she wants instructions reading then she tends to ask us. But she’ll still, like she’s doing with us now, she’ll still not let you have full reign of it, she’ll be very independent and she’ll want to do as much as she can. And sometimes even when she’s struggling she’ll be losing her temper and I’ll say ‘Do you want me to help you?’, ‘No, I want to do it myself’.” Whilst this can be a frustrating experience for parents, such patterns of use contribute to the development of selfefficacy (Bandura, 1986) in the use of technology at a young age. The case study data illustrate that for these pre-school children, tablets could be used independently or with parental supervision, yet the Phase One survey data indicated that use was primarily co-use. Parents may have responded to the relevant survey question in this way because they identify the overarching support they provide young children, clearly seen in the home visits, as co-use rather than supervision. Whilst parents in the case studies did report times at which children would use tablets independently as they got on with household chores, this was interspersed with times when parents were more actively engaged in monitoring use or intervening/ supporting where necessary. 2.2.2.3.2 Active mediation In previous studies, active mediation has related to times when parents and children use the internet together and parents help children to develop online safety strategies. This type of active mediation did not feature in observations, or reports from parents. Instead, active mediation was related to the need to help children develop strategies for managing the tablet at times when its use may have been problematic. For example, Jade’s tablet was very slow at times, with apps occasionally freezing. Jade’s mum helped her to develop strategies to actively manage this, such as restarting, or being more patient when waiting for games to upload. She also talked to Jade about balancing her use of the tablet with other types of play. Amy’s mum reported that she had to remind Amy to press a particular button in order for an e-book to be read to her, otherwise she reported that the book was not reading. Through strategies such as these, parents helped their children to manage their tablet use more effectively. Survey Findings 25 2.2.2.3.3 Restrictive mediation Nikken and Jansz (2006) outlined two types of restrictive mediation. The first is the imposition of general restrictions, such as time limitations and the second is content restrictions. In general children’s use of the tablet appeared to be self-managed. Jade’s mum reported that she limited Jade’s use of the tablet for thirty minutes at a time when she first started using it, but now no longer needed to as Jade did not stay on the tablet for too long. Overall there did not appear to be in evidence the kinds of problems that needed to be managed by time-based restrictions of use. Parents did use the tablet as a reward at times, or as a means of getting children to undertake a certain task. For example, Arjun did not always co-operate at meal times and so his mum used the tablet as a means of getting him to eat meals. There were other family rules constructed around the tablet, such as it being banned from bedrooms in one family, to being excluded from mealtimes in another. Children did not resist these rules. As was the case with the slightly older children in the study by Chaudron et al. (2015), parents with older children adopted a different set of restrictive mediation strategies for those children, once they perceived children to be more likely to meet unwanted risks online. There were few content restrictions in relation to online use. Parents reported that their children did not access the internet without parents or siblings co-using the tablet, or without them being nearby and, therefore, they did not feel the need to impose other strategies. All of the parents discussed having some safety controls in place for children’s use of tablets, such as the use of a password to access it. However, there was less evidence of the use of parental controls for social networking sites children could access on the web, such as YouTube. Most of the parents felt that their children were as yet too young to access the internet unsupervised and that this was something they would, therefore, consider later on. Nevertheless, in discussions, it was clear that some of the children had accessed online sites inadvertently. For example, Arjun had uploaded some of the drawings he had made on an app to his mother’s Facebook page, which meant that she had to turn off the request embedded in the app that asked the user if he or she wished to do this. Amy’s mum mentioned that Amy had strayed on to a video she had not considered suitable on YouTube and had to stop her watching it. This points to the need for further consideration of the approaches to online safety that could be adopted by parents of pre-school children. 2.2.2.3.4 Supervision Supervision appeared to be the most prevalent mediation strategy used by parents, alongside co-use. Parents reported being aware of what their children were doing on the tablet through ensuring that they were in the same room when they used it and watching what they did. The information gained through this supervision enabled them to gain knowledge about children’s competences, their developmental needs in relation to the tablet and the kinds of apps they most enjoyed using. At times, children would ask parents for help and so supervision would merge into co-use. Parents were not always necessarily explicitly concerned with learning outcomes but they had an interest in developing their child’s skills so that they could become independent users and occupy themselves without disturbing parents from domestic tasks and leisure activities, or interrupting older siblings’ play. Parents felt less guilty about using educational apps to serve this function and considered the investment of one-to-one time worthwhile as it prolonged the time that children could be engaged in an activity. Parents also used their peripheral vision to keep an eye on activity and make sure that children were not getting stuck, although the mobile nature of tablets meant that it was easy for children to seek out help in these circumstances. Plowman, Stephen and McPake (2010) refer to these forms of support as guided interaction that operates either face to face (proximal) or through oversight at a distance (distal). 2.2.3 Play and Creativity The analysis undertaken in Phase Three of the study indicated that apps can promote play and creativity in a range of ways. Observations in the home, and data collected by parents and children themselves, confirmed that apps played an important role in supporting children’s play and creativity. In the next sections, each of these areas is considered separately. 26 Technology and Play 2.2.3.1 Creativity Apps fostered children’s creativity in the home in a range of ways. Apps supported children’s engagement in text and drawing creation. They wrote, drew, painted and created collages with apps. Jade particularly enjoyed an app that replayed the strokes used in the drawing process: Mum: “…you can put all sorts on it can’t you, like explosions and things?” Jade: “Yeah and fireworks.” Interviewer: “Mmm, which was your favourite bit of it?” Jade: “Er…the video when you watch what you’ve drew.” Interviewer: “Yeah? Why do you like that? Why do you like to see that? “ Jade: “Because I like seeing myself drawing on it.” Jade’s mum even thought this had impacted on Jade’s drawing in school: “I’d probably say the colouring and drawing ones, they’re the ones that she seems to get the most out of because she spends the most amount of time on them creative ones and it seems to have reflected in like her drawing what she does, do you know, with her things in her drawing box and at school. She’s brought a lot of pictures back from school and I can tell that a lot of…the way that they teach you how to draw on certain apps, I can tell she’s took that over into her drawing at school and that. So I think she does benefit quite a lot from them sort of apps.“ Taking photographs and making films was also a favourite activity for some of the children. Arjun’s mum stated: “…he does some editings on drawing or something like that. And he saves…he takes his own pictures, he has some app like that. He takes his own pictures and he does some editing on that.” Jade’s mum outlined how she made films, recording activities and reporting what was happening as a soundtrack. She also produced slideshows of photographs and created stories around them, although needed help to do this on the tablet, whilst she was able to do this independently on the phone: Mum: “Yeah, just like, you know like just out loud, she’ll go through them and she’ll say,‘So and so was doing this’ and she’ll make things up that were going off in the house that weren’t really going off in the house, do you know what I mean? So she’ll use several pictures and connect them up using a storyline…She’ll do it, because you can put them on like a slideshow can’t you where you can just have them like moving along on their own, and that’s how she tends to do it.” Interviewer: “Does she know how to set it up on a slideshow herself?“ Mum: “Yeah she does, yeah…they’re slightly harder to work on the tablets than they are on the phone, and I tend to have to show her the slideshow on the tablet. But she can do it on her phone.” Interviewer: “Oh that’s lovely, I really like it. What sort of things are the stories about, can you remember anything now?“ Mum: “Oh all sorts of things, just like make-believe stories about princesses, and her, and her dolls and everything. You name it, she makes a story up about it.“ Survey Findings 27 For other parents, creativity was evident in their children’s use of apps that enabled construction of virtual worlds and objects, such as Minecraft or Lego, as Arjun’s mum noted: ”I think some of them are, like Lego app is there, there he has to construct a car or a tractor on his own, by giving his own shape, with the wheels, the top, the roof and everything, he has to construct on his own and he has to ride it. So I think all those building types and all will be creative for him.” As other studies have indicated, music is a key ingredient in young children’s everyday creative lives (Young, 2008) and the prevalence of music apps in the app and play stores is a testament to their popularity. Music apps enabled children to create new compositions and also listen to a wide range of music. Two-year old Angela, for example, enjoyed an app that enabled her to press virtual keys to construct tunes. Inevitably, YouTube played a significant role in children’s musical experiences. Parents reported searching for rhymes and lullabies for children on YouTube, but children also watched popular music videos on the channel. The majority of the children were able to navigate YouTube relatively independently using the recommended video system, or the history function. Creative activities were also prompted by the use of tablets, rather than engaging with the apps themselves. For example, Jade liked to move from apps in which she could create foodstuffs to cooking with her mum in the kitchen. Amy’s imaginative and creative play was supported by her interactions with apps, as her mum noted: ”…with her it’s really a role…like her imaginative role play really at the moment. But it does promote…like she’ll get up, and if she’s been playing on certain apps like the Olaf one, she’ll get up and play with her Frozen things and it sort of stimulates that sort of play. But we have…when she first got that Paw Patrol drawing app we did end up doing some painting, I printed some pictures, those pictures off, I got them on the computer. But we printed them off and then she actually physically painted those…” All of the types of creative thinking outlined in Robson’s (2014) ACCT framework could be observed in children’s use of the apps in the home. Apps promoted creative thinking through the structures they created for learning, but children also applied creative thinking skills in apps that were not particularly designed for this purpose. 2.2.3.2 Play Observations of children using apps, and analysis of video recordings taken by parents and children themselves, indicated that the range of play types in evidence in the use of the apps in school were present in the home. There was more evidence of imaginative play and role play in the home, as children embedded the apps in play with other objects, such as soft toys. In Hughes’ taxonomy, transgressive (i.e. pleasure in breaking the rules) play does not feature, yet it was evident in children’s play with apps in the home. For example, Arjun used the CBeebies Playtime app and particularly enjoyed one of the games, Alphablocks. This consisted of a series of blocks with letters on, which children had to manipulate in order to construct words, using picture cues. Arjun played a game in which he clicked on the alphabet blocks and dragged them to the top of the screen so that the top half of the blocks disappeared around the edge of the screen, then he released them so that they popped out, as he said, “Peek a boo!” The app designers had not purposefully built this feature in, yet through exploring the affordances of the app in a transgressive manner, Arjun invented a new game. There were other examples of transgressive play. Jade’s parents reported that she was attracted to a ‘stick man’ game that they disapproved of because of its content and suggested that part of the attraction for her was their disapproval. 28 Technology and Play One aspect of play that was particularly salient in children’s home use of apps was the way in which it took place fluidly across digital and non-digital domains and involved a range of media. At times, there was a straightforward link between another media source and an app: ”…sometimes what happens, when he sees a programme, like Tree Fu Tom or something, he just comes down, he opens the app and he starts playing Tree Fu Tom. Like Super Why, he sees something, he thinks ‘This time was not enough for me’, he comes down, he opens and he starts playing once again with that.” (Arjun’s mum) At other times, the relation the app played to other interests was more complex, with it being one aspect in a wider transmedia web of play, as Jade’s mum recalled: Mum: ”It’s just interesting because I remember Paul [father] was telling me about a dinosaur, was it YouTube films, last week.” Interviewer: ”And I’ve just seen dinosaur in her bedroom I think, she’s got at least one.” Mum: ”Yeah, she has. She’s got little figures, she’s got a couple of cuddlies….she’s had… them magazines where you can buy them every week, they start off cheap with something free and then they’re like about £5 a week! And you build things up. She’d had one of them and it actually taught you all about dinosaurs and every week you got a figure and then you built a scene up… so she does like a lot of things like that. And she’s done it before with books, where you got a free dinosaur, she seems to be very interested in dinosaurs.” Interviewer: ”Yeah. And do you think that’s Paul’s influence, or does it come from somewhere else?” Mum: ”…I mean I think she does anyway because she watches Andy’s Dinosaur Adventures on CBeebies…and she finds that very interesting. But I think it’s primarily Paul’s interest because she knows that he loves dinosaurs so…he’s always trying to get her to watch ‘Jurassic Park’! ” Interviewer: ”Does she…I think on the CBeebies Playtime app there’s an Andy’s Dinosaur one, isn’t there?” Mum: ”I’m not actually sure what it does but I know she does play on it quite a bit, and…she’s also got a Dinosaur Minecraft…I’m not sure what…I’m assuming you construct a dinosaur, but I’m not really sure, but yeah…when I asked her if she wanted any Minecraft games she picked the Dinosaur Minecraft, so… she is interested in dinosaurs quite a bit.” At other times, apps were used in play that incorporated other artefacts and stimulated imaginative play that was not directly connecting the app with a toy: Mum: ”She doesn’t have the Barbie app any more, but when she did have it she’d sometimes get her Barbies out and line them up and sit them at the side of her and…she’d talk to them as she’s playing on the app. And she sometimes does it with the Frozen app, because she’s got Elsa dolls and she’ll…be having little conversations with them while she’s on the app, so yeah.” Interviewer: ”What sort of things does she say?” Mum: ”She’ll just be telling them what she’s doing on the app…like giving commentary, like running through the game and things, so…” 29 Survey Findings Similarly, Amy’s mum noted how she played alongside a Mr Potato Head app rather than with it: Mum: ”She…she was playing with the app on the sofa and she put the toy on the floor, but she was like…she had it up like this and she was sat on the floor but the toy was next to her. So it’s like she was showing it but…” Interviewer: ”Yeah, so she was holding the screen up to the toy.” Mum: ”Yeah. But it does the same, all the facial features come off and she can put it together.” As with Jade, Amy’s enjoyed engaging in this kind of parallel play with the app and toy. For other children, apps were a springboard to play. For Angela and David, watching popular unboxing videos (in which commercial items are unwrapped) or playdoh videos (in which people create aretfacts using playdoh), which are very popular genres for this age group (Marsh, 2015), was a stimulus for their own unboxing/ playdoh play. In addition, some of the children owned augmented reality apps that specifically fostered a relation between digitial and non-digital artefacts. One of the augmented reality apps used at home was a Furby, a small furry toy that is linked to an app. The app can be used to interact with the Furby, such as feeding it, or taking it to the toilet. Amy used the ‘Go Pro’ chestcam to film herself playing with the app and the Furby for an extended period, and the resultant play moved beyond both the toy and the app to include flights of fantasy, resulting in imaginative play that was located both in the physical world and the virtual – the app, and Amy’s imagination. Amy also incorporated a Paws Patrol app into extended periods of imaginative play in which she integrated physical toys into the play with the app. This is one of the features of contemporary play that will grow in future through the development of augmented reality apps. 2.2.3.3 Summary The case study data offered insights into some of the key issues raised by the survey data. In most cases, it confirmed the survey data, such as the data relating to favourite apps, and the way in which tablet use changes across a typical day. However, the case study data led to a questioning of the survey data in relation to co-use. It was clear from the case studies that the most frequent role for parents was that of supervision, with co-use being deployed for introducing children to new apps and supporting their engagement when the child wanted that. However, for much of the time, children appeared to prefer independent use and actively resisted parental intervention. Therefore, this points to the way in which the question in the survey may have been interpreted by parents to include both co-use and close supervision. The findings from the case studies confirmed that apps can promote play and creativity in a wide range of ways, subject to the design of the app and the individual child’s preferences. As some children are more disposed to engaging in playful and creative activities than others, it would not be reasonable to suggest that apps are solely responsible for promoting these characteristics. However, across all the case study families, there were rich examples of play and creativity and the use of apps and tablets appeared to be embedded into the playworlds of the children. Whilst there was evidence of play on other platforms/ hardware such as Nintendo DS and the X-Box, the tablet was the dominant screen in the children’s game play lives. 30 Technology and Play 2.3 Phase three: Observations of app use in school 2.3.1 Analysis of the use of apps In this phase, the top ten apps identified in the Phase One survey were analysed in terms of how far they promoted play and creativity, in addition to six augmented reality apps. The augmented reality apps were chosen to ensure they included a range in terms of type (e.g. educational, creative, game, story book). The apps outlined below were analysed: Top ten apps Augmented Reality Apps 1. YouTube 1. AR Flashcards 2. CBeebies apps (Playtime and Storytime) 2. Aurasma 3. Peppa Pig Draw 3. ColAR 4. Angry Birds 4.Mattel Apptivity (fishing game) 5. Minecraft 5. Meet the Animals 6. Temple Run 6. Squigglefish 7. Talking Tom 8. Disney apps (Imagicademy and Frozen) 9. Toca Boca apps (Toca Doctor and Toca Nature) 10. Candy Crush Saga C-Q7. Please write your child’s favourite five apps at this moment in time? (Base 2000) The types of play and creativity that were promoted by each app are outlined in Table 7. Table 7: Types of play and creativity fostered by apps Top Ten apps* Types of play the app promoted (based on Hughes’ (2002) play types) YouTube Play was not observed when children were viewing videos in school. However, communication play, imaginative play and role play in the home was linked to video viewing on YouTube. Types of creativity/ creative thinking the app promoted (based on the ACCT Framework, Robson, 2014) Creativity and creative thinking not observed when children were viewing videos in school (other than E3:Knowing what you want to do). However, creative activities in the home were linked to video viewing, such as singing, dancing and making playdoh models. Creativity: Drawing Making sounds CBeebies Playtime 4. Social play 5. Creative play 6. Communication play 8. (Virtual) Locomotor play 10. Exploratory play 12. Imaginative play 14. Object play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I1: Trying out ideas I2: Analysing ideas I3: Speculating I4: Involving others P1: Persisting P3: Completing challenges 31 Survey Findings Top Ten apps* Types of play the app promoted Types of creativity/creative thinking the app promoted Creative Thinking: CBeebies Storytime 6. Communication play 10. Exploratory play 14. Object play E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating Creative Thinking: Angry Birds 14. Object play E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating P1: Persisting Creative Thinking: Talking Tom 10. Exploratory play 12. Imaginative play 14. Object play E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I2: Analysing ideas I4: Involving others Creativity: Peppa’s Paintbox 05. Creative play 10. Exploratory play 14. Object play Drawing Painting Printing Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating I1: Trying out ideas Creative Thinking: Disney Imagicademy 10. Exploratory play 14. Object play E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I2: Analysing ideas I3: Speculating P1: Persisting P3: Completing challenges Creative Thinking: Disney Frozen 10. Exploratory play 14. Object play E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating Creativity: Minecraft 4. Social play 5. Creative play 10. Exploratory play 13. Mastery play 14. Object play Constructing Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating P1: Persisting P2: Risk taking 32 Technology and Play Top Ten apps* Types of play the app promoted Types of creativity/creative thinking the app promoted Creative Thinking: Toca Boca Doctor 10. Exploratory play 14. Object play E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do P3: Completing challenges Creativity: Constructing Toca Boca Nature 5. Creative play 10. Exploratory play 13. Mastery play 14. Object play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I1: Trying out ideas I3: Speculating Creative Thinking: Candy Crush 14. Object play Temple Run 9. Deep play 14. Object play E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating Creative Thinking: E2: Engaging in new activity E3: Knowing what you want to do P3: Completing challenges 33 Survey Findings Augmented Reality Apps AR Flascards Types of play the app promoted 10. Exploratory play 12. Imaginative play Types of creativity/creative thinking the app promoted Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I1: Trying out ideas I2: Analysing ideas Creativity: Drawing Storytelling Aurasma 5. Creative play 10. Exploratory play 12. Imaginative play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do P1: Persisting Creativity: Colouring pictures ColAR Mattel Apptivity (Fishing) Meet the Animals 5. Creative play 10. Exploratory play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do P1: Persisting 4. Social play 10. Exploratory play 12. Role play 14. Object play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I3: Speculating I4: Involving others P1: Persisting P3: Completing challenges 10. Exploratory Play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I2: Analysing ideas I3: Speculating P1: Persisting Creativity: Drawing Storytelling Squigglefish 5. Creative play 10. Exploratory play 12. Imaginative play Creative Thinking: E1: Exploring E2: Engaging in new activity E3: Knowing what you want to do I1: Trying out ideas I3: Speculating I4: Involving others P1: Persisting * CBeebies, Disney and Toca Boca apps are separated for analysis in this table 34 Technology and Play 2.3.2 Summary This analysis indicates that engagement with apps promotes a range of types of creativity and creative thinking. Children created a variety of original texts and artefacts including virtual constructions, drawings, paintings and stories. In the home, this was extended to photographic slideshows and videos. All of Robson’s (2014) categories of creative thinking were observed. All but the following six of Hughes’ (2002) play types were observed in the use of apps in school: 1. Symbolic play; 2. Rough and tumble play; 3. Socio-dramatic play; 7. Dramatic play; 11. Fantasy play; 16. Recapitulative play. However, in observations and discussions in the home, 1. Symbolic play; 3. Socio-dramatic play and 11. Fantasy play were identified. Rough and tumble play relates to physical contact and whilst there are virtual replications of this in online play (see Marsh, 2010), this was not observed in this study. Recapitulative play is a type of play that is difficult to discern and only occurs in specific contexts, so it was of little surprise to the team that it was not identified in this study. The CBeebies Playtime app fostered a greater range of types of play and creativity than other apps. It was also the app that was used for the longest period of time in a single episode and indeed three out of the four longest periods using apps were episodes of children using CBeebies Playtime. The app does contain a range of games that involve different kinds of play, whereas some of the other apps offer single-dimension experiences, which may offer one reason for this pattern. Nevertheless, the long periods of use were normally of one game within the app. It was also the case that this app contained many of the scaffolding features identified as important in Phase Four of the study. Angry Birds and Candy Crush Saga offered only limited opportunities for play and creativity and, therefore, cannot be viewed as presenting high-quality experiences for pre-school children. The augmented reality apps fostered exploratory and imaginative play and, thus, demonstrated potential for future use with pre-school children. There was a range of evidence, therefore, that suggested that apps of appropriate quality and design promoted a wide range of play and creativity for pre-schoolers. However, as was the case in the case-studies, one factor that needs to be taken into account is the characteristics of the children themselves, with some more likely to engage in playful and creative behaviours than others. Nevertheless, all of the children exhibited such behaviours to a greater or lesser extent, and different children were recorded using the same apps, and it was, therefore, possible to judge how far the apps themselves played a role in these activities. This was the subject of the final phase of the study. 2.4 Phase 4: Analysis of apps The data from the phases of the project outlined above informed the development of a series of observations on the ways that the apps limited play and creativity and the ways that they promoted play and creativity. These observations enabled the development of a set of principles that could be used to inform the design of apps for children from birth to five. It was also felt to be important to identify the features that would be important to consider in the development of apps for different age groups, given that, usually, few distinctions are made for the age phases within the 0-5 range yet, developmentally, this is a stage at which children develop rapidly. Thus, the team developed principles for app design for under 1s, 1-2s, 2-3s, 3-4s and 4-5s. The principles for the design of apps can be seen in Tables 8 and 9. Survey Findings 35 Table 8: Characteristics of apps that limit play and creativity Purpose of app • Purpose not clear, or the app has too many aims, so children may wander from activity to activity and then disengage Overall design features • Initial entry to the app leads to a home page that is not understandable, so children may not pursue the app • Home page icon is not visible, so children may use the home button on the tablet and exit the app if they wish to move from a page in the app • Tappable areas leave little margin for error, which may cause frustration • Too many pop-up menus create confusion, so children may exit the app • There is inconsistency in terms of the demands made on the user (when to swipe, tap and so on), which may cause confusion Commercial properties • In-app advertisements in the form of pop-ups cause frustration and children may then disengage • Too many barriers to play in the form of the need for in-app purchases cause frustration and children may then disengage Supporting (scaffolding) of use • Too much written text, with limited use of text-to-speech instructions may mean that children are not able to use apps effectively • Limited use of the scaffolding techniques outlined in Table 9 below may mean that many children are unable to use apps effectively Promotion of play and creativity • Narrowly-focused apps, which require children to complete tasks that have limited challenge, or have few opportunities for children to explore and experiment, are less likely to promote play and creativity • Use of augmented reality features that do little more than animate characters or objects are of limited value, as children cannot utilise fully the animated features and may disengage. 36 Technology and Play Table 9: Characteristics of apps that promote play and creativity Purpose of app • Does not have too many aims • Purpose clearly articulated to target audience, both within the app store/ website and the app itself Overall design features • Use of colour and design features are appropriate for the type of app (n.b. it is not always necessary to use bright colours for young children, but clearly defined pictures/ signs/ symbols etc. are important) • Parents should be able to activate and deactivate features which may distract children and thus limit play and creativity, and also set levels of challenge if appropriate • Easy navigation, from the moment the app is launched, with audio and/ or visual support to support navigation through the first stages of the app • Home page icon always visible on each ‘page’ • Home screen should be not be overly-complex in nature for younger children • It is helpful for apps that contain lots of aural elements for the volume to be easily adjustable from within the app • Arrows used to navigate backwards and forwards • Navigation signs (arrows etc) placed at the top of screens aimed at under 2s, as they may press them accidentally if placed at the bottom • Repeated characters, shapes, colours, signs, movement, music and sounds can be used as cues to stimulate particular responses • A consistent approach is utilised in the requirements for the use of touch e.g. particular actions always require swipes, others taps • Tappable areas allow for a margin of error • Pop-up menus are limited • It is possible to personalise and customise where possible e.g. in terms of spoken voice, linguistic, cultural and social content Commercial properties • No in-app, pop-up adverts • Limited or no use of banner adverts • In-app purchases limited Supporting (scaffolding) of use • Developmentally appropriate – e.g. little or no text support should be used for pre-schoolers • There should be opportunities for adults to adjust the scaffolding techniques used e.g. turning off some cues and prompts when relevant skills are mastered and the app becomes more familiar • Text-to-speech instructions and comments used where necessary • Spoken instructions should be given at a speed which will enable comprehension, and instructions need to be phrased in a developmentally appropriate way • Objects/ signs are animated or highlighted (visually, aurally) in order to signal that they can/ should be touched Survey Findings 37 • Modelling of responses used where appropriate, or support provided if children do not respond as desired e.g. by using moving arrows to signal that a swipe should be used • Use of pauses to allow children to think about their response • Repetition of instructions if child does not respond • Word highlights are useful in apps that include text-to-speech sentences and phrases to be read • Use of upper and lower case letters is consistent with use in pre-school/ school • Positive feedback and rewards for effort used to enhance motivation where appropriate (e.g. badges, characters cheering and clapping and so on). Not all apps require such rewards, as play is intrinsically motivated, and they should not be over-used • Voice reinforcement (i.e. recognition) of children’s input where relevant e.g. “You pressed the red square, well done!” It should be possible for adults to turn this feature off if it is not felt to be of value because the child has used the app frequently • Use of prompt questions to promote relection on actions/ progress Promotion of play and creativity • Open-ended apps, which enable children to experiment for themselves and focus on the process rather than an end product, are more likely to promote play and creativity • Apps that embed problem solving, critical thinking and abstract reasoning activities are more likely to promote creativity • Apps can embed prompt questions/ statements to promote play, exploration and/ or experimentation with the app’s resources • Apps that stimulate children to ask questions and/ or set challenges can promote creative thinking • Apps that foster co-production of content (with peers or adults) can promote play and creativity • Imaginative use of the tablet itself or the properties of the tablet may enable children to become more involved in the app e.g. through inserting their own photograph or voice, tilting the tablet to move visual material, blowing into the microphone to move visual material and so on • Apps can promote play by linking ofline and online activities e.g. a physical doll or car that trigger activities in the app, but these need to be meaningful and engaging activities, otherwise the initial engagement may quickly wear off • Apps may also promote physical activity in playful and creative ways, by linking online activities/ games/ rewards to offline physical movements or tasks. • Apps may promote play with ofline, non-digital playthings • The use of augmented reality techniques can stimulate children’s imagination as characters are ‘brought to life’, but the apps need to enable creative use of such features, such as linking animated characters to further activities e.g. storytelling In Table 10, the successful features of apps for each age group addressed in our study are outlined, based on an analysis of apps and observations of children using them. Again, this is not to suggest that apps should include all of these features. In addition, children progress at individual rates and, therefore, some children may find apps easier or harder to use than others. 38 Technology and Play Table 10: Features of apps for different age groups Target age group Successful features of apps • As parents will primarily be navigating these apps, and may not have engaged children previously in the use of tablets, then support and guidance on use should be offered. • The apps should not be too ‘busy’ – having one or two clear functions is suficient for this age group, with functions that do allow for multiple possibilities and potential for creativity • Apps that enable and encourage parents to join in, for example with singing, would be useful. Apps could feature unaccompanied musical performances, or naturalistic ones, or ones in which pitch and speed can be easily altered to match the vocal range of parent Apps for under 1s • Apps should promote sensory play e.g. sound, vision and touch are the primary features for this age group • Young babies are attracted to large shapes, distinct patterns, use of contrasts (e.g. black and white) • Audio should be used to support visual and animated elements, not detract from them, and vice versa • Apps for this age group that foster listening and vocalisation are of value • Interactive features should promote understanding of cause and effect e.g. if the child touches a certain spot, something happens (and actions should be consistent throughout the app, with a large margin for error) • Games that mirror ofline games are popular e.g. peekaboo • Babies enjoy seeing their faces and the faces of those close to them, so features that enable this are appealing e.g. embedding the use of the tablet camera. Similarly, they enjoy hearing their own and others’ voices and so apps can embed creative uses of the microphone • Apps that encourage children and parents to name objects are useful for this age group, but care should be taken to ensure that they do not become monotonous in nature Apps for 1-2s • Apps should have some simple, repeating actions which support prediction • Open-ended apps, which do not require prescribed outcomes, can encourage play and creativity • Children at this age enjoy apps that relect something of their own daily routines and can support their engagement in these routines • Children enjoy seeing and hearing other children in apps e.g. voice-overs • Apps should stimulate vocalisation and talk where possible, either through the provision of activities which could foster conversation, or through the use of prompt questions/ statements that promote a vocal response • Recall/ recap features should be embedded where appropriate • Games that mirror ofline games are popular e.g. hide and seek, snap, odd one out, jigsaws • Interaction with apps is appealing for this age group. This can be achieved through personalisation, such as enabling children to make noises into the microphone, which are captured and embedded in the app, or creating a short film to be inserted in the app • Nursery rhymes, lullabies and popular songs apps are appropriate for this age, but care needs to be taken to ensure they are appropriate for context (e.g. some aimed at UK children contain American vocabulary) Survey Findings 39 • Apps should encourage early competencies e.g. swiping, tracing, tapping • Apps that enable collages/ pictures to made through the use of stamps/ ready-made shapes and so on can enable children to create images quickly and easily, but they should also have opportunities for more open-ended mark-making Apps for 2-3s • It should be easy for parents to operate control features which offer safeguarding when online • Text-to-speech, as well as animation, sounds and visual effects, should be used to support independent operation of apps • Scaffolding principles outlined in Table 9 should be used to support engagement and learning • Apps that support co-operation and turn-taking are appropriate for this age group • Music apps should encourage experimentation and not be overly directive • Music apps could incorporate auto-recording and playback and should encourage exploration of all dimensions of music, e.g. rhythm, pitch, timbre, speed, volume, texture. • Drawing apps should not be limited to colouring in pre-drawn igures/ scenes (although these are enjoyable for young children) and those that do involve colouring in should not require colours to be contained within lines • Apps that aim to promote engagement with sounds and letters should do so in a playful manner and upper and lower case should be used appropriately (it is not appropriate to only use upper case, for example) • Early engagement with numbers should occur in a playful context • Apps that encourage play and creativity through the use of popular characters can be appealing • Apps can demand more complex competencies e.g. dragging, pinching • Autosaving features in apps means that creations can be kept if the child (or parent) forgets to do this, or if play with the app is interrupted partway through Apps for 3-4s • Some of the features outlined above are still relevant for this age group • Apps can promote independent use of tablet features to develop speciic competencies e.g. taking photographs that then appear in the app • Apps that link or encourage ofline to online play can be appealing e.g. building models, images of which can then be uploaded into the app • More extended games are possible at this age, as children can concentrate for longer periods on apps, but there need to be a number of levels of challenge to encourage continuity in use • It is useful for children to be able to pause and resume the app if interrupted • Drawing apps should embed an undo function, as this encourages review and relection • Use of features to promote extrinsic motivation are useful for this age e.g. virtual badges and stickers, but should not be over-used. Apps should be satisfying in their own terms and promote instrinsic motivation. • Apps that promote a sense of wonder at the world can prompt children to ask questions and think creatively • Apps that enable the building of worlds are popular for this age group and it should be easy to save creations in order to return to them • Role-playing apps enable children to develop skills of empathy and care for others 40 Technology and Play Apps for 4-5s • Some of the features outlined above are still relevant for this age group • Apps that foster solving real world problems e.g. through early mathematical skills or scientiic understanding, are helpful in both the skills developed and enabling children to see the value/ purpose of such activities • ‘Drill and skill’ activities can be embedded in games and puzzles in order to make them more engaging • Writing and spelling games should not be approached in an overly ‘drill and skill’ manner, as this could demotivate children at a crucial stage of their early reading and writing development and undermine any work taking place in nurseries/ schools in this area. Instead, apps can foster creative engagement with letters and words through meaningful tasks, some of which may be embedded in stories • Story apps for this age group may promote independent reading through highlighting words as the narrator says them and enhance comprehension by asking questions. However, in-story features should not distract the young reader from the narrative structure, or the reading task itself, but should support / enhance these • Regular opportunities for feedback should be provided throughout apps where relevant, in addition to inal feedback at the end of the activity • Apps that enable online social interaction with others should ensure suficient safeguarding features are in place – children of this age frequently use apps aimed at an older age group, so producers of apps aimed at over 6s should take the needs of this age group into account also It is recognised that there is a great deal of controversy with regard to the question of the use of tablets with under 2s. The American Academy of Pediatrics have previously recommended no screen time for under 2s. However, in the absence of scientific evidence that would suggest the need for a complete prohibition of the use of screens for under 2s, the project team is of the view that tablets are appropriate for this age group if use is limited in nature and takes the form of co-use with parents. Apps that promote interactivity and are designed specifically for this age range are best used with this age group. In addition, it was clear from the families’ case studies that YouTube was used primarily with under 2s for the playing of nursery rhymes and lullabies. This is beneficial if these are the only means some families may have of accessing such material, which can be productive for children’s language development. However, the use of tablets for bedtime stories should be viewed with caution, given the evidence about melatonin suppression caused by lights from screens (Wood et al., 2013). In the Phase One survey, 19% of those who used tablets after 6pm reported that this use was for reading stories. It is not possible to determine if this use took place immediately prior to children falling asleep. In addition, whilst most pre-school children appear to use tablets alongside other digital and non-digital playthings in a balanced way (which correlates with other research of the media use of slightly older children - see Chaudron et al., 2015), a small minority of parents in the Phase One survey reported their pre-school children using tablets for more than three hours per day (8.2% of iPad users and 11.4% of Samsung Galaxy users), which raises questions about appropriate use of media for this group of children. These data suggest that further public debate with regard to these issues would be beneficial. Survey Findings 3. Conclusion & Recommendations 41 42 Technology and Play 3.1 Summary of key findings This study has identified the ways in which apps used by pre-schoolers may foster play and creativity. The key findings of the study are summarised briefly in relation to each of the original research questions that underpinned it. (i) What home access to tablet apps do UK pre-school children currently have and how are they used? In households that own tablets, children have extensive access to them and 25% of under 3s and 37% of 3-5 year olds own their own tablets. Others share their use with parents, siblings and other family members. Pre-school children also have access to tablets outside of the home, largely at the homes of grandparents, other family members and friends. Children use tablets on a typical day for 1 hour 19 minutes and on a typical weekend day for 1 hour 23 minutes. Young children enjoy using apps across a range of genres, and their favourite apps allow them to watch videos, listen to music, play games, draw and paint, play games, create virtual worlds, look after pets, dress up avatars and engage in role play. Their use differs across the day, with the peak period of use being 4pm – 6pm. Children are most likely to use tablets in the living room and their use is sometimes linked to non-digital, related items such as dolls and soft toys. Children like apps that relate to their popular cultural interests across television, films and iconic characters. Parents report that they are more likely to be using tablets along with children than children using them on their own (although, based on the case study data, this may take the form of close supervision more often than simultaneous use). (ii) How do variables including socio-economic status, age, gender and ethnicity impact on this access and use? There are age differences across many aspects of tablet use. Older children are more likely to own their own tablets, as are boys. 27% of boys under 3 and 24% of girls aged under 3 own their own tablets. 40% of boys aged 3-5 and 32% of girls aged 3-5 own their own tablets. The competences developed by children when using the tablet are age-related, with fewer under-3 year olds able to undertake some of the actions that 3-5 year-olds can do, such as unlocking tablets and clicking and dragging items. Older children own more apps. Children aged 3-5 are more likely to use educational apps and particular types of apps such as style creation, obstacles, basic strategy, virtual world creation and nurture and mimic apps than their younger counterparts. Gender differences are largely present in relation to app preferences. Girls are more likely than boys to use style creation, drawing, role play, story and nurture and mimic apps, boys are more likely to use obstacle games apps, sports apps and creating virtual world apps. Black and Minority Ethnic (BME) families were more likely than other families to provide tablets for their children. Boys, older children, children from social class groups C2DE and BME children were more likely to own 11 or more digital devices than other children. White children in social class groups ABC1 were more likely than other children to own iPads rather than other types of tablets. Children in social groups C2DE, BME children and boys were more likely than other children to use more than one screen at a time. BME children are more likely to use social networking apps than White children. Socio-economic status impacts on the number of purchased apps that children have access to, with families in social class group ABC1 purchasing more apps. Given that many free apps contain in-app advertisements and in-app purchases, this means that children in the families with lower economic capital are the ones most likely to encounter these features, which often have a negative impact on the quality of game play. (iii) What are the most popular tablet apps downloaded by UK parents/ caregivers for pre-school children? The most popular apps are: YouTube, CBeebies (general apps), Angry Birds, Peppa’s Paintbox, Talking Tom (and similar), Temple Run, Minecraft, Disney (general apps), Candy Crush Saga and Toca Boca (general apps). (iv) How far does children’s use of selected popular apps promote play and creativity? The majority of apps outlined in (iii) promoted creativity and play, although the extent to which they did that differed according to the design of the app. All but two of Hughes’ (2002) 16 play types were identified in children’s play with apps across the school and homes, and all of the 10 elements of the ACCT framework (Robson, 2014) were observed in app use. The apps that were most successful at promoting play and creativity were apps designed specifically for this age group. Some of the apps (e.g. Angry Birds and Candy Crush Saga) did not promote a wide range of play and creativity. Temple Run offered limited play opportunities, but provided a sense of excitement as virtual monkeys, Survey Findings 43 accompanied by music and sounds, chased the user’s avatar. Talking Tom did offer opportunities for play and creativity, but very often, play sessions were interrupted by pop-up adverts and the encouragement for in-app purchases. Minecraft was only successfully used to promote play and creativity once children knew how to use it. As it contains no in-app help or scaffolding, it is not appropriate for children to first use this app on their own. YouTube fostered a range of non-digital play and creativity. CBeebies, Disney, Peppa’s Paintbox and Toca Boca apps were all found to be appropriate for this age group and promoted a range of types of play and creativity. (v) How far do selected augmented reality apps promote play and creativity? The augmented reality apps selected for study in Phase Three of this study were successful in promoting play and creativity, although there was a difference in quality of the play that arose from engagement in the different apps. For example, play with the Mattel Apptivity fishing game app was limited, with the physical plastic fishing rods interacting with the surface of the tablet to enable the players to catch fish. It was, therefore, played very much like a board game, with the added benefit of the digital fish being moved to player’s digital nets. In contrast, the Aurasma app enabled children to produce their own video stories and drawings and relate these together, thus offering more open-ended opportunities for play. (vi) What are the affordances of tablet apps that effectively promote pre-school children’s play and creativity? The most successful apps in terms of promoting play and creativity were well-designed, embedding many of the features outlined in Table 9 of this report. They offered appropriate scaffolding for this age group and fostered autonomy and independence. Open-ended apps that enabled a range of outcomes did not close down activity, but prompted creative and exploratory play. Whilst drawing, music, construction, nurture and role play apps particularly fostered play and creativity, more narrowly focused gaming apps also did so, although the more narrow the aims of the game, the less frequently creative thinking could be discerned. Children also played creatively with apps in ways not intended by the app producers. (vii) What are the affordances of augmented reality apps that effectively promote pre-school children’s play and creativity? The augmented reality apps that fostered storytelling and open-ended creative play were more successful than the augmented reality apps that simply created 3D images of 2D pictures and did not enable children to do any more with these images. In addition, apps that were related to soft toys/ dolls/ robots and which could enable children to control, feed and nurture these toys were successful in promoting imaginative play. These findings raise the question of whether young children should use only age-specific apps, that is, apps that have been designed for pre-schoolers. Five of the top ten apps were created for young children (CBeebies, Disney, Peppa’s Paintbox, Talking Tom, Toca Boca) and these apps promoted a range of types of play and creativity (although the in-app advertising in Talking Tom deterred some children’s play). The other five apps in the top ten were created for an older market, but have been appropriated by young children. Appropriate use was found to be possible in YouTube, because children and parents are able to create favourite lists of age-appropriate videos, and in Minecraft, because children can create worlds, albeit once they have been taught how to use the app (it is not intuitive for young children). However, the remaining three apps in the top ten were not created for a pre-school audience Angry Birds, Candy Crush Saga and Temple Run. Some pre-school children were able to complete the early stages of these gaming apps, however overall the range of play and creative thinking skills they promote are limited and their value for this age group is thus questionable, other than they facilitate a sense of proficiency if children are able to complete beginning levels. Temple Run was easier for young children to complete than the other two. We would suggest that Candy Crush Saga is particularly limited, as children were largely unable to use the app as intended and simply moved sweets about in a random fashion. It was difficult to discern any positive outcome of preschoolers playing this game, other than playing it enables young children to feel as if they are participating in a family practice (as their older siblings and parents may use it). However, children are not likely to spend very long using the app (based on our observations) and therefore our concerns are limited in nature. Notwithstanding the sensible choices many parents are making with regard to their children’s use of apps, there is a need for greater guidance, as requested by parents themselves, and this forms part of our recommendations. Augmented reality apps were found to have potential in relation to their promotion of a range of types of play and creativity. However, such potential depended on the design of the apps in terms of the way in which they enabled prolonged use. Simply bringing characters to life, whilst novel, did not lead to extended play, for example. However, augmented reality apps that enable children to engage in storytelling, narrative comprehension, or creative play do 44 Technology and Play have potential. In addition, there was evidence from the case studies that toys that have apps which enable children to control them or embed them in play are enjoyed and used in imaginative ways. The technology is at an early stage of development, but this area appears to offer important opportunities to promote young children’s play and creativity and deserves further investment by companies interested in the children’s market in the future. Finally, the project was able to identify a range of features of apps that promoted play and creativity, and some that limited play and creativity. It is important for app developers to inform their creation of products through careful attention to young children’s responses to the apps. That would appear to be self-evident, but it is not the case across all products. For example, we observed a young child attempting to complete a jigsaw of an elephant on screen but because he was not able to align the virtual edges exactly, even after several attempts, he gave up. Including just a small margin of error (of less than a millimetre) would have enabled the child to complete the jigsaw whilst still promoting the kinds of skills the jigsaw app producers had in mind when they designed the app. This is just one instance; there were many examples of ways in which apps could be improved to enhance the experience for young children. Those top-ten favourite apps that are well-designed for this age group (e.g. CBeebies apps, Disney Imagicademy, Toca Boca) embedded appropriate scaffolding and fostered independent use. This is also true of other apps which did not feature in the top ten, but which embed age-appropriate principles. There is also further attention to be paid to the way in which apps are created for particular age groups. For example, whilst some apps are advertised as relevant for pre-schoolers, the developmental differences between 3- and 5-year old children mean that some apps are not effectively designed to bridge this gap. The needs of specific age ranges within the pre-school bracket needs consideration, whilst acknowledging that children differ and there is no universal rate of development. 3.2 Significance of the study The study makes a contribution to the field in a number of ways. First, it provides knowledge about the ways in which young children’s use of apps may promote, or limit, play and creativity. It offers a set of clear criteria for selecting high-quality apps for this age group, which is based on rigorous evidence gained from extensive analysis of video and interview data. This has important implications for pre-school practice, in addition to offering useful guidance for parents and app developers. Second, the study offers an insight into the use of tablets by 0-3 year-olds. This is an under-researched area and the data therefore contributes to the development of insights into how under 3s are inducted into the use of tablets and the types of apps with which they engage. Third, the project makes a contribution to methodology in this field in that it explored the use of ‘Go Pro’ chestcams with pre-school children to record their own play with tablets in the home. Inevitably, there were both advantages and disadvantages in the use of such equipment. Advantages included having an embodied view of children’s play with apps and related toys, which would not have been possible from any other method. In addition, it enabled children to be actively involved in data collection in a way which did not limit their play with apps, which would not have been the case had they been asked to film using other types of cameras. Disadvantages relate primarily to the lack of control the research team had over the material collected. Some of the time, the ‘Go-Pro’ chestcam was not pointing at the tablet screen and so a close analysis of the affordances of the app for play was not possible. In addition, the chestcam was not recommended for use by children under 3 and so we could only offer them for use to three of the families in the study. Similar cameras need to be developed for safe use with under-3s. Fourth, the study makes a contribution to an understanding of the way in which applied research might benefit from being undertaken using a co-production model with university, school and industry partners. This study was funded by the UK’s Economic and Social Research Council (ESRC) as part of its Knowledge Exchange programme. It was felt to be important to work with the children’s media industry, given that one of our goals was to facilitate the production of better quality apps for children that would, in time, enhance their play experiences, as well as inform educational use of apps in pre-school settings. Martin (2010) refers to practitioners on a continuum from research informants, to endorsers, recipients, commissioners and co-researchers and the roles of our project partners varied throughout its duration and depending on how they perceived their involvement. Although negotiations over intellectual property, commercial sensitivities and competing priorities can present challenges in working with non-academic partners, the exchange of knowledge proved to be enriching for all partners and ensured that the research had value well beyond its impact in the academy. The partnership enabled each professional to bring his or her knowledge and expertise to the work of identifying ways in which apps can promote play, creativity and learning for pre-schoolers. However, such partnerships are not without tensions. There is a need to be very explicit about the roles and responsibilities of each party, or what Nutley refers to as ‘clear boundary maintenance’ (2010, 264). Nevertheless, such collaborative projects can ensure that the impact of the research can be disseminated beyond the school, or set of schools, involved in such projects. Survey Findings 45 The value of this particular project is that it impacts on a range of stakeholders beyond the partners involved in the project. Creating visible outputs in the public domain on completion of the project was a condition of funding: the project has created a website that provides valuable data on patterns of app use and purchase as well as design features of apps that both hinder and support play and creativity for children between birth and five. Guidelines for the use of tablets in schools and early years settings have been produced and will be promoted through teacher networks and associations. Detailed guidance for the production of high quality apps for pre-schoolers has been developed and disseminated to the wider children’s media industry. Uniquely, the project has also led to the development of design considerations for desirable features of apps for five age ranges, from the under ones to four- and five-year olds. National and international dissemination of guidance for parents and caregivers on choosing and using apps that promote play and creativity has been made possible through the involvement in the study of the national public broadcaster. The partnership, therefore, has enabled the objectives to be met in ways that would not have been possible without the use of a co-produced model of research. 46 Technology and Play 3.3 Recommendations The study has led to a number of findings that require further action in the years ahead. The following recommendations are made: 1. Parents and carers would benefit from more extensive guidance on the type of apps that are appropriate for the promotion of play and creativity for pre-school children, given their importance for early development and learning. This guidance could be provided by parents’ organisations, pre-school organisations and/ or early years settings on an ongoing basis, depending on them receiving the necessary funding and support to do this. 2. Parents would benefit from information about how to promote playful and creative uses of apps by pre-school children, both through co-use and through the juxtaposition of apps with toys and stories. 3. Policy-makers should attend to the need for government support for guidance on supporting pre-school children’s digital learning, including use of apps and tablets. 4. Further public discourse with regard to safe and appropriate use of tablets for pre-schoolers needs to be undertaken, with the recognition that the majority of parents manage their children’s use effectively, whilst a minority of parents would benefit from further dialogue and reflection about the issues. 5. The work of app producers who develop apps for the pre-school market should be informed by those design aspects of apps that promote play and creativity for pre-school children. 6. All early years settings and schools should enable children to access tablets in order that children do not have access to them at home are able to develop relevant skills and knowledge. 7. Further guidance on how to use tablets and how to choose apps that promote play and creativity for pre-school children should be developed for early years practitioners. This guidance could be circulated by key organisations for this professional group. 8. Given the extent to which technology is a key part of young children’s lives from birth, further work needs to be done to ensure that all professionals who engage in work with young children and their families (e.g. health vistors, child psychologists) are appropriately trained and informed by research. 9. Further research needs to be undertaken in a number of areas. First, research is required into the ways in which children under three access digital technologies and develop related skills and knowledge, given the very limited research in this area. This study has provided information about under-3s and use of tablet apps, but it has not been possible to trace children’s trajectories of use over time so that an understanding can be developed, for example, of when certain skills are developed and how they can be supported. Second, further understanding is required of how children acquire skills with tablets and how far this is dependent upon adult mediation. Third, the commercial aspects of app use by pre-schoolers needs further consideration. Some children, for example, made inadvertent in-app purchases, and in-app advertising limited play and creativity. The extent to which children and parents understand and can navigate this commercial landscape needs to be the subject of additional investigation. Finally, further research is needed on matters with regard to online safety for preschoolers, given the study has demonstrated that they do access online sites and that this is not always supervised closely by all parents. 10. This study provided evidence that augmented reality apps can promote play and creativity. Children move across the online/ offline, ‘real’ and virtual, digital and non-digital boundaries with ease. As new technologies in this area emerge, further research needs to examine the implications for children’s play and creativity and it would be beneficial for this research to be conducted by academic and media industry partners, given the knowledge and skills each party could bring to the collective endeavor. Acknowledgement This project was funded by the Economic and Social Research Council (Grant Number: ES/M006409/1) Survey Findings 47 References: Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. London, United Kingdom: Prentice-Hall. Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology. 3(2): 77–101. British Educational Research Association (2011). Ethical Guidelines for Educational Research. London: BERA. Buckingham, D. (2005). The Media Literacy of Children and Young People. London: Ofcom Report. Burke, A. and Marsh, J. (eds) (2013). Children’s Virtual Play Worlds: Culture, Learning and Participation. New York: Peter Lang. Chaudron S., Beutel M.E., ernikova M., Donoso V., Dreier M., Fletcher-Watson B., Heikkilä A.-S., Kontríková V., Korkeamäki R.-L., Livingstone S., Marsh J., Mascheroni G., Micheli M., Milesi D., Müller K.W. , Myllylä-Nygård T., Niska M., Olkina O., Ottovordemgentschenfelde S., Plowman L., Ribbens W., Richardson J., Schaack C., Shlyapnikov V., Šmahel D., Soldatova G. and Wölfling K., (2015) Young Children (0-8) and digital technology: A qualitative exploratory study across seven countries. Joint Research Centre, European Commission. Accessed at http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Cheng, K.H. and Tsai, C.C. (2014) Children and parents’ reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. Computers & Education, 72, pp302-312. Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed). London & New York: Routledge. Connolly, P. (2007). Quantitative data analysis in education: a critical introduction using SPSS. London & New York: Routledge. Dockett, S. and Perry, B. (2011) Researching with Young Children: Seeking Assent. Child Indicators Research. 4,(2) pp 231-247. Gibson, J.J. (1977) The theory of affordances. In R. Shaw and J. Bransford (eds.), Perceiving, Acting and Knowing. Hillsdale, NJ: Erlbaum. Gillen, J. (2006) Child’s Play. In J. Maybin and J. Swann (eds). The Art of English: everyday creativity. Basingstoke: Palgrave Macmillan. Gillen, J. and Cameron, C.A. (eds) (2012). International perspectives on early childhood research: a day in the life. Basingstoke: Palgrave Macmillan. Holloway, D., Green, L. and Livingstone, S. (2013). Zero to eight. Young children and their internet use. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/52630/ Hughes, B. (2002). A Playworker’s Taxonomy of Play Types. 2nd edition, London: PlayLink. Kenner, C., Ruby, M., Jessel, J. & Gregory, E. (2008) Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange. Language and Education. 22 (4): 298-319. Kucirkova, N. (2013) Children interacting with books on iPads: research chapters still to be written. Frontiers in Psychology. Developmental Psychology, (4). 1-3. Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children’s Internet use. Journal of Broadcasting and Electronic Media. 52(4): 581–599. Lynch, J. and Redpath, T. (2012) ‘Smart’ technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Early Childhood Literacy. Published online before print, 3 August 2012 DOI: 10.1177/1468798412453150 Marsh, J. (2015) Unboxing’ Videos: Co-construction of the child as cyberflâneur. Discourse: Studies in the Cultural Politics of Education. Marsh, J. (2014) Online and offline play. In A. Burn and C. Richards (eds). Children’s Games in the New Media Age. Cambridge: Ashgate. Marsh, J. (2010) ‘Young children’s play in online virtual worlds’. Journal of Early Childhood Research. Vol 8 (1) pp:23 –39. Marsh, J. and Bishop, J.C. (2014) Changing play: Play, media and commercial culture from the 1950s to the present day. Open University Press/ McGrawHill. 48 Technology and Play Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., and Wright, K. (2005). Digital beginnings: Young children’s use of popular culture, media and new technologies. Sheffield: University of Sheffield. Accessed at: http://www. digitalbeginnings.shef.ac.uk/final-report.htm Marsh, J., Hannon, P., Lewis, M. and Ritchie, L. (2015) Young children’s Initiation into family literacy practices in the digital age. Journal of Early Childhood Research. First published on June 18, 2015 ahead of print as doi:10.1177/1476718X15582095 Marsh, J. and Yamada-Rice,D. (2013) Early Literacy Development in the Digital Age. In D.M.Barone and M.H.Mallette (eds) Best Practices in Early Literacy Instruction. New York: Guilford Press. Martin S. (2010) Co-production of social research: strategies for engaged scholarship. Public Policy & Management. 30 (4) 211-218. Merchant. G. (2014) Keep taking the tablets: iPads, story apps and early literacy. Australian Journal of Language and Literacy. Vol. 38 (1) pp3-11. Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed). Los Angeles: Sage. Nathanson, A. (1999). Identifying and explaining the relationship between parental mediation and children’s aggression. Communication Research, 26 (6): 124–143. National Literacy Trust (2014) Parents’ Perspectives: Children’s Use of Technology in the Early Years. http://www.literacytrust.org.uk/assets/0002/1140/Early_years_parent_report.pdfhttp://www.literacytrust.org.uk/ assets/0002/1140/Early_years_parent_report.pdf Nikken, P. and Jansz, J. (2014) Developing scales to measure parental mediation of young children’s internet use, Learning, Media and Technology. 39 (2): 250-266. Nutley, S. (2010) Debate: Are we all co-producers of research now? Public Policy & Management 30 (5) 263-265. Ofcom (2014). Children and parents: Media use and attitudes report. Accessed at: Plowman L. & Stephen C. (2005) Children, play and computers in pre-school education. British Journal of Educational Technology. 36 (2) 145-158. Plowman L., McPake, J., Stephen C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education. 38 (3) 303-319. Plowman L., Stevenson O., Stephen C. & McPake J. (2012) Preschool children’s learning with technology at home. Computers & Education. 59 (1) 30-37. Robson, S. (2014) The Analysing Children’s Creative Thinking framework: Development of an observation- led approach to identifying and analysing young children’s creative thinking. British Educational Research Journal. 40, (1) pp. 121–134. Schofield Clark, L. (2011) Parental Mediation Theory for the Digital Age. Communication Theory, 21 (4): 323–343. Shuler, C. (2012)iLearn II: An analysis of the education category of Apple’s app store. Accessed at: http://www.joanganzcooneycenter.org/wpcontent/uploads/2012/01/ilearnii.pdf Sutton-Smith, B. (1997) The Ambiguity of Play. Cambridge, MA: Harvard University Press. Taylor, R. (2014): Meaning between, in and around words, gestures and postures – multimodal meaning-making in children’s classroom discourse. Language and Education Published online in advance of print, 25.2.14. DOI: 10.1080/09500782.2014.885038 Vasquez, V. and Felderman, C. (2013) Technology and Critical Literacy in Early Childhood Education. New York: Routledge. Verenikina, I. and Kervin, L. (2011) iPads Digital Play and Preschoolers. He Kupu 2 (5) pp4-19. Warren, R. (2003) Parental Mediation of Preschool Children’s Television Viewing. Journal of Broadcasting and Electronic Media, 47 (3): 394–417. Willett, R., Robinson, M. and MARSH, J. (eds) (2009) Play. Creativity and Digital Cultures. New York, London: Routledge. 243 pages. Wood, B., Rea, M., Plitnick, B. and Figueiro MG (2013) Light level and duration of exposure determine the impact of self-luminous tablets on melatonin suppression. Applied Ergonomics. 44 (2) 237-240. Young, S (2008) Lullaby light shows: everyday musical experience among under-two-year-olds. International Journal of Music Education. 26(1):33–46. Survey Findings Appendix 1 Project Partners Professor Jackie Marsh, University of Sheffield, Principal Investigator Professor Lydia Plowman, University of Edinburgh, Co- Investigator Dr Dylan Yamada-Rice, University of Sheffield, Co- Investigator Dr Julia Bishop, University of Sheffield, Research Associate Jamal Lahmar, University of Sheffield, Research Associate Andrew Davenport, Founder and Creative Director, Foundling Bird Simon Davis, Research and Digital Analytics Executive, Dubit Katie French, Head of Audiences Children’s and Learning, BBC (CBeebies Representative) Maddalena Piras, Head of Audiences, North, BBC Peter Robinson, Global Head of Research, Dubit Peter Winter, Monteney Primary School, Sheffield Advisory Board Members Professor Elizabeth Wood, University of Sheffield Chair, British Educational Research Association: Early Years SIG Greg Childs, Children’s Media Foundation Jo Armistead, Early Education Dr Jane Payler, TACTYC Professor Cathy Burnett, Dr Julia Davies and Lynda Graham, United Kingdom Literacy Association 49 50 Technology and Play Appendix 2 – Hughes’ (2002) Play Types (adapted for this project) Play Type Hughes’ definition Adapted for this project 1. Symbolic play Occurs when children use an object to stand for another object e.g. a stick becomes a horse Occurs when children use a virtual object to stand for another object e.g. an avatar’s shoe becomes a wand. 2. Rough and tumble play When children are in physical contact during play, but there is no violence. Energetic play. Virtual rough and tumble play - Occurs when avatars that represent users in a digital environment touch each other playfully e.g. bumping each other. 3. Socio-dramatic play The enactment of real-life scenarios that are based on personal experiences e.g. playing house, going shopping. The enactment of real-life scenarios in a digital environment that are based on personal experiences e.g. playing house, going shopping. This could take place through play with avatars, or imagining that an on-screen virtual character is involved in such play off-screen. 4. Social play Play during which rules for social interaction are constructed and employed. Play in a digital context during which rules for social interaction are constructed and employed. 5. Creative play Play that enables children to explore, develop ideas, make things. Play that enables children to explore, develop ideas, make things in a digital context. 6. Communication play Play using words, songs, rhymes, poetry etc. Play using words, songs, rhymes, poetry etc.in a digital context. Can include text messages, multimodal communication and so on. 7. Dramatic play Play that dramatises events in which children have not directly participated e.g. TV shows. Play in a digital context that dramatises events in which children have not directly participated e.g. TV shows. This could take place through play with avatars, or in chat rooms etc. 8. Locomotor play Play which involves movement e.g. chase, hide and seek. Virtual locomotor play - Play in a digital context which involves movement e.g. child my play hide and seek with others in a virtual world. 9. Deep play Play in which children encounter risky experiences, or feel as though they have to fight for survival. Play in digital contexts in which children encounter risky experiences, or feel as though they have to fight for survival. 10. Exploratory play Play in which children explore objects, spaces etc through the senses in order to find out information, or explore possibilities. Play in a digital context in which children explore objects, spaces etc through the senses in order to find out information, or explore possibilities. 11. Fantasy play Play in which children can take on roles that would not occur in real life e.g. be a superhero. Play in a digital context in which children can take on roles that would not occur in real life e.g. be a superhero. This could be through the use of an avatar, but also they could take on a character off-screen as they engage in on-screen activities in the fantasy scenario. 12. Imaginative play Play in which children pretend that things are otherwise. Play in a digital context in which children pretend that things are otherwise. 13. Mastery play Play in which children attempt to gain control of environments e.g. building dens. Play in digital contexts which children attempt to gain control of environments e.g. creating a virtual world. 14. Object play Play in which children explore objects through touch and vision. They may play with the objects. Play in which children explore virtual objects through vision and touch through the screen or mouse. They may play with the virtual objects. 15. Role play Play in which children might take on a role, but not one that could be part of sociodramatic play in which roles are more personal/ domestic. Play in a digital context in which children might take on a role, but not one that could be part of socio-dramatic play in which roles are more personal/ domestic. This could be through the use of an avatar, but also they could take on a role themselves as they engage in on-screen activities. 16. Recapitulative play Play in which children might explore history, rituals, myths. Children may access play of earlier human evolutionary stages. Play in a digital context in which children might explore history, rituals, myths. Children may access play of earlier human evolutionary stages. 51 Survey Findings Appendix 3: The Analysing Children’s Creative Thinking (ACCT) Framework (Robson, 2014). Category Operational Definition Example E1: Exploring Child is keen to explore, and/or shows interest in the potential of a material or activity. J is trying out buttons on the keyboard, causing a rhythm to play. He plays individual notes with alternate hands, smiling and watching carefully as he makes a note pattern. E2: Engaging in new activity Child is interested in becoming involved in an activity and taking an idea forward. The activity could be of his/her own choice or suggested by another child or adult. A approaches a Table covered in paint, where previous children have been working. She picks up a piece of paper from a pile and lays it on the Table. Turning it over she spreads the paint that is now printed on it with her fingers. E3: Knowing what you want to do Child shows enjoyment or curiosity when choosing to engage in an activity. K and adult A are standing at the woodwork bench. K has chosen a piece of wood, which he holds. He points to the back of the bench: ‘In there.’. I1: Trying out ideas Child shows evidence of novel ways of looking and planning: uses prior knowledge or acquires new knowledge to imagine and/or hypothesise, or to show flexibility and originality in his/her thinking. A is in the block area. She picks up 3 semi-circular blocks and lays two of them on the floor to form a circle, which she later calls a ‘cheese’. She then puts one foot on each block and ‘skates’ across the carpet on them. I2: Analysing ideas Child shows either verbal or behavioural evidence of weighing up his/her idea, and deciding whether or not to pursue it. R, N and K are building a tunnel from construction pieces. R watches as N and K build a cuboid, N puts a piece in front of the open end. E: Exploration I: Involvement &Enjoyment R: ‘No, they won’t be able to get out.’ I3: Speculating Child makes a speculative statement or asks a question of him/herself, or of other children or adults, relating to the activity. H is outside, looking at herbs in the garden with adult J. H points to a herb and says ‘Yes, but why is this spiky?’ I4: Involving others Child engages with one or more children or adults to develop an idea or activity: may articulate an idea, seek to persuade others, or show receptivity to the ideas of others. A, J and C are playing a ‘Father Christmas’ game in the block area. A: ‘I’m Rudolph.’ J: ‘And he’s Rudolph too....No, he...you can be... C: (to A) ‘You Comet, you be.’ A: (to C) ‘Why don’t you be Comet? C: ‘No, I’m Donner.’ P: Persistence P1: Persisting Child shows resilience, and maintains involvement in an activity in the face of difficulty, challenge or uncertainty. He/she tolerates ambiguity. In the sandpit E has been filling a large tube with dry sand. He picks up the tube and goes to fill the hopper on a nearby toy lorry, but the sand runs out of the end of the tube. He looks up, smiles, but does not break his concentration, but instead uses his hands to fill the hopper. P2: Risk taking Child displays a willingness to take risks, and to learn from mistakes. M is at the clay. She tries to fill a bottle by inverting it in to a full cup of water, but this causes the water to flow out on to the Table. She abandons this and pours water straight from the cup onto the clay. P3: Completing challenges Child shows a sense of self- efficacy, self-belief and pleasure in achievement: shows conscious awareness of his/her own thinking. M has been at the mark-making Table, using felt tip pens and paper. He finishes his drawing. M: ‘I’ve finished’ (smiling). Adult: Mm. M pats the paper and nods, then picks up the pen and makes a large ‘M’ in the bottom right corner. ‘That’s my Muh.’ (He continues to write the other letter of his name.) ‘I did it, I writ may name myself.’ 52 Appendix 4 – Survey Questions Qa. How old are you? Qb. Gender, are you? Male Female Qc. Which of these best describes your ethnic group? - White (This includes all White backgrounds) - White and Black Caribbean - White and Black African - White and Asian - Any other mixed background - Indian - Pakistani - Bangladeshi - Any other Asian background - Caribbean - African - Any other Black Background - Chinese - Prefer not to tell - Any Other (please specify) Qd. Which region of the UK do you live in? London South and South East England (including Channel Islands) West and South West England West Midlands East Midlands East Anglia Yorkshire and Lincolnshire North West England/Isle of Man North East England Scotland Northern Ireland Wales Not in UK Technology and Play 53 Survey Findings Qe. Which one of the following options best describes the sort of work that the chief income earner in your household does? Professional or higher managerial/technical Manager or senior administrator Junior manager Non-managerial Foreman or supervisor of other workers Skilled manual work Semi-skilled or unskilled manual work Student In receipt of job seekers allowance Other Not Applicable Qg. How many children do you have in the household of the following ages Less than 1 year 1 year old 2 years old 3 years old 4 years old 5 years old 6 years old 7 years old 8 years old 9 years old 10 years old 11 years old 12 years old 13 years old 14 years old 15 years old 16 years old 17 years old 18 years old None exclusive Boy Girl Boy Girl Boy Girl Qh. Which of the following devices does your children make use of? Tablet (IF NOT SELECTED PLEASE THANK AND CLOSE) Mobile phone Games console Smart TV Children’s tablet e.g. LeapPad None Qi. We would like you to complete this survey on behalf of one of your children. Please choose which child you would like to complete the survey for. Please note this child should be no older than 5 years 0 months and have access to a tablet device (state if more than one child in house) Please state their exact age in years and months below. 54 Technology and Play Section A: Use of Electronic Devices The following questions relate to the type of electronic devices your child has access to, how they use these devices and the amount of time in a week they typically spend using them. A-Q1. Which of these devices does your child have access to? TV Tablet Computer Smartphone Console iPad tablet computer 4 Samsung Galaxy Tab 5 Microsoft Surface 6 Amazon Fire 7 Kindle Fire 8 Tesco Hudl 9 Other tablet computer 10 iPhone 11 Samsung Galaxy 12 HTC 13 Nokia 14 Sony 15 Other Smartphone 16 Xbox (including Kinnect) 17 Playstation 18 Ninendo Wii (including WiiU) 6 - We have one in the household but they do not have access to it 3 5 No - we don’t have one AND do NOT expect to get one in the near future A television set connected to the internet (Sometimes known as Smart TV or connected TV) 4. No - we don’t have one but we do expect to get one 1 3. Yes – there is one elsewhere (e.g. grandparents’ home) which Standard TV Set 2. Yes - have one in the household which they can use 1. Yes - have one of their own 1 55 Handheld Survey Findings 19 PSP 20 Nintendo DS 21 PC or Laptop 22 E-Reader (e.g. Kindle, Sony reader or Kobo) 23 PVR or Digital Video Recorder (one that allows you to record and store TV programmes or pause ‘live’ TV. (e.g. TiVo or Sky+) 24 DVD Recorder 25 BluRay 26 Digital Radio or DAB Radio 27 Portable Media Player like an iPod Touch or Archos – that can be used to access the internet 28 Tablet computer specifically for children e.g. LeapPad 2, VTech Innotab or Kurio 7 29 MP3 player / iPod used to play music A-Q2. You have indicated that your child can access the following devices elsewhere. For each device listed please indicate where your child accesses it. 99. None of these 8. At a child minder’s house 7. At nursery, early years, playschool 6. At school 5. In an after school / breakfast club 4. Out of school group 3. At a friend’s house 2. At another relative’s house 1. At a grandparent’s house A-Q3. On a normal weekday, how much time does your child spend using the devices they have access to? 10. More than 9 hours 9. Between 8 and 9 hours 8. Between 6 and 7 hours 7. Between 5 and 6 hours 6. Between 4 and 5 hours 5. Between 3 and 4 hours 4. Between 2 and 3 hours 3. Between 1 and 2 hours 2. 31-60 minutes 1. Less than 30 minutes 56 Technology and Play A-Q4. On a normal weekend day, how much time does your child spend using the devices they have access to? 10. More than 9 hours 9. Between 8 and 9 hours 8. Between 6 and 7 hours 7. Between 5 and 6 hours 6. Between 4 and 5 hours 5. Between 3 and 4 hours 4. Between 2 and 3 hours 3. Between 1 and 2 hours 2. 31-60 minutes 1. Less than 30 minutes A-Q5. Thinking about the tablet your child has access to, how long has your child been using a tablet computer? 1. 2. 3. 4. 5. 6. Less that 3 months Between 4 and 6 months Between 6 months and 1 year About 1 year About 2 years About 3 years 7. More than 3 years A-Q6. Which of the following types of app does your child use? 1. On a smartphone 1. Learning (e.g. matching shapes, learning numbers/letters/words/ animal names etc) 2. Social Networking (e.g. What’s App) 3. Style Creation (e.g. Stardoll, Fashion Icon) 4. Escape and Obstacles (e.g. temple run) 5. Sports (e.g. FIFA, Flick Kick Rugby, Tiger Woods) 6. Basic Strategy (e.g. Angry Birds) 7. Creating virtual worlds (e.g. Minecraft) 8. Nurture and mimics (e.g. My Horse, Talking Tom, Pou, Toca Pet Doctor) 9. Audio play/ musical play/ (e.g. nursery rhymes, keyboards) 10. Visual play/ drawing/ colouring in (e.g. Draw; Faces iMake HD) 2. On a tablet computer Do not use this type of app Survey Findings A-Q7. Which of the following activities does your child use a tablet for? 1. Drawing and painting 2. Colouring in 3. Making collages 4. Making videos 5. Taking photographs 6. Other creative activities 7. Watching video 8. Reading stories 9. Play with/use apps for gaming 10. Play with/use apps for social 11. To help learning/education 12. Listen to stories/audio books 13. Listen to music 14. Look at magazines 15. Look at pictures/photos 16. Voice/video communication, e.g. FaceTime/Skype 17. Browsing the internet (looking at websites) 18. Using a search engine (e.g. typing key words into Google and searching) 19. Watching music videos on YouTube 20. Watching videos made by other children on YouTube (e.g. ‘unboxing’ videos) 21. Watching ‘catch-up’ TV 22. Other (please specify) 57 58 Technology and Play Section B: Tablet usage B-Q1. At what times of the day does your child use a tablet? Weekdays Weekends 1. Before 9am (breakfast time) 1. Before 9am (breakfast time) 2. Between 9am-12noon (mornings) 2. Between 9am-12noon (mornings) 3. Between 12noon and 2pm (lunchtime) 3. Between 12noon and 2pm (lunchtime) 4. Between 2 and 4pm (afternoon) 4. Between 2 and 4pm (afternoon) 5. Between 4 and 6pm (tea/dinner time) 5. Between 4 and 6pm (tea/dinner time) 6. Between 6 and 8pm (evening – before/ around bedtime) 6. Between 6 and 8pm (evening – before/ around bedtime) 7. After 8pm 7. After 8pm B-Q2a. For each occasion your child uses a tablet computer we would like to know what activities they use it for at each time B-Q2b. Where in the house are they most likely to use the device at this time? 1. Kitchen 2. Lounge/Sitting Room 3. Their bedroom / nursery 4. Their brother’s or sister’s bedroom 5. Playroom 6. Somewhere else (please state) Survey Findings 59 B-Q2c. Who are they typically using the device with? 6. Other adult, e.g. Nursery worker, child minder, school teacher 5. With a friend 4. With another family member 3. With brother(s)/Sister(s) 2. With me or another parent or guardian 1. On their own B-Q2d. Who makes the decision to use the tablet each time? 1. Me (parent) on my own 2. Mostly my (parent’s) decision 3. Joint decision with my child 4. Mostly my child’s decision 5. Child’s decision B-Q2e. Which of the following statements are most true when the child is using the tablet at this time? 1. The tablet is being used as a form of distraction or quiet time, whilst I complete other tasks or relax 2. The tablet is providing a sit-back experience e.g. watching video 3. The tablet is being used to encourage my child to be creative and/or play 4. The tablet is being used as a social device e.g. co-usage with adults or other children 5. The tablet is being used for educational purposes (e.g. learning the alphabet) 6. The tablet is being used for bedtime stories 7. The tablet is being used for other reasons (please state) B3.How often does your child watch more than one screen at the same time e.g. using a tablet whilst watching TV 1. All the time 2. Often 3. Occasionally 4. Rarely 5. Never 60 Technology and Play Section C: Decision making C-Q1. We would like you to count the number of apps there are which your child uses on the tablet device they use. (Please enter a whole number only in the box) C-Q2. Of all the apps that you have downloaded to the tablet device used by your child, please could you estimate the proportion that you have purchased, subscribed to or paid for through an in-app purchase? 1. % not paid for 2. % paid for – this could include in-app purchases (such as buying coins or items, sometimes called Freemium), one off purchases or subscriptions 3. Don’t know C-Q3. How often do you download new apps for your child to the tablet device used by your child? 1. Once a day 2. Two or three times a week 3. Once a week 4. Two or three times a month 5. Once a month 6. Once every two or three months 7. Once every six months 8. Less often 9. Never C-Q4. How often do you delete apps from the tablet device used by your child? 1. Once a day 2. Two or three times a week 3. Once a week 4. Two or three times a month 5. Once a month 6. Once every two or three months 7. Once every six months 8. Less often 9. Never C-Q5. Of all the different types of apps your child uses, we’d like you to tell us which one(s) are YOUR favourite(s) and which are THEIR favourite(s)? 61 Survey Findings 1. Parent favourite 1. Learning (e.g. matching shapes, learning numbers/letters/words/ animal names etc) 2. Social Networking (e.g. What’s App) 3. Style Creation (e.g. Stardoll, Fashion Icon) 4. Escape and Obstacles (e.g. temple run) 5. Sports (e.g. FIFA, Flick Kick Rugby, Tiger Woods) 6. Basic Strategy (e.g. Angry Birds) 7. Creating virtual worlds (e.g. Minecraft) 8. Nurture and mimics (e.g. My Horse, Talking Tom, Pou, Toca Pet Doctor) 9. Audio play/ musical play/ (e.g. nursery rhymes, keyboards) 10. Visual play/ drawing/ colouring in (e.g. Draw; Faces iMake HD) 11. Video apps (e.g. YouTube) 12. Story apps/ interactive books (e.g. Nighty Night, Cinderella) 13. Role play (e.g. Princess Dress-Up; Pet Shop) 14. Creative production (e.g. First Camera, Video Star) 15. Augmented reality (e.g. Mattel Apptivity apps; ColAR Mix; AR Flashcards) 2. Child favourite Do not play this type of game 62 Technology and Play C-Q6. Of all the different types of apps you indicated were THEIR favourite(s), we’d like to know how long on average they’ve been using each type. Using the drop down menu in each box, please tell us approximately how long they have been using each type of app? Options 1. A week 2. A month 3. 2 months 4. 3 months 5. 4 months 6. 5 months 7. 6-12 months 8. 1 year 9. 2 years 10. More than 2 years C-Q7. Please write your child’s favourite five apps at this moment in time? C-Q8. Thinking of the last app your child discovered, which of these ways influenced the way they found out about it? Please rank in order of importance if there was more than one influence 1. Through TV adverts 2. Through in-app adverts 3. Through other mobile adverts e.g. text messages 4. At a cinema 5. Through social media 6. Online blogs or forums 7. Online video platforms such as YouTube 8. On other websites 9. In magazines 10. Through friends 11. Through parents 12. Through other adults 13. Through brothers or sisters 14. Through viral videos 15. Through outdoor advertising e.g. billboards, posters 16. Through a celebrity 17. Searching the Apple app store or Google Play 18. General word of mouth 19. Articles in the newspaper 20. Schools/Nursery/Playgroups 99. Other (please specify) Survey Findings 63 C-Q9. Rank order in importance the following features of apps that you look for when choosing for your child 1. Educational 2. Fun 3. Easy to use 4. Instructions for parents included 5. Parental controls 6. Colourful/ attractive to look at 7. Games 8. Videos 9. Stories 10. Music/songs C-Q10. To what extent does your child influence the decision to download an app? 1. All my decision 2. Mostly my decision with some input from my child 3. A joint decision 4. Mostly my child’s decision with some input from me 5. All my child’s decision C-Q11. What are your motivations for downloading an app/apps for your child? As a reward for achievement/good behaviour A gift/present To support their learning To encourage play and creativity To satisfy an interest/passion Another way to interact with a character from TV, film, book Prefer them to use apps rather than web browser They have completed all the other apps they use 64 Technology and Play C-Q12. What are the main barriers to the downloading of apps for your children on tablets? 1. They are not as educational as alternatives such as books 2. Too much screen time 3. Poor value for money 4. My child might get bored of them quickly 5. We cannot find our favourite characters and shows 6. We don’t know whether it is suitable for my child 7. We have a free version of the app already 8. Worry about in-app payment 9. Not knowing whether it’s good quality or not 10. Too expensive 11. If the app requires a subscription rather than a one-off payment 12. Advertising 13. Not enough content 14. I find it hard to find the right stuff 15. Don’t feel digital is the right place for children to learn 16. Length of time Section D: Child’s use of tablets D-Q1. We want to understand how comfortable your child is using a tablet. Please indicate to what extent you agree with each of the following statements. 1. Is able to do unassisted 2. Needs some assistance 3. Is unable to do / unaware of Turn the device off and on Unlock the device Open their apps Use gaming apps Use reading apps Use video apps Use learning apps Use creativity apps Find new apps in the app-store / market place Purchase new apps in the app-store / market place Click on a cross in a box to get rid of a pop-up Take photos Make videos Draw things Survey Findings Drag items across the screen Trace shapes with their fingers Exit apps and enter other apps Increase or decrease the volume Tap the screen to operate commands Swipe the screen (e.g. to change photos, turn the ‘page’ of an e-book) Enlarge or decrease the size of objects by pinching and dragging Drag items and trace shapes Show others e.g. siblings how to use the device D-Q2. Has your child ever? 1. Made an in-app purchase without permission 2. Made an in-app purchase by accident 3. Bought something online by accident 4. Bought something online without permission 5. Been exposed to content that made them feel uncomfortable 6. Been exposed to content that made you feel uncomfortable 7. Asked you about something they saw online that was inappropriate 8. Been exposed to advertising within mobile or tablet applications (please state) 9. Clicked on a link when online that took them to inappropriate content 10. Watched content (brand, characters shows) on more than one platform at the same time 11. Seen an advert on a screen and asked you about it Section E: Safety/Issues E-Q1. We want to understand how comfortable or uncomfortable you are with your child using the device 1. Very comfortable 2. Quite comfortable 3. Neither comfortable nor non-comfortable 4. Quite uncomfortable 5. Very uncomfortable The amount of time my child spends on the tablet My child using the device unobserved by me or another adult The sorts of things my child does on the tablet Things that they can be exposed to on the tablet e.g. in-app advertising / types of content The types of videos they watch on the tablet That they know when to ask for parental / other help That they know where their content is That they know how to avoid other content That the tablet can be used for positive things e.g. learning or creativity 65 66 Technology and Play E-Q2. We would like to understand your opinion on in-app adverts for your child. Using a scale of 1 to 5, where 1 is strongly disagree and 6 is strongly agree please indicate how you feel about each of the following statements 1. Strongly disagree 1 I am not worried if there are relevant adverts in the apps my child plays 2 I would pay for my child’s apps if it meant that there was no in-app adverts 3 I don’t mind in-apps adverts if it means my child can play for free 2. Tend to disagree 3. Neither agree/ disagree 4. Tend to agree 5. Strongly agree Survey Findings 67 Appendix 5 – Case study visit schedule Visit 1 - Familiarisation visit Give the child some paper and felt pens to draw with whilst you talk to the parent. Depending on age, you could ask them to draw something that might be relevant for the project eg a character from an app – or a favourite TV character. Go through the parent information sheet and explain any part of the project the parent is not sure about. Go through survey questions with the parent and talk about the data they entered, if they can remember. If they can’t, ask them what they would input if they were completing this today. Please record this interview on the Dictaphone. Ask the child to show some of his/ her favourite tablet apps and talk about them. If the child is too young to do this, then ask the parent to show the apps and talk about why their child likes them. Please video record the child and/ or parent using/ talking about the apps. Ask parent to use smartphone (if they have one) to take any interesting data on child’s use of tablet apps until the next visit. Explain how to do this – ask them to take video and/ or photographs and then on the next visit, the researcher will upload this to a laptop. Talk about the kinds of interesting data they could collect e.g. child using tablet app, child playing games/ toys related to tablet app, child undertaking creative activity related to tablet app, child playing on apps with siblings/ family members etc. Ask what type of voucher they would like on conclusion of the project (e.g. Apple; Argos; John Lewis; Tesco). Visit 2 – Observation of app use If the parent recorded data, look through it with him/ her and ask why that data has been recorded, what it means to the parent/ child and so on. Look at the apps on the tablet with parents and children– get a sense of which ones are used by the child, which ones were specifically downloaded for their use, and the frequency each one is used. As about the history of apps ie when children first started using them, how soon they moved on, what they moved on to. Depending on the age of the child, ask child to use their favourite apps and film them doing so. Ask child about the app e.g. why he/ she likes it e.g. “Tell me about this app…” “What would you say to a friend about this app?” Discuss the daily schedule of family life and how the use of tablets relates to this schedule. If the child uses music apps, explore what types and how these fit into the daily schedule. Ask parent if he/ she uses apps with their child and if so, ask them to use a typical app together. Film the parent/ child doing this. Talk to the parent about the app afterwards – why they use it, who normally initiates its use etc. Ask parent specifically about play and creativity in relation to their children’s use of apps e.g. • What does play mean to you? • What kinds of play does your child engage in (also ask about when and where)? • What sort of play does N’s use of apps promote? Can you give me some examples? • Does your child have toys or objects related to any of their apps? If so, how does he/ she use them? • What types of apps promote play, in your view? Why is that? • Do you help your child with apps or do you prefer your child to igure it out on their own?’ and then ‘How...’ • What does creativity mean to you? • What kinds of creative activities does your child engage in (also ask about when and where)? • What types of apps promote creativity, in your view? Why is that? • How do you support your child’s creativity with tablet apps? • Do you have any other comments on this topic? If the child uses YouTube, talk about this with the parent: how often does the child use it; what types of videos does he/ she like to watch; how does he she find out about those videos; has he/ she ever seen unwanted content; does the parent or child use the favourites options; does the parent know how to use the safety feature of YouTube. 68 Technology and Play If age appropriate, ask child to tell you about which apps are good for playing, which are good for making things, which are good for learning. Ask parent to use smartphone (if they have one) to take any interesting data on child’s use of tablet apps until the next visit. Visit 3-4 – Observation of app use and ‘play and creativity’ tour If the parent recorded data, look through it with him/ her and ask why that data has been recorded, what it means to the parent/ child and so on. Undertake a ‘play and creativity’ tour of the house with parent and child (see guide at end of this schedule). Explore relative costs of apps in relation to picture books, toys, etc. Possible questions include: • Which apps have you paid for? • Why did you pay for theme? • What makes you willing to pay for an app? • What would prevent you from buying an app? • What do you feel about buying apps in contrast with buying picture books for your child, or buying toys? • When you have found a good app, do you seek out further apps by the same company? What are the feelings/ experiences towards in-app purchases? Ask child to use their favourite apps (not used on previous visit) and film them doing so. Ask child about the app e.g. why he/ she likes it. Ask parent to support the child in the way they would normally as he/ she uses the apps. (If age appropriate) - Give child felt pens and paper and ask them to draw an app that they would love to have or be invented. Talk to them about the drawing. Visit 5 – Final visit This visit can be used to tie up any loose ends e.g. explore issues that arose but that were not explored on previous visits. Ask if parent would like to be involved in any dissemination events aimed at other parents, to take place in November (ESRC Social Sciences Festival). Thank child and parents and leave the £100 voucher. Play and creativity tour Purpose: To identify spaces in the house where children’s play and creativity occurs and to examine the role of tablet apps within this. Procedure: Create a 2D plan of the house, in collaboration with the parent. Visit each room with the parent and child, including any spaces outside of the house, such as garage/ shed, where play/ creativity takes place. Begin by asking the parent to identify what they mean by play and creativity – what kinds of activities do these categories include? Then visit each room in which the parent and/ or child identify that play takes place. Record all the material objects related to play/ creativity in that space by taking digital photographs and recording what children and parents say. Use the observation schedule to note down ownership of the items that promote play and creativity for each room. Include further identifying detail such as the name/brand of the toy/technology or a brief description. Where there is a large number of small toys i.e. cars or Lego bricks, actual numbers should not be recorded, rather a proxy symbol given to indicate a toy’s presence. 69 Survey Findings Ask the children to take photographs, using a colour digital camera/ tablet, of their favourite things/places. The children can have the option to tell the researcher or parent what pictures to take. As we are particularly interested in the role of technology in play, ask children and parents about this in relation to each room e.g. does the child bring the tablet into this room? If so, how does he/s he use it? Ask also about the playful/ creative use of other technologies in the room – computers, laptops, console games and so on. Stimuli for play/creativity Animals Arts & Crafts Baby & Toddler toys Board Games Construction Dinosaurs & Accessories Dolls & Accessories Domestic (including kitchen items) Dress-up & Accessories Educational: word & number Jigsaws & Puzzles Music Outdoor & Large Play Small World, figures & Accessories Soft Toys Sports Technological Toys Vehicles & Accessories Water & Sand play Wooden Toys Weapons Technologies Tablet ipod/MP3 player Smartphone Computer Laptop Games console Handheld computer Television/DVD player Radio CD Player Notes Interaction with tablet apps 70 Technology and Play Appendix 6: Statistical Report Notes on the presentation of this report: 1. All figures are presented as percentages, unless stated otherwise 2. Due to rounding, and the consideration of proportions within subsets of data, the tables may not always add up to 100% 3. Where data is compared across demographic sub-groups, chi-squared tests have been conducted to determine where there is a statistically significant association between variables (e.g. an association between tablet ownership and gender). Where the data are significantly associated at the 0.1% level, data are headed with **; where the data are significantly associated at the 1% level, data are headed with*. Because of the large sample size, only differences at these two levels of significance are reported, not differences at the 5% level. Sample demographics Qa: How old are you? 18 to 21 3.0% 35 to 44 36.1% 22 to 34 56.0% 45 to 54 4.5% 55 to 64 0.4% Qb. Gender, are you (male or female)? Male 21.8% Female 78.3% Qc. Which of these best describes your ethnic group? White (this includes all White backgrounds) 84.5% White and Black Caribbean 1.3% White and Black African 0.8% White and Asian 2.1% Any other mixed background 0.7% Indian 3.1% Pakistani 1.9% Bangladeshi 1.0% Any other Asian background 0.8% Caribbean 0.7% African 1.2% Any other Black Background 0.1% Chinese 0.8% Prefer not to tell 0.9% Any other (please specify) 0.4% Qd. Which region of the UK do you live in? London 14.2% Yorkshire and Lincolnshire 9.8% South and South East England (including Channel Islands) 16.0% North West England/Isle of Man 13.2% West and South West England 6.2% North East England 4.2% West Midlands 9.8% Scotland 7.0% East Midlands 8.0% Northern Ireland 1.8% East Anglia 6.0% Wales 3.9% 71 Survey Findings Qe. Which of the following options best describes the sort of work that the chief income earner in your household does? [Responses analysed and placed into Market Research Social Class categories] A 10.8% C2 22.0% B 24.6% D 10.8% C 23.6% E 8.4% Qg. How many children do you have in the household? Number of children in the household Number of families Proportion of the total sample 1 766 38.3% 2 790 39.5% 3 288 14.4% 4 108 5.4% 5 23 1.2% 6 or more 25 1.3% Qh: Which of the following devices does your children make use of? (Please note, only tablet users were requested to complete the survey, hence 100% for the first option) Tablet 100.0% Mobile phone 57.3% Games console 52.4% Smart TV 34.0% Children’s tablet (e.g. LeapPad) 45.7% Qi: We would like you to complete this survey on behalf of one of your children. Please note this child should be no older than 5 years 0 months and have access to a tablet device. Less than 1 year old 9.3% 1 year old 17.5% 2 years old 20.9% 3 years old 23.3% 4 years old 24.6% 5 years old 4.6% 72 Technology and Play ANALYSIS BY YEAR GROUPS (Under 1s, 1s, 2s, 3s, 4s and over) Section A: Use of Electronic Devices A-Q1: Which of these devices does your child have access to? Notes: calculated out Devices of each ‘column’ subgroup. Where results are found to be statistically significant,** indicates significance at 0.1% level,* Section A: Percentages Use of Electronic indicates significance at 1% level and Cramér’s V measure of effect size is also reported. Gender All Access to a Standard TV set Yes ‐ Have one of their own Male Age Female < 1 year 1 year Social Class**.139 3 years 4 to 5 years ABC1 Ethnicity**.107 C2DE White BME 16.2% 17.8% 14.4% 10.8% 14.3% 12.7% 18.2% 19.8% 12.2% 21.8% 16.6% 13.9% 53.3% 52.1% 54.5% 51.9% 50.7% 56.2% 52.1% 54.0% 54.9% 50.9% 54.3% 47.7% 9.7% 10.1% 9.2% 9.2% 11.7% 9.8% 7.7% 10.0% 9.4% 10.0% 9.9% 8.4% No ‐ we don't have one but we do expect to get one 3.1% 3.1% 3.0% 3.2% 3.7% 2.9% 3.2% 2.6% 3.2% 2.8% 2.6% 5.5% No ‐ we don't have one AND do NOT expect to get one in the near future 12.6% 11.9% 13.4% 16.2% 12.3% 14.1% 13.5% 9.8% 14.1% 10.5% 12.1% 15.5% We have one in the household but they CAN NOT access it 5.3% 5.1% 5.6% 8.6% 7.2% 4.3% 5.2% 4.0% 6.2% 4.0% 4.6% 9.0% Yes ‐ have one in the household which they can use Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use Gender All Access to Smart Televisions 2 years Yes ‐ Have one of their own Yes ‐ have one in the household which they can use Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use No ‐ we don't have one but we do expect to get one Male Age*.072 Female < 1 year 1 year 2 years Social Class**.139 3 years 4 to 5 years ABC1 Ethnicity**.107 C2DE White BME 9.2% 11.9% 6.3% 9.2% 10.0% 8.1% 11.8% 7.2% 7.6% 11.3% 8.3% 13.5% 40.6% 38.8% 42.5% 51.4% 41.8% 41.1% 38.8% 37.5% 41.9% 38.7% 40.4% 41.9% 6.9% 6.9% 6.9% 3.2% 9.7% 7.2% 5.6% 7.2% 6.5% 7.4% 6.8% 7.4% 12.2% 12.9% 11.3% 11.9% 8.9% 11.7% 11.2% 15.3% 13.1% 10.8% 12.0% 13.2% No ‐ we don't have one AND do NOT expect to get one in the near future 24.6% 23.2% 26.0% 17.3% 22.6% 24.2% 25.1% 27.8% 24.9% 24.1% 26.0% 16.5% We have one in the household but they CAN NOT access it 6.7% 6.3% 7.0% 7.0% 6.9% 7.7% 7.5% 5.0% 6.0% 7.6% 6.5% 7.4% 73 Technology and Play Gender*.100 All Access to iPads Male Female Age < 1 year 1 year Social Class**.117 3 years 4 to 5 years ABC1 Ethnicity**.142 C2DE White BME Yes ‐ Have one of their own 10.2% 12.3% 7.8% 8.1% 7.7% 9.8% 11.8% 11.2% 9.6% 11.0% 10.0% 11.0% Yes ‐ have one in the household which they can use 42.8% 41.2% 44.4% 44.3% 50.1% 41.6% 41.8% 39.3% 46.6% 37.1% 42.4% 44.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 8.9% 9.7% 7.9% 8.1% 9.2% 8.9% 9.0% 8.8% 9.7% 7.7% 8.8% 9.4% No ‐ we don't have one but we do expect to get one 6.4% 6.6% 6.2% 6.5% 6.9% 6.5% 6.2% 6.2% 6.2% 6.7% 5.1% 13.2% No ‐ we don't have one AND do NOT expect to get one in the near future 26.6% 24.1% 29.1% 25.9% 21.5% 28.9% 26.0% 28.5% 23.2% 31.3% 28.3% 16.8% We have one in the household but they CAN NOT access it 5.3% 6.0% 4.5% 7.0% 4.6% 4.3% 5.2% 6.0% 4.7% 6.2% 5.3% 5.2% Gender All Access to Samsung Galaxy tablets 2 years Yes ‐ Have one of their own Male Age*.074 Female < 1 year 1 year 2 years Social Class**.135 3 years 4 to 5 years ABC1 Ethnicity**.161 C2DE White BME 7.9% 9.0% 6.6% 7.6% 6.9% 6.7% 8.2% 9.1% 5.8% 10.8% 7.3% 11.0% Yes ‐ have one in the household which they can use 22.8% 22.6% 23.0% 29.7% 26.9% 25.6% 19.1% 19.1% 21.6% 24.5% 22.3% 25.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.0% 5.7% 6.3% 3.8% 10.6% 5.5% 4.7% 5.3% 5.2% 7.2% 5.2% 10.3% No ‐ we don't have one but we do expect to get one 7.4% 6.6% 8.2% 7.0% 7.2% 7.7% 6.7% 8.1% 8.1% 6.3% 6.3% 13.2% 46.8% 47.2% 46.2% 40.0% 40.1% 46.2% 51.7% 49.3% 51.0% 40.7% 49.5% 31.9% 9.2% 8.7% 9.7% 11.9% 8.3% 8.4% 9.7% 9.1% 8.3% 10.5% 9.4% 8.1% No ‐ we don't have one AND do NOT expect to get one in the near future We have one in the household but they CAN NOT access it 74 Technology and Play Gender*.095 All Access to Microsoft Surface tablets Male Female Age**.085 < 1 year 1 year Social Class*.088 3 years 4 to 5 years ABC1 Ethnicity**.191 C2DE White BME Yes ‐ Have one of their own 2.6% 3.8% 1.2% 2.7% 3.7% 1.7% 2.6% 2.4% 1.9% 3.5% 2.4% 3.2% Yes ‐ have one in the household which they can use 7.2% 8.1% 6.3% 13.5% 9.5% 5.5% 6.2% 5.8% 7.1% 7.3% 6.6% 10.6% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 4.5% 4.7% 4.2% 7.6% 7.7% 3.3% 2.6% 3.8% 3.7% 5.5% 3.4% 10.0% No ‐ we don't have one but we do expect to get one 9.3% 9.7% 8.8% 9.2% 8.9% 10.8% 7.3% 10.0% 9.8% 8.4% 8.0% 15.8% No ‐ we don't have one AND do NOT expect to get one in the near future 66.1% 63.4% 69.0% 54.1% 57.3% 69.1% 70.2% 69.8% 68.2% 63.1% 69.6% 46.8% We have one in the household but they CAN NOT access it 10.5% 10.4% 10.5% 13.0% 12.9% 9.6% 11.2% 8.2% 9.2% 12.2% 9.9% 13.5% Gender*.097 All Access to Amazon Fire tablets 2 years Male Female Age*.071 < 1 year 1 year 2 years Social Class*.102 3 years 4 to 5 years ABC1 Ethnicity**.151 C2DE White BME Yes ‐ Have one of their own 3.2% 4.4% 1.9% 3.8% 4.3% 1.7% 3.9% 2.7% 2.1% 4.6% 3.1% 3.5% Yes ‐ have one in the household which they can use 6.5% 7.1% 5.8% 8.6% 8.3% 4.5% 6.9% 5.7% 6.4% 6.6% 5.9% 9.4% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.0% 5.8% 4.1% 7.0% 7.2% 5.7% 3.2% 4.0% 4.2% 6.1% 4.3% 8.7% No ‐ we don't have one but we do expect to get one 9.8% 10.2% 9.3% 7.6% 9.5% 12.4% 7.9% 10.1% 10.0% 9.4% 8.5% 16.8% No ‐ we don't have one AND do NOT expect to get one in the near future 64.6% 61.2% 68.3% 56.8% 57.9% 66.0% 67.8% 67.7% 67.5% 60.5% 67.3% 50.3% We have one in the household but they CAN NOT access it 11.0% 11.3% 10.7% 16.2% 12.9% 9.6% 10.3% 9.8% 9.8% 12.8% 10.9% 11.3% 75 Technology and Play Gender*.093 All Access to Kindle Fire Tablets Yes ‐ Have one of their own Male Female Age*.074 < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity**.129 C2DE White BME 5.1% 6.9% 3.1% 5.9% 5.7% 3.1% 6.0% 5.0% 4.1% 6.5% 4.7% 7.1% Yes ‐ have one in the household which they can use 13.9% 14.5% 13.3% 22.2% 14.9% 12.2% 14.2% 11.7% 13.9% 13.9% 14.2% 12.3% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.2% 6.2% 6.2% 8.1% 6.0% 7.2% 5.6% 5.5% 6.0% 6.5% 5.8% 8.4% No ‐ we don't have one but we do expect to get one 10.4% 10.1% 10.6% 3.8% 12.0% 14.1% 8.2% 10.5% 10.8% 9.7% 9.1% 17.4% No ‐ we don't have one AND do NOT expect to get one in the near future 53.0% 51.7% 54.4% 45.9% 48.7% 51.9% 54.7% 57.2% 54.5% 50.8% 55.0% 41.9% We have one in the household but they CAN NOT access it 11.5% 10.6% 12.5% 14.1% 12.6% 11.5% 11.4% 10.1% 10.7% 12.7% 11.2% 12.9% Gender All Access to Tesco Hudl tablets 2 years Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity**152 C2DE White BME Yes ‐ Have one of their own 4.8% 5.8% 3.7% 3.8% 3.2% 3.1% 6.0% 6.4% 4.2% 5.6% 4.9% 4.2% Yes ‐ have one in the household which they can use 7.5% 8.2% 6.8% 9.7% 9.2% 8.4% 6.4% 6.0% 7.9% 6.9% 7.5% 7.7% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.4% 6.1% 4.6% 4.9% 7.2% 7.2% 4.1% 4.3% 5.3% 5.5% 4.4% 10.6% No ‐ we don't have one but we do expect to get one 9.8% 10.0% 9.6% 10.3% 8.9% 9.8% 8.8% 11.0% 10.1% 9.4% 8.7% 15.8% No ‐ we don't have one AND do NOT expect to get one in the near future 62.4% 59.7% 65.3% 58.9% 60.5% 62.9% 63.9% 63.1% 63.6% 60.7% 64.9% 48.7% We have one in the household but they CAN NOT access it 10.1% 10.2% 10.0% 12.4% 11.2% 8.6% 10.7% 9.3% 8.8% 11.9% 9.6% 12.9% 76 Technology and Play Gender All Access to other tablets Yes ‐ Have one of their own Male Age*.076 Female < 1 year 1 year Social Class**.127 3 years 4 to 5 years ABC1 Ethnicity**.156 C2DE White BME 9.5% 9.9% 9.0% 6.5% 4.9% 7.4% 11.2% 13.2% 8.1% 11.4% 10.0% 6.5% Yes ‐ have one in the household which they can use 18.2% 18.7% 17.7% 24.9% 20.9% 18.2% 17.0% 15.5% 16.3% 21.0% 18.5% 16.8% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.6% 5.4% 5.8% 4.3% 6.6% 5.5% 5.6% 5.5% 4.7% 6.9% 4.4% 11.9% No ‐ we don't have one but we do expect to get one 7.6% 8.2% 7.1% 7.6% 9.5% 7.9% 6.7% 7.2% 8.1% 7.1% 7.0% 11.3% No ‐ we don't have one AND do NOT expect to get one in the near future 48.4% 46.6% 50.4% 42.2% 44.4% 52.2% 50.0% 49.0% 53.2% 41.7% 50.2% 39.0% We have one in the household but they CAN NOT access it 10.7% 11.2% 10.1% 14.6% 13.8% 8.9% 9.7% 9.6% 9.8% 11.9% 9.9% 14.5% Gender*.104 All Access to an iPhone 2 years Yes ‐ Have one of their own Male Female Age < 1 year 1 year 2 years Social Class*.090 3 years 4 to 5 years ABC1 Ethnicity*.160 C2DE White BME 5.9% 8.2% 3.5% 5.4% 8.0% 4.5% 6.4% 5.3% 5.8% 6.1% 5.3% 9.4% Yes ‐ have one in the household which they can use 35.5% 35.7% 35.3% 43.2% 37.8% 34.0% 35.0% 33.2% 38.0% 31.9% 34.0% 43.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.9% 6.8% 7.0% 5.4% 8.9% 6.5% 6.2% 7.0% 6.1% 8.0% 6.5% 9.0% No ‐ we don't have one but we do expect to get one 5.7% 5.2% 6.2% 4.9% 4.6% 6.5% 4.9% 6.5% 6.3% 4.8% 5.0% 9.4% No ‐ we don't have one AND do NOT expect to get one in the near future 29.3% 27.5% 31.1% 25.4% 24.9% 32.5% 30.0% 30.1% 26.7% 32.9% 31.7% 15.8% We have one in the household but they CAN NOT access it 16.8% 16.7% 16.9% 15.7% 15.8% 16.0% 17.4% 17.9% 17.1% 16.3% 17.5% 12.9% 77 Technology and Play Gender All Access to a Samsung Galaxy Phone Yes ‐ Have one of their own Male Age Female < 1 year 1 year Social Class*.102 3 years 4 to 5 years ABC1 Ethnicity**.196 C2DE White BME 5.1% 6.7% 3.5% 7.0% 6.3% 3.8% 5.6% 4.5% 4.0% 6.8% 4.3% 9.7% Yes ‐ have one in the household which they can use 25.1% 23.7% 26.5% 32.4% 28.9% 25.6% 22.7% 21.8% 24.8% 25.5% 24.6% 27.7% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.8% 6.2% 5.4% 7.0% 8.0% 4.8% 5.2% 5.3% 5.2% 6.7% 4.9% 10.6% No ‐ we don't have one but we do expect to get one 6.4% 6.6% 6.1% 5.9% 7.2% 5.0% 6.9% 6.5% 6.5% 6.1% 5.2% 12.6% No ‐ we don't have one AND do NOT expect to get one in the near future 41.8% 41.5% 42.0% 33.0% 35.5% 44.5% 44.4% 44.2% 45.0% 37.0% 44.7% 25.8% We have one in the household but they CAN NOT access it 15.9% 15.3% 16.6% 14.6% 14.0% 16.3% 15.2% 17.7% 14.5% 17.9% 16.3% 13.5% Gender All Access to a HTC Phone 2 years Yes ‐ Have one of their own Male Age*.074 Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity*.147 C2DE White BME 2.4% 3.5% 1.2% 2.7% 3.7% 3.1% 1.7% 1.5% 2.0% 3.0% 2.2% 3.5% Yes ‐ have one in the household which they can use 10.5% 10.6% 10.4% 14.1% 12.6% 7.7% 9.4% 11.0% 9.9% 11.3% 9.3% 16.8% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 4.2% 4.0% 4.3% 7.6% 7.2% 3.1% 3.4% 2.6% 3.4% 5.2% 3.5% 7.7% No ‐ we don't have one but we do expect to get one 8.3% 9.2% 7.2% 8.1% 8.6% 7.7% 7.5% 9.1% 8.2% 8.3% 7.8% 10.6% No ‐ we don't have one AND do NOT expect to get one in the near future 62.2% 60.6% 63.7% 54.6% 56.2% 67.7% 62.4% 63.9% 64.6% 58.6% 64.9% 47.4% We have one in the household but they CAN NOT access it 12.6% 12.1% 13.1% 13.0% 11.7% 10.8% 15.5% 11.9% 11.9% 13.5% 12.3% 13.9% Gender*.090 All Male Female Age*.071 < 1 year 1 year 2 years Social Class**.127 3 years 4 to 5 years ABC1 C2DE Ethnicity**.149 White BME 78 Technology and Play Access to a Nokia smartphone Yes ‐ Have one of their own 2.8% 4.0% 1.4% 2.2% 2.6% 2.2% 3.6% 2.7% 2.0% 3.8% 2.5% 4.2% Yes ‐ have one in the household which they can use 8.9% 8.9% 8.8% 16.2% 9.2% 6.9% 7.9% 8.4% 6.8% 11.8% 8.3% 11.6% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 4.6% 5.1% 4.1% 6.5% 8.0% 4.5% 2.4% 3.8% 3.8% 5.7% 3.9% 8.4% No ‐ we don't have one but we do expect to get one 8.0% 8.5% 7.5% 6.5% 8.6% 8.1% 9.0% 7.2% 8.7% 7.1% 6.9% 13.9% No ‐ we don't have one AND do NOT expect to get one in the near future 62.7% 60.0% 65.6% 55.7% 58.2% 67.5% 63.1% 63.9% 66.4% 57.4% 65.3% 48.7% We have one in the household but they CAN NOT access it 13.1% 13.6% 12.6% 13.0% 13.5% 10.8% 13.9% 13.9% 12.3% 14.3% 13.1% 13.2% Gender*.101 All Access to a Sony smartphone Yes ‐ Have one of their own Yes ‐ have one in the household which they can use Male Female Age*.070 < 1 year 1 year 2 years Social Class*.096 3 years 4 to 5 years ABC1 Ethnicity**.157 C2DE White BME 3.2% 4.4% 1.9% 3.2% 4.6% 2.9% 4.5% 1.4% 2.8% 3.7% 2.8% 5.2% 10.2% 11.0% 9.3% 15.1% 11.7% 8.9% 10.5% 8.2% 9.0% 11.8% 9.8% 12.3% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 4.2% 5.2% 3.1% 4.9% 6.6% 4.3% 1.9% 4.3% 3.4% 5.4% 3.4% 8.7% No ‐ we don't have one but we do expect to get one 7.2% 7.4% 7.0% 7.6% 6.9% 8.1% 6.4% 7.2% 7.5% 6.8% 6.3% 12.3% No ‐ we don't have one AND do NOT expect to get one in the near future 62.5% 59.4% 65.8% 57.8% 55.9% 65.8% 62.9% 65.3% 65.8% 57.7% 65.1% 48.1% We have one in the household but they CAN NOT access it 12.8% 12.6% 13.0% 11.4% 14.3% 10.0% 13.7% 13.6% 11.5% 14.6% 12.7% 13.5% 79 Technology and Play Gender All Access to an 'other' smartphone Male Age Female < 1 year 1 year Social Class*.105 3 years 4 to 5 years ABC1 Ethnicity**.130 C2DE White BME Yes ‐ Have one of their own 2.8% 3.6% 2.0% 4.3% 2.9% 2.6% 2.6% 2.6% 2.1% 3.8% 2.5% 4.2% Yes ‐ have one in the household which they can use 9.2% 10.2% 8.0% 12.4% 9.7% 9.3% 9.0% 7.7% 8.1% 10.6% 8.8% 11.0% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 4.0% 4.3% 3.7% 6.5% 4.6% 3.8% 2.1% 4.5% 3.1% 5.4% 3.4% 7.1% No ‐ we don't have one but we do expect to get one 8.2% 8.6% 7.6% 8.1% 8.9% 8.4% 8.6% 7.2% 8.4% 7.8% 7.5% 11.9% No ‐ we don't have one AND do NOT expect to get one in the near future 60.9% 58.2% 63.7% 52.4% 57.9% 62.4% 61.2% 64.1% 64.3% 56.0% 63.4% 47.1% We have one in the household but they CAN NOT access it 15.0% 15.1% 14.9% 16.2% 16.0% 13.4% 16.5% 13.9% 14.0% 16.4% 14.3% 18.7% Gender All Access to an Xbox 2 years Yes ‐ Have one of their own Male Age*.069 Female < 1 year 1 year 2 years Social Class*.123 3 years 4 to 5 years ABC1 Ethnicity*.099 C2DE White BME 6.2% 7.8% 4.5% 5.9% 7.2% 3.8% 7.1% 6.7% 4.5% 8.6% 5.9% 8.1% Yes ‐ have one in the household which they can use 26.9% 27.3% 26.5% 27.0% 26.6% 23.4% 26.6% 29.7% 24.8% 30.0% 27.3% 24.8% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.5% 7.0% 5.9% 11.4% 8.0% 4.3% 6.2% 5.7% 5.9% 7.2% 6.0% 8.7% No ‐ we don't have one but we do expect to get one 8.3% 8.3% 8.3% 7.6% 9.5% 9.3% 7.1% 8.1% 9.0% 7.3% 7.4% 13.2% No ‐ we don't have one AND do NOT expect to get one in the near future 40.0% 37.2% 42.9% 34.1% 35.0% 43.8% 42.1% 40.5% 43.6% 34.8% 41.1% 34.2% We have one in the household but they CAN NOT access it 12.2% 12.4% 11.8% 14.1% 13.8% 15.3% 10.9% 9.3% 12.2% 12.1% 12.4% 11.0% 80 Technology and Play Gender**.111 All Access to a Playstation Yes ‐ Have one of their own Male Female Age**.081 < 1 year 1 year Social Class*.088 3 years 4 to 5 years ABC1 Ethnicity**.151 C2DE White BME 6.8% 8.7% 4.6% 6.5% 7.4% 3.8% 8.2% 7.4% 5.9% 7.9% 6.2% 10.0% Yes ‐ have one in the household which they can use 27.9% 28.9% 26.9% 28.6% 28.4% 26.3% 26.0% 30.1% 25.9% 30.8% 28.2% 26.1% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.1% 7.0% 5.0% 7.6% 6.9% 5.3% 6.0% 5.7% 6.3% 5.7% 5.2% 10.6% No ‐ we don't have one but we do expect to get one 8.5% 8.6% 8.2% 10.8% 8.9% 9.3% 6.2% 8.6% 8.9% 7.8% 7.3% 14.5% No ‐ we don't have one AND do NOT expect to get one in the near future 35.5% 33.3% 37.8% 25.9% 30.1% 35.9% 38.0% 39.5% 38.3% 31.4% 37.2% 26.5% We have one in the household but they CAN NOT access it 15.4% 13.4% 17.4% 20.5% 18.3% 19.4% 15.7% 8.8% 14.7% 16.3% 15.9% 12.3% Gender*.095 All Access to a Nintendo Wii or Wii U 2 years Yes ‐ Have one of their own Male Female Age*.075 < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity**.128 C2DE White BME 7.4% 9.5% 5.1% 6.5% 6.0% 4.5% 8.8% 9.5% 6.4% 8.8% 7.0% 9.4% Yes ‐ have one in the household which they can use 34.9% 34.4% 35.5% 31.9% 30.9% 31.6% 37.1% 39.0% 35.2% 34.6% 36.4% 27.1% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 7.6% 8.0% 7.2% 7.6% 8.6% 7.7% 6.0% 8.2% 7.5% 7.7% 7.0% 10.6% No ‐ we don't have one but we do expect to get one 7.7% 8.1% 7.3% 6.5% 10.0% 10.5% 5.8% 6.2% 7.4% 8.2% 6.6% 13.9% No ‐ we don't have one AND do NOT expect to get one in the near future 30.4% 28.0% 33.0% 33.5% 28.9% 31.3% 31.3% 28.9% 31.1% 29.4% 30.6% 29.4% We have one in the household but they CAN NOT access it 12.0% 12.1% 11.8% 14.1% 15.5% 14.4% 10.9% 8.2% 12.3% 11.4% 12.4% 9.7% 81 Technology and Play Gender**.114 All Access to a PSP Yes ‐ Have one of their own Male Female Age*.067 < 1 year 1 year Social Class*.096 3 years 4 to 5 years ABC1 Ethnicity**.174 C2DE White BME 5.7% 8.0% 3.3% 6.5% 6.0% 3.6% 8.2% 4.8% 4.5% 7.4% 5.0% 9.4% Yes ‐ have one in the household which they can use 13.0% 13.7% 12.3% 15.7% 13.2% 12.9% 13.1% 12.0% 12.3% 14.0% 12.4% 16.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 4.9% 5.5% 4.2% 6.5% 6.3% 3.6% 2.8% 6.2% 5.2% 4.5% 4.1% 9.0% No ‐ we don't have one but we do expect to get one 9.8% 9.1% 10.4% 8.1% 10.6% 10.8% 8.4% 10.1% 9.7% 9.9% 8.8% 14.8% No ‐ we don't have one AND do NOT expect to get one in the near future 56.7% 54.7% 58.8% 50.3% 51.6% 57.7% 59.2% 59.1% 59.7% 52.4% 60.2% 37.7% We have one in the household but they CAN NOT access it 10.0% 8.9% 11.0% 13.0% 12.3% 11.5% 8.4% 7.7% 8.7% 11.8% 9.5% 12.6% Gender All Access to a Nintendo DS 2 years Male Age**.101 Female < 1 year 1 year 2 years Social Class**.128 3 years 4 to 5 years ABC1 Ethnicity**.105 C2DE White BME Yes ‐ Have one of their own 13.4% 15.5% 11.1% 11.4% 6.9% 6.7% 15.9% 20.6% 11.2% 16.4% 13.8% 11.0% Yes ‐ have one in the household which they can use 23.4% 24.3% 22.3% 25.9% 26.6% 22.7% 22.5% 21.6% 20.7% 27.2% 23.7% 21.6% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.8% 5.6% 6.0% 7.6% 5.2% 5.7% 3.6% 7.4% 5.5% 6.2% 5.2% 9.0% No ‐ we don't have one but we do expect to get one 8.6% 9.3% 7.9% 7.0% 10.9% 9.8% 6.4% 8.8% 9.2% 7.9% 7.7% 13.9% No ‐ we don't have one AND do NOT expect to get one in the near future 38.8% 35.6% 42.2% 35.1% 40.1% 42.3% 41.6% 34.4% 42.1% 34.1% 39.6% 34.2% We have one in the household but they CAN NOT access it 10.1% 9.7% 10.4% 13.0% 10.3% 12.7% 9.9% 7.2% 11.4% 8.2% 10.0% 10.3% 82 Technology and Play Gender All Access to a PC or laptop Yes ‐ Have one of their own Male Age Female < 1 year 1 year Social Class*.088 3 years 4 to 5 years ABC1 Ethnicity**.128 C2DE White BME 7.9% 8.7% 6.9% 11.4% 8.9% 6.0% 7.3% 7.9% 7.3% 8.6% 6.9% 12.9% Yes ‐ have one in the household which they can use 53.4% 52.7% 54.3% 45.4% 47.3% 52.2% 54.5% 59.8% 52.9% 54.2% 53.9% 51.0% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.9% 7.5% 6.3% 7.0% 9.2% 6.2% 5.6% 7.0% 6.4% 7.7% 6.3% 10.3% No ‐ we don't have one but we do expect to get one 2.9% 2.9% 2.8% 4.3% 3.4% 3.1% 2.6% 2.1% 2.5% 3.3% 2.6% 4.2% No ‐ we don't have one AND do NOT expect to get one in the near future 7.6% 8.3% 6.8% 8.6% 8.6% 7.4% 7.3% 6.9% 6.8% 8.6% 7.4% 8.4% We have one in the household but they CAN NOT access it 21.4% 19.9% 23.0% 23.2% 22.6% 25.1% 22.7% 16.3% 24.1% 17.5% 22.9% 13.2% Gender All Access to an e‐ reader device 2 years Yes ‐ Have one of their own Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity**.110 C2DE White BME 4.0% 5.2% 2.7% 5.4% 5.7% 1.7% 5.2% 3.3% 3.7% 4.4% 3.8% 4.8% Yes ‐ have one in the household which they can use 19.8% 20.2% 19.4% 25.4% 19.8% 18.9% 20.0% 18.6% 20.3% 19.1% 20.2% 17.4% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.5% 6.5% 6.4% 9.7% 7.2% 6.2% 4.7% 6.5% 6.1% 6.9% 6.2% 7.7% No ‐ we don't have one but we do expect to get one 9.6% 9.0% 10.2% 5.9% 11.2% 11.2% 7.9% 10.0% 9.7% 9.5% 8.3% 16.5% No ‐ we don't have one AND do NOT expect to get one in the near future 41.9% 41.3% 42.6% 36.8% 39.3% 42.3% 43.6% 43.6% 41.1% 43.2% 42.4% 39.4% We have one in the household but they CAN NOT access it 18.2% 17.7% 18.7% 16.8% 16.9% 19.6% 18.7% 18.0% 19.2% 16.8% 18.9% 14.2% 83 Technology and Play Gender All Access to a PVR or Digital Video Recorder Yes ‐ Have one of their own Male Age Female < 1 year 1 year Social Class*.093 3 years 4 to 5 years ABC1 Ethnicity**.155 C2DE White BME 4.3% 5.1% 3.5% 4.3% 5.4% 3.1% 5.4% 3.6% 3.1% 6.1% 3.8% 6.8% Yes ‐ have one in the household which they can use 33.7% 32.7% 34.7% 31.4% 29.2% 32.8% 31.8% 39.2% 34.0% 33.1% 36.0% 20.6% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.7% 6.1% 5.3% 4.9% 7.2% 5.3% 4.7% 6.2% 5.1% 6.6% 5.0% 9.4% No ‐ we don't have one but we do expect to get one 8.5% 8.6% 8.3% 9.2% 8.3% 6.9% 9.0% 9.1% 9.7% 6.8% 7.4% 14.5% No ‐ we don't have one AND do NOT expect to get one in the near future 33.2% 32.7% 33.8% 34.6% 33.8% 37.1% 32.0% 30.6% 33.7% 32.5% 33.1% 33.5% We have one in the household but they CAN NOT access it 14.6% 14.9% 14.4% 15.7% 16.0% 14.8% 17.2% 11.3% 14.5% 14.9% 14.6% 15.2% Gender All Access to a DVD recorder 2 years Yes ‐ Have one of their own Male Age Female < 1 year 1 year 2 years Social Class*.098 3 years 4 to 5 years ABC1 Ethnicity**.135 C2DE White BME 6.8% 8.3% 5.3% 7.0% 6.9% 4.5% 8.2% 7.2% 5.0% 9.4% 6.5% 8.4% Yes ‐ have one in the household which they can use 29.0% 28.0% 30.0% 27.0% 24.1% 27.8% 30.0% 32.5% 29.9% 27.6% 29.4% 26.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.5% 6.7% 6.2% 8.1% 6.6% 5.7% 5.6% 7.0% 6.1% 6.9% 5.9% 9.7% No ‐ we don't have one but we do expect to get one 7.6% 7.8% 7.3% 6.5% 10.3% 7.4% 6.7% 7.0% 7.2% 8.0% 6.4% 13.5% No ‐ we don't have one AND do NOT expect to get one in the near future 36.8% 35.9% 37.8% 38.9% 37.8% 37.1% 35.6% 36.3% 38.8% 33.9% 38.6% 26.8% We have one in the household but they CAN NOT access it 13.5% 13.4% 13.5% 12.4% 14.3% 17.5% 13.9% 10.0% 13.0% 14.1% 13.1% 15.2% 84 Technology and Play Gender All Access to a BluRay device Yes ‐ Have one of their own Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity**.137 C2DE White BME 4.1% 5.5% 2.6% 5.4% 6.3% 2.4% 3.6% 4.0% 3.6% 4.9% 4.0% 4.5% Yes ‐ have one in the household which they can use 28.2% 28.7% 27.7% 28.6% 28.4% 26.8% 27.5% 29.6% 28.7% 27.5% 29.1% 23.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.9% 7.3% 6.4% 6.5% 9.7% 6.0% 5.4% 7.0% 6.6% 7.2% 6.3% 10.0% No ‐ we don't have one but we do expect to get one 10.0% 9.8% 10.1% 8.6% 8.9% 11.7% 8.8% 10.7% 9.7% 10.4% 8.6% 17.4% No ‐ we don't have one AND do NOT expect to get one in the near future 37.4% 35.8% 39.0% 38.4% 31.5% 37.3% 41.0% 37.6% 38.2% 36.2% 38.9% 28.7% We have one in the household but they CAN NOT access it 13.6% 12.9% 14.2% 12.4% 15.2% 15.8% 13.7% 11.2% 13.3% 13.9% 13.1% 15.8% Gender All Access to a Digital (DAB) radio 2 years Yes ‐ Have one of their own Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity**.136 C2DE White BME 4.8% 5.5% 4.0% 4.9% 7.4% 3.8% 4.5% 4.1% 3.6% 6.5% 4.6% 6.1% Yes ‐ have one in the household which they can use 26.9% 26.3% 27.4% 28.1% 23.2% 23.9% 26.4% 31.1% 28.2% 24.8% 27.9% 21.3% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 7.4% 8.5% 6.2% 9.2% 8.9% 6.7% 6.2% 7.2% 6.6% 8.4% 6.7% 10.6% No ‐ we don't have one but we do expect to get one 8.1% 8.1% 8.1% 8.1% 8.3% 9.3% 7.3% 7.7% 8.1% 8.0% 6.8% 15.2% No ‐ we don't have one AND do NOT expect to get one in the near future 35.6% 35.8% 35.4% 33.0% 36.7% 36.4% 36.3% 34.7% 35.6% 35.6% 36.1% 32.9% We have one in the household but they CAN NOT access it 17.3% 15.8% 18.8% 16.8% 15.5% 19.9% 19.3% 15.1% 17.7% 16.7% 17.9% 13.9% 85 Technology and Play Gender*.096 All Access to a Portable Yes ‐ Have one of their own Media Player with Yes ‐ have one in the household internet access which they can use Male Female Age < 1 year 1 year Social Class*.088 3 years 4 to 5 years ABC1 Ethnicity**.124 C2DE White BME 5.4% 7.2% 3.4% 5.9% 5.7% 4.1% 6.2% 5.2% 4.2% 6.9% 5.2% 6.1% 18.2% 16.8% 19.7% 26.5% 19.2% 19.4% 17.8% 14.4% 18.3% 18.0% 17.7% 21.0% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.7% 6.4% 4.8% 5.9% 7.7% 4.5% 3.9% 6.5% 4.6% 7.2% 5.3% 7.4% No ‐ we don't have one but we do expect to get one 8.4% 8.3% 8.4% 8.6% 9.2% 7.7% 7.5% 8.9% 8.9% 7.6% 7.3% 13.9% No ‐ we don't have one AND do NOT expect to get one in the near future 48.9% 48.3% 49.6% 40.0% 43.3% 50.0% 50.4% 53.3% 50.7% 46.4% 51.3% 36.1% We have one in the household but they CAN NOT access it 13.5% 13.0% 14.0% 13.0% 14.9% 14.4% 14.2% 11.7% 13.2% 13.9% 13.1% 15.5% Gender All Access to a tablet specifically for children 2 years Male Age**.102 Female < 1 year 1 year 2 years Social Class**.155 3 years 4 to 5 years ABC1 Ethnicity**.137 C2DE White BME Yes ‐ Have one of their own 27.7% 27.6% 27.8% 18.4% 20.1% 23.0% 33.5% 34.0% 24.3% 32.6% 28.8% 21.6% Yes ‐ have one in the household which they can use 17.9% 17.3% 18.5% 26.5% 23.8% 19.1% 14.2% 13.7% 16.5% 19.9% 16.9% 23.2% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 5.1% 6.3% 3.8% 8.1% 7.4% 4.8% 3.2% 4.5% 4.3% 6.2% 4.4% 9.0% No ‐ we don't have one but we do expect to get one 11.2% 9.2% 13.3% 10.8% 13.2% 15.3% 10.1% 8.1% 12.0% 10.0% 10.6% 14.5% No ‐ we don't have one AND do NOT expect to get one in the near future 32.3% 33.6% 30.9% 29.7% 28.9% 32.1% 33.0% 34.7% 37.7% 24.6% 33.9% 23.5% We have one in the household but they CAN NOT access it 5.8% 5.9% 5.7% 6.5% 6.6% 5.7% 6.0% 5.0% 5.2% 6.7% 5.4% 8.1% 86 Technology and Play Gender All Access to an MP3 player Yes ‐ Have one of their own Male Age Female < 1 year 1 year Social Class 2 years 3 years 4 to 5 years ABC1 Ethnicity**.143 C2DE White BME 7.2% 8.6% 5.8% 8.1% 8.3% 4.8% 7.9% 7.6% 6.0% 9.0% 7.2% 7.4% Yes ‐ have one in the household which they can use 28.6% 27.7% 29.6% 33.0% 32.1% 27.3% 28.1% 26.5% 28.5% 28.7% 29.2% 25.5% Yes ‐ there is one elsewhere (e.g. grandparents' home) which they can use 6.7% 7.3% 6.0% 7.6% 8.0% 6.0% 5.6% 6.9% 6.2% 7.3% 6.0% 10.0% No ‐ we don't have one but we do expect to get one 7.0% 7.3% 6.8% 7.0% 8.3% 7.4% 5.6% 7.2% 6.9% 7.3% 5.7% 14.5% No ‐ we don't have one AND do NOT expect to get one in the near future 30.5% 30.4% 30.6% 29.7% 24.6% 32.5% 31.5% 32.0% 30.9% 30.0% 31.4% 25.5% We have one in the household but they CAN NOT access it 20.0% 18.7% 21.3% 14.6% 18.6% 22.0% 21.2% 19.9% 21.5% 17.7% 20.5% 17.1% A-Q1b: Number of devices accessible to the children of those surveyed Gender**.095 Age**.097 Social Class**.098 Ethnicity*.091 All Male Female < 1 year 1 year 2 years 3 years 4 to 5 years ABC1 C2DE White BME 3 or fewer 8.6% 9.0% 8.2% 13.5% 11.2% 11.0% 5.2% 6.7% 9.8% 6.9% 8.8% 8.1% 4 ‐ 10 devices 50.0% 48.2% 51.9% 36.2% 43.8% 52.6% 55.6% 51.7% 51.2% 48.2% 51.2% 43.5% 11 ‐ 20 devices 32.3% 31.1% 33.5% 35.1% 31.5% 28.9% 31.5% 34.7% 31.9% 32.8% 32.0% 33.5% more than 20 devices 9.1% 11.7% 6.4% 15.1% 13.5% 7.4% 7.7% 6.9% 7.0% 12.1% 8.0% 14.8% 87 Technology and Play A-Q2: You have indicated that your child can access the following devices. For each device listed please indicate where your child accesses it. Notes: Percentages out of those who have access to each device. For each device listed please indicate where your child accesses it. Notes: Percentages are out of those who answered option 3 to AQ1 for each device separately, i.e. only out of participants that stated that their child had access to these devices “elsewhere”. Participants could select multiple options so column totals may exceed 100% child had access to these devices “elsewhere”. Participants could select multiple options so column totals may exceed 100%. Gender Standard TV set At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these A television set connected to the internet (Sometimes known as Smart TV or connected TV) At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Age (in years) Social Class Ethnicity All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME 74.1% 76.0% 71.9% 52.9% 73.2% 75.6% 86.1% 72.4% 74.8% 73.2% **79.6% **38.5% 36.3% 34.6% 38.2% *11.8% *22.0% *56.1% *36.1% *39.7% 39.6% 31.7% 37.7% 26.9% 28.0% 24.0% 32.6% 41.2% 22.0% 29.3% 8.3% 39.7% 30.6% 24.4% 28.7% 23.1% 8.3% 9.6% 6.7% 0.0% 12.2% 9.8% 8.3% 6.9% 8.1% 8.5% 8.4% 7.7% 6.7% 5.8% 7.9% 11.8% 7.3% 4.9% 5.6% 6.9% 7.2% 6.1% 7.2% 3.8% 3.6% 1.9% 5.6% 5.9% 2.4% 2.4% 2.8% 5.2% 4.5% 2.4% 3.6% 3.8% 6.7% 5.8% 7.9% 5.9% 2.4% 9.8% 5.6% 8.6% 8.1% 4.9% 7.8% 0.0% 4.7% 6.7% 2.2% 11.8% 2.4% 4.9% 2.8% 5.2% 7.2% 1.2% 4.2% 7.7% 0.5% 1.0% 0.0% 0.0% 0.0% 2.4% 0.0% 0.0% 0.9% 0.0% 0.6% 0.0% 57.2% 56.3% 58.2% 33.3% 47.1% 70.0% 73.1% 50.0% 59.7% 54.1% *62.6% *30.4% 29.7% 32.4% 26.9% 33.3% 26.5% 33.3% 15.4% 38.1% 29.9% 29.5% 26.1% 47.8% 18.1% 18.3% 17.9% 33.3% 17.6% 6.7% 11.5% 28.6% 18.2% 18.0% 17.4% 21.7% 11.6% 11.3% 11.9% 16.7% 8.8% 16.7% 15.4% 7.1% 13.0% 9.8% 9.6% 21.7% 3.6% 2.8% 4.5% 0.0% 8.8% 3.3% 3.8% 0.0% 2.6% 4.9% 4.3% 0.0% 4.3% 2.8% 6.0% 0.0% 11.8% 3.3% 3.8% 0.0% 6.5% 1.6% 4.3% 4.3% 2.9% 1.4% 4.5% 16.7% 5.9% 0.0% 3.8% 0.0% 3.9% 1.6% 2.6% 4.3% 2.2% 1.4% 3.0% 0.0% 5.9% 0.0% 0.0% 2.4% 3.9% 0.0% 2.6% 0.0% 2.9% 2.8% 3.0% 16.7% 0.0% 0.0% 7.7% 2.4% 1.3% 4.9% 3.5% 0.0% 88 Technology and Play iPad tablet computer At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Samsung Galaxy Tab At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 67.0% 59.7% 73.3% 59.4% 75.7% 64.3% 54.9% 65.8% 60.3% *68.9% *37.9% 26.0% 28.0% 23.4% 13.3% 31.3% 21.6% 26.2% 29.4% 27.2% 23.8% 26.4% 24.1% 18.6% 22.0% 14.3% 6.7% 15.6% 13.5% 14.3% 31.4% 20.2% 15.9% 15.5% 34.5% 6.8% 7.0% 6.5% 6.7% 12.5% 5.4% 4.8% 5.9% 5.3% 9.5% 6.1% 10.3% 5.1% 4.0% 6.5% 0.0% 12.5% 5.4% 2.4% 3.9% 3.5% 7.9% 6.1% 0.0% 9.0% 7.0% 11.7% 6.7% 9.4% 10.8% 4.8% 11.8% 10.5% 6.3% 10.1% 3.4% 6.2% 6.0% 6.5% 0.0% 9.4% 5.4% 9.5% 3.9% 7.9% 3.2% 6.8% 3.4% 0.6% 1.0% 0.0% 0.0% 0.0% 0.0% 2.4% 0.0% 0.9% 0.0% 0.7% 0.0% 1.1% 2.0% 0.0% 0.0% 0.0% 0.0% 2.4% 2.0% 0.9% 1.6% 1.4% 0.0% 41.7% 40.7% 42.6% 57.1% 48.6% 30.4% 45.5% 35.5% 42.6% 40.7% 45.5% 31.3% 26.7% 22.0% 31.1% 28.6% 18.9% 30.4% 22.7% 35.5% 29.5% 23.7% 23.9% 34.4% 16.7% 13.6% 19.7% 14.3% 18.9% 13.0% 13.6% 19.4% 13.1% 20.3% 14.8% 21.9% 12.5% 16.9% 8.2% 0.0% 13.5% 17.4% 13.6% 9.7% 11.5% 13.6% 15.9% 3.1% 6.7% 6.8% 6.6% 0.0% 16.2% 0.0% 0.0% 6.5% 8.2% 5.1% 5.7% 9.4% 5.0% 5.1% 4.9% 0.0% 8.1% 4.3% 0.0% 6.5% 8.2% 1.7% 4.5% 6.3% 2.5% 3.4% 1.6% 0.0% 5.4% 0.0% 0.0% 3.2% 4.9% 0.0% 2.3% 3.1% 2.5% 3.4% 1.6% 0.0% 2.7% 0.0% 0.0% 6.5% 3.3% 1.7% 2.3% 3.1% 4.2% 8.5% 0.0% 0.0% 0.0% 8.7% 9.1% 3.2% 3.3% 5.1% 3.4% 6.3% All Male 63.8% Gender Ethnicity BME 89 Technology and Play Microsoft Surface At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Amazon Fire At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White Ethnicity BME 25.0% 19.5% 14.3% 25.9% 35.7% 25.0% 13.6% 13.6% 31.1% 25.9% 16.1% 30.3% 33.3% 26.8% 42.9% 33.3% 28.6% 41.7% 13.6% 38.6% 22.2% 29.3% 32.3% 21.3% 20.8% 22.0% 28.6% 22.2% 0.0% 25.0% 27.3% 25.0% 17.8% 17.2% 29.0% 10.1% 12.5% 7.3% 7.1% 11.1% 0.0% 8.3% 18.2% 4.5% 15.6% 12.1% 6.5% 14.6% 16.7% 12.2% 14.3% 18.5% 14.3% 8.3% 13.6% 15.9% 13.3% 15.5% 12.9% 10.1% 4.2% 17.1% 14.3% 7.4% 14.3% 0.0% 13.6% 9.1% 11.1% 12.1% 6.5% 2.2% 0.0% 4.9% 7.1% 3.7% 0.0% 0.0% 0.0% 2.3% 2.2% 1.7% 3.2% 4.5% 2.1% 7.3% 0.0% 11.1% 0.0% 0.0% 4.5% 6.8% 2.2% 3.4% 6.5% 2.2% 2.1% 2.4% 7.1% 0.0% 7.1% 0.0% 0.0% 2.3% 2.2% 3.4% 0.0% 31.0% 33.3% 27.5% 53.8% 12.0% 29.2% 33.3% 39.1% 30.0% 32.0% 31.5% 29.6% 27.0% 26.7% 27.5% 15.4% 32.0% 29.2% 46.7% 13.0% 26.0% 28.0% 23.3% 37.0% 23.0% 18.3% 30.0% 15.4% 36.0% 8.3% 6.7% 39.1% 26.0% 20.0% 19.2% 33.3% 16.0% 16.7% 15.0% 15.4% 20.0% 25.0% 6.7% 8.7% 12.0% 20.0% 19.2% 7.4% 7.0% 6.7% 7.5% 0.0% 4.0% 10.0% 9.6% 0.0% 7.0% 5.0% 10.0% 3.0% 0.0% 3.0% 6.0% All Male 22.5% Gender 24.0% a 0.0% 8.0% 16.7% 0.0% 4.3% 10.0% 4.0% 6.8% 7.4% 7.5% 0.0% 4.0% 8.3% 0.0% 0.0% 2.0% 4.0% 4.1% 0.0% 3.3% 2.5% 0.0% 12.0% 0.0% 0.0% 0.0% 4.0% 2.0% 2.7% 3.7% 6.7% 5.0% 15.4% 0.0% 4.2% 13.3% 4.3% 8.0% 4.0% 6.8% 3.7% a 0.0% a 4.2% a 0.0% a a invalid statistical test due to large number of cells with expected frequencies below 5 90 Technology and Play Kindle Fire At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Tesco Hudl At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE 42.2% 48.3% 40.0% 38.1% 40.0% 46.2% 56.3% 43.7% 47.2% **54.1% **11.5% 14.5% 15.6% 13.3% 13.3% 9.5% 23.3% 11.5% 12.5% 16.9% 11.3% 14.3% 15.4% 18.5% 15.6% 21.7% 33.3% 14.3% 20.0% 15.4% 15.6% 16.9% 20.8% 14.3% 34.6% 12.9% 15.6% 10.0% 13.3% 14.3% 10.0% 15.4% 12.5% 18.3% 5.7% **7.1% **34.6% 6.5% 6.3% 6.7% 0.0% 19.0% 10.0% 0.0% 3.1% 5.6% 7.5% 8.2% 0.0% 2.4% 1.6% 3.3% 0.0% 4.8% 0.0% 0.0% 6.3% 2.8% 1.9% 2.0% 3.8% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 3.2% 1.6% 5.0% 0.0% 4.8% 6.7% 0.0% 3.1% 5.6% 0.0% 3.1% 3.8% 4.8% 7.8% 1.7% 0.0% 0.0% 6.7% 11.5% 3.1% 2.8% 7.5% 5.1% 3.8% 30.6% 28.6% 33.3% 22.2% 24.0% 40.0% 36.8% 24.0% 30.2% 31.1% **38.7% **12.1% 16.7% 20.6% 11.1% 33.3% 16.0% 13.3% 21.1% 12.0% 20.6% 11.1% 20.0% 9.1% 28.7% 22.2% 37.8% 33.3% 28.0% 23.3% 31.6% 32.0% 30.2% 26.7% 25.3% 36.4% 15.7% 19.0% 11.1% 11.1% 20.0% 20.0% 5.3% 16.0% 15.9% 15.6% 10.7% 27.3% 10.2% 11.1% 8.9% 0.0% 16.0% 13.3% 5.3% 8.0% 11.1% 8.9% 9.3% 12.1% 2.8% 3.2% 2.2% 11.1% 8.0% 0.0% 0.0% 0.0% 1.6% 4.4% 2.7% 3.0% 4.6% 4.8% 4.4% 0.0% 4.0% 10.0% 0.0% 4.0% 6.3% 2.2% 4.0% 6.1% 0.9% 1.6% 0.0% 11.1% 0.0% 0.0% 0.0% 0.0% 1.6% 0.0% 1.3% 0.0% 3.7% 4.8% 2.2% 11.1% 0.0% 3.3% 5.3% 4.0% 1.6% 6.7% 4.0% 3.0% All Male 45.2% Gender White Ethnicity BME 91 Technology and Play Other tablet computer At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these iPhone At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 41.1% 33.9% 25.0% 34.8% 43.5% 42.3% 34.4% 29.1% 45.6% 44.0% 24.3% 25.9% 23.2% 28.6% 25.0% 13.0% 34.8% 30.8% 25.0% *38.2% *14.0% 24.0% 29.7% 21.4% 19.6% 23.2% 28.1% 23.6% 19.3% 16.0% 32.4% 11.6% 16.1% 7.1% 0.0% 26.1% 8.7% 7.7% 9.4% 14.5% 8.8% 12.0% 10.8% 7.1% 7.1% 7.1% 12.5% 13.0% 13.0% 0.0% 3.1% 7.3% 7.0% 6.7% 8.1% 6.3% 1.8% 10.7% 0.0% 0.0% 13.0% 0.0% 12.5% 5.5% 7.0% 5.3% 8.1% 1.8% 1.8% 1.8% 0.0% 4.3% 4.3% 0.0% 0.0% 0.0% 3.5% 2.7% 0.0% 0.9% 0.0% 1.8% 0.0% 0.0% 4.3% 0.0% 0.0% 1.8% 0.0% 0.0% 2.7% 4.5% 3.6% 5.4% 0.0% 0.0% 8.7% 3.8% 6.3% 5.5% 3.5% 2.7% 8.1% 46.4% 42.9% 50.0% 60.0% 58.1% 48.1% 41.4% 36.6% 52.8% 39.4% 54.5% 14.3% 30.4% 32.9% 27.9% 10.0% 32.3% 25.9% 31.0% 36.6% *36.1% *24.2% 30.9% 28.6% 16.7% 21.4% 11.8% 24.4% 15.3% 18.2% 16.4% 17.9% 15.2% 14.3% 16.2% 20.0% 12.9% 22.2% 13.8% 12.2% 11.1% 19.7% 13.6% 21.4% 5.1% 2.9% 7.4% 0.0% 6.5% 7.4% 3.4% 4.9% 4.2% 6.1% 3.6% 10.7% 3.6% 4.3% 2.9% 0.0% 3.2% 7.4% 3.4% 2.4% 1.4% 6.1% 4.5% 0.0% 2.2% 2.9% 1.5% 0.0% 0.0% 3.7% 0.0% 4.9% 4.2% 0.0% 2.9% 0.0% 5.9% 0.0% 0.0% 3.7% 3.4% 4.9% 2.8% 3.0% 3.6% 0.0% 3.6% 4.3% 2.9% 0.0% 0.0% 7.4% 6.9% 2.4% 1.4% 6.1% 2.7% 7.1% All Male 37.5% Gender a a 50.0% 20.0% a a 13.0% 12.9% a a 0.0% 14.8% a a 30.8% 10.3% a a a 0.0% Ethnicity BME a 10.7% a invalid statistical test due to large number of cells with expected frequencies below 5 92 Technology and Play Samsung Galaxy At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these HTC At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE 37.5% 48.1% 38.5% 42.9% 55.0% 45.8% 32.3% 34.4% 50.9% **44.6% **36.4% 28.4% 28.1% 28.8% 53.8% 25.0% 5.0% 33.3% 32.3% 32.8% 23.6% 31.3% 21.2% 12.9% 12.5% 13.5% 7.7% 0.0% 20.0% 8.3% 25.8% 11.5% 14.5% 6.0% 30.3% 6.9% 9.4% 3.8% 23.1% 14.3% 0.0% 0.0% 3.2% 8.2% 5.5% 4.8% 12.1% 8.6% 10.9% 5.8% 0.0% 14.3% 10.0% 8.3% 6.5% 8.2% 9.1% 9.6% 6.1% 6.9% 4.7% 9.6% 7.7% 14.3% 10.0% 0.0% 3.2% 8.2% 5.5% 8.4% 3.0% 1.7% 1.6% 1.9% 0.0% 0.0% 5.0% 0.0% 3.2% 3.3% 0.0% 1.7% 1.6% 1.9% 0.0% 3.6% 0.0% 0.0% 3.2% 3.3% 0.0% 2.4% 0.0% 4.3% 6.3% 1.9% 7.7% 0.0% 0.0% 4.2% 9.7% 6.6% 1.8% 4.8% 3.0% 27.7% 19.5% 35.7% 28.6% 40.0% 23.1% 25.0% 13.3% 22.5% 32.6% 32.2% 16.7% 18.1% 22.0% 14.3% 28.6% 28.0% 7.7% 12.5% 6.7% 22.5% 14.0% 20.3% 12.5% 16.9% 17.1% 16.7% 21.4% 16.0% 0.0% 25.0% 20.0% 22.5% 11.6% 15.7% 22.0% 9.5% 7.1% 16.0% 30.8% 18.8% 6.7% 15.0% 16.3% 11.9% 25.0% 10.8% 12.2% 9.5% 28.6% 8.0% 15.4% 6.3% 0.0% 12.5% 9.3% 10.2% 12.5% 6.0% 4.9% 7.1% 0.0% 0.0% 15.4% 6.3% 13.3% 7.5% 4.7% 5.1% 8.3% 3.6% 2.4% 4.8% 7.1% 0.0% 0.0% 0.0% 13.3% 7.5% 0.0% 3.4% 4.2% 2.4% 4.9% 0.0% 0.0% 0.0% 7.7% 0.0% 6.7% 0.0% 4.7% 3.4% 0.0% 4.8% 4.9% 4.8% 0.0% 0.0% 0.0% 6.3% 20.0% 0.0% 9.3% 6.8% 0.0% All Male 42.2% Gender White a a 1.2% 13.6% Ethnicity BME a a 3.0% 25.0% a invalid statistical test due to large number of cells with expected frequencies below 5 93 Technology and Play Nokia At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Sony At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White Ethnicity BME 25.0% 30.0% 16.7% 32.1% 26.3% 27.3% 27.3% 31.1% 23.4% 30.3% 19.2% 20.7% 23.1% 17.5% 25.0% 10.7% 26.3% 18.2% 27.3% 17.8% 23.4% 21.2% 19.2% 18.5% 25.0% 10.0% 25.0% 28.6% 10.5% 9.1% 13.6% 20.0% 17.0% 18.2% 19.2% 15.2% 13.5% 17.5% 16.7% 17.9% 21.1% 9.1% 9.1% 15.6% 14.9% 12.1% 23.1% 10.9% 9.6% 12.5% 16.7% 14.3% 5.3% 18.2% 4.5% 13.3% 8.5% 10.6% 11.5% 5.4% 5.8% 5.0% 8.3% 3.6% 5.3% 0.0% 9.1% 6.7% 4.3% 4.5% 7.7% 4.3% 5.8% 2.5% 8.3% 3.6% 0.0% 0.0% 9.1% 6.7% 2.1% 6.1% 0.0% 1.1% 1.9% 0.0% 0.0% 3.6% 0.0% 0.0% 0.0% 2.2% 0.0% 1.5% 0.0% 6.5% 1.9% 12.5% 0.0% 3.6% 10.5% 18.2% 4.5% 2.2% 10.6% 7.6% 3.8% 15.5% 18.5% 10.0% 11.1% 13.0% 16.7% 22.2% 16.0% 12.5% 18.2% 15.8% 14.8% 23.8% 22.2% 26.7% 22.2% 26.1% 22.2% 22.2% 24.0% 15.0% 31.8% 22.8% 25.9% 23.8% 22.2% 26.7% 44.4% 17.4% 33.3% 11.1% 20.0% 25.0% 22.7% 24.6% 22.2% 19.0% 22.2% 13.3% 22.2% 17.4% 16.7% 33.3% 16.0% 22.5% 15.9% 15.8% 25.9% 17.9% 20.4% 13.3% 11.1% 21.7% 16.7% 0.0% 24.0% 20.0% 15.9% 15.8% 22.2% 8.3% 7.4% 10.0% 11.1% 13.0% 11.1% 0.0% 4.0% 7.5% 9.1% 12.3% 0.0% 3.6% 3.7% 3.3% 0.0% 0.0% 0.0% 0.0% 12.0% 5.0% 2.3% 5.3% 0.0% 3.6% 5.6% 0.0% 0.0% 4.3% 0.0% 0.0% 8.0% 5.0% 2.3% 1.8% 7.4% 6.0% 5.6% 6.7% 0.0% 0.0% 5.6% 11.1% 12.0% 2.5% 9.1% 7.0% 3.7% All Male 27.2% Gender 94 Technology and Play Other Smartphone At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Xbox (including Kinect) At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 29.5% 27.8% 41.7% 18.8% 37.5% 20.0% 26.9% 27.8% 29.5% 25.9% 36.4% 25.0% 20.5% 30.6% 25.0% 18.8% 37.5% 10.0% 26.9% 22.2% 27.3% 27.6% 18.2% 25.0% 20.5% 30.6% 25.0% 18.8% 37.5% 20.0% 23.1% 25.0% 25.0% 25.9% 22.7% 15.0% 18.2% 11.1% 8.3% 18.8% 25.0% 30.0% 3.8% 16.7% 13.6% 15.5% 13.6% 12.5% 15.9% 8.3% 8.3% 18.8% 6.3% 20.0% 11.5% 13.9% 11.4% 12.1% 13.6% 6.3% 6.8% 5.6% 8.3% 0.0% 6.3% 10.0% 7.7% 2.8% 9.1% 6.9% 4.5% 7.5% 9.1% 5.6% 8.3% 6.3% 6.3% 0.0% 11.5% 5.6% 9.1% 6.9% 9.1% 3.8% 2.3% 5.6% 0.0% 6.3% 6.3% 10.0% 0.0% 2.8% 4.5% 5.2% 0.0% 3.8% 2.3% 5.6% 8.3% 0.0% 6.3% 0.0% 3.8% 2.8% 4.5% 3.4% 4.5% 20.9% 18.1% 24.6% 9.5% 21.4% 38.9% 17.2% 21.2% 24.3% 16.9% 21.6% 18.5% 28.7% 33.3% 22.8% 28.6% 28.6% 22.2% 24.1% 36.4% 30.0% 27.1% *34.3% *7.4% 27.9% 30.6% 24.6% 33.3% 21.4% 27.8% 27.6% 30.3% 27.1% 28.8% 26.5% 33.3% 10.9% 9.7% 12.3% 14.3% 17.9% 5.6% 10.3% 6.1% 12.9% 8.5% 8.8% 18.5% 10.9% 11.1% 10.5% 14.3% 17.9% 0.0% 6.9% 12.1% 8.6% 13.6% 9.8% 14.8% 6.2% 6.9% 5.3% 0.0% 14.3% 5.6% 6.9% 3.0% 2.9% 10.2% 6.9% 3.7% 5.4% 5.6% 5.3% 0.0% 7.1% 16.7% 3.4% 3.0% 7.1% 3.4% 5.9% 3.7% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 6.2% 2.8% 10.5% 9.5% 0.0% 11.1% 6.9% 6.1% 5.7% 6.8% 3.9% 14.8% All Male 28.7% Gender Ethnicity BME 95 Technology and Play Playstation At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Nintendo Wii (including WiiU) At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 31.9% 22.4% 28.6% 20.8% 36.4% 28.6% 27.3% 23.0% 36.2% 31.8% 18.2% 28.9% 26.4% 32.7% 21.4% 29.2% 40.9% 28.6% 24.2% 32.4% 23.4% *26.1% *36.4% 17.4% 13.9% 22.4% 28.6% 4.2% 22.7% 25.0% 12.1% 18.9% 14.9% 15.9% 21.2% 14.9% 18.1% 10.2% 14.3% 16.7% 4.5% 10.7% 24.2% 17.6% 10.6% 13.6% 18.2% 9.1% 5.6% 14.3% 7.1% 16.7% 0.0% 7.1% 12.1% 4.1% 17.0% 6.8% 15.2% 5.0% 5.6% 4.1% 7.1% 12.5% 4.5% 3.6% 0.0% 5.4% 4.3% 4.5% 6.1% 4.1% 0.0% 10.2% 0.0% 4.2% 13.6% 0.0% 3.0% 5.4% 2.1% 4.5% 3.0% 3.3% 5.6% 0.0% 7.1% 4.2% 4.5% 0.0% 3.0% 1.4% 6.4% 4.5% 0.0% 5.0% 2.8% 8.2% 7.1% 8.3% 9.1% 0.0% 3.0% 6.8% 2.1% 4.5% 6.1% 34.2% 28.0% 41.4% 42.9% 36.7% 46.9% 28.6% 25.0% 34.8% 33.3% *40.3% *12.1% 30.3% 32.9% 27.1% 14.3% 40.0% 21.9% 28.6% 35.4% 28.1% 33.3% 31.1% 27.3% 15.8% 19.5% 11.4% 21.4% 0.0% 21.9% 10.7% 22.9% 18.0% 12.7% 13.4% 24.2% 8.6% 4.9% 12.9% 7.1% 3.3% 15.6% 17.9% 2.1% 9.0% 7.9% 5.9% 18.2% 11.2% 11.0% 11.4% 14.3% 10.0% 3.1% 10.7% 16.7% 9.0% 14.3% 10.1% 15.2% 5.9% 4.9% 7.1% 0.0% 13.3% 3.1% 7.1% 4.2% 4.5% 7.9% 5.9% 6.1% 1.3% 1.2% 1.4% 0.0% 0.0% 0.0% 3.6% 2.1% 1.1% 1.6% 1.7% 0.0% 1.3% 2.4% 0.0% 7.1% 3.3% 0.0% 0.0% 0.0% 1.1% 1.6% 1.7% 0.0% 2.0% 1.2% 2.9% 7.1% 0.0% 3.1% 0.0% 2.1% 3.4% 0.0% 1.7% 3.0% All Male 28.1% Gender Ethnicity BME 96 Technology and Play PSP At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Nintendo DS At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 38.6% 29.3% 50.0% 27.3% 40.0% 46.2% 27.8% 29.5% 43.2% 38.6% 25.0% 25.5% 22.8% 29.3% 41.7% 9.1% 33.3% 23.1% 27.8% 27.9% 21.6% 25.7% 25.0% 18.4% 19.3% 17.1% 8.3% 13.6% 13.3% 23.1% 25.0% 24.6% 8.1% *10.0% *39.3% 10.2% 10.5% 9.8% 0.0% 22.7% 0.0% 15.4% 8.3% 11.5% 8.1% 10.0% 10.7% 8.2% 5.3% 12.2% 0.0% 18.2% 0.0% 0.0% 11.1% 3.3% 16.2% 10.0% 3.6% 5.1% 5.3% 4.9% 8.3% 0.0% 6.7% 0.0% 8.3% 4.9% 5.4% 7.1% 0.0% 3.1% 1.8% 4.9% 0.0% 4.5% 0.0% 0.0% 5.6% 3.3% 2.7% 2.9% 3.6% 4.1% 3.5% 4.9% 0.0% 9.1% 6.7% 0.0% 2.8% 6.6% 0.0% 4.3% 3.6% 1.0% 1.8% 0.0% 0.0% 4.5% 0.0% 0.0% 0.0% 1.6% 0.0% 1.4% 0.0% 33.6% 36.2% 31.0% 35.7% 38.9% 33.3% 41.2% 27.9% 32.3% 35.3% 37.5% 21.4% 32.8% 36.2% 29.3% 50.0% 16.7% 41.7% 17.6% 34.9% 35.4% 29.4% 29.5% 42.9% 18.1% 17.2% 19.0% 7.1% 27.8% 29.2% 11.8% 14.0% 20.0% 15.7% 19.3% 14.3% 9.5% 10.3% 8.6% 7.1% 11.1% 12.5% 11.8% 7.0% 9.2% 9.8% 9.1% 10.7% 11.2% 12.1% 10.3% 0.0% 16.7% 4.2% 5.9% 18.6% 13.8% 7.8% 9.1% 17.9% 6.0% 5.2% 6.9% 7.1% 5.6% 12.5% 0.0% 4.7% 6.2% 5.9% 6.8% 3.6% 2.6% 1.7% 3.4% 0.0% 0.0% 0.0% 5.9% 4.7% 0.0% 5.9% 2.3% 3.6% 6.0% 1.7% 10.3% 0.0% 11.1% 4.2% 11.8% 4.7% 6.2% 5.9% 6.8% 3.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% All Male 34.7% Gender Ethnicity BME 97 Technology and Play PC or Laptop At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these E‐Reader (e.g. Kindle, Sony reader or Kobo) At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 48.1% 45.9% 61.5% 43.8% 53.8% 50.0% 39.0% 52.0% 41.3% 50.9% 34.4% 16.7% 16.9% 16.4% 0.0% 15.6% 19.2% 3.8% 29.3% 14.7% 19.0% 19.8% 6.3% 21.7% 26.0% 16.4% 30.8% 25.0% 11.5% 11.5% 29.3% 21.3% 22.2% 19.8% 28.1% 10.9% 10.4% 11.5% 7.7% 6.3% 15.4% 15.4% 9.8% 13.3% 7.9% 9.4% 15.6% 12.3% 10.4% 14.8% 7.7% 6.3% 26.9% 3.8% 14.6% 8.0% 17.5% 10.4% 18.8% 11.6% 13.0% 9.8% 0.0% 9.4% 11.5% 15.4% 14.6% 14.7% 7.9% 13.2% 6.3% 5.8% 5.2% 6.6% 7.7% 3.1% 3.8% 7.7% 7.3% 8.0% 3.2% 7.5% 0.0% 2.2% 1.3% 3.3% 7.7% 3.1% 0.0% 3.8% 0.0% 2.7% 1.6% 1.9% 3.1% 3.6% 2.6% 4.9% 0.0% 6.3% 3.8% 7.7% 0.0% 2.7% 4.8% 3.8% 3.1% 43.4% 40.3% 46.8% 50.0% 32.0% 50.0% 50.0% 39.5% 47.2% 38.6% 47.6% 25.0% 16.3% 17.9% 14.5% 22.2% 24.0% 15.4% 9.1% 13.2% 13.9% 19.3% 15.2% 20.8% 17.1% 16.4% 17.7% 11.1% 12.0% 15.4% 22.7% 21.1% 18.1% 15.8% 15.2% 25.0% 14.0% 16.4% 11.3% 16.7% 16.0% 7.7% 9.1% 18.4% 16.7% 10.5% 11.4% 25.0% 7.8% 4.5% 11.3% 0.0% 8.0% 11.5% 4.5% 10.5% 6.9% 8.8% 7.6% 8.3% 5.4% 3.0% 8.1% 5.6% 0.0% 3.8% 4.5% 10.5% 4.2% 7.0% 4.8% 8.3% 2.3% 1.5% 3.2% 0.0% 0.0% 3.8% 4.5% 2.6% 4.2% 0.0% 1.9% 4.2% 3.9% 3.0% 4.8% 0.0% 4.0% 3.8% 0.0% 7.9% 2.8% 5.3% 4.8% 0.0% 3.1% 1.5% 4.8% 0.0% 4.0% 3.8% 9.1% 0.0% 1.4% 5.3% 3.8% 0.0% All Male 47.1% Gender Ethnicity BME 98 Technology and Play PVR or Digital Video Recorder At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these DVD Recorder At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 33.3% 35.3% 55.6% 32.0% 31.8% 36.4% 30.6% 36.7% 31.5% 36.5% 27.6% 20.2% 19.0% 21.6% 44.4% 20.0% 13.6% 18.2% 19.4% 16.7% 24.1% 21.2% 17.2% 26.3% 33.3% 17.6% 11.1% 24.0% 36.4% 27.3% 25.0% 25.0% 27.8% 28.2% 20.7% 17.5% 15.9% 19.6% 33.3% 20.0% 13.6% 13.6% 16.7% 20.0% 14.8% 16.5% 20.7% 9.6% 11.1% 7.8% 11.1% 12.0% 4.5% 0.0% 16.7% 10.0% 9.3% 11.8% 3.4% 9.6% 6.3% 13.7% 0.0% 16.0% 13.6% 9.1% 5.6% 8.3% 11.1% 7.1% 17.2% 1.8% 0.0% 3.9% 11.1% 0.0% 0.0% 0.0% 2.8% 3.3% 0.0% 2.4% 0.0% 2.6% 3.2% 2.0% 0.0% 4.0% 0.0% 0.0% 5.6% 3.3% 1.9% 3.5% 0.0% 7.0% 4.8% 9.8% 0.0% 4.0% 13.6% 13.6% 2.8% 6.7% 7.4% 8.2% 3.4% 32.6% 33.3% 31.7% 33.3% 26.1% 33.3% 38.5% 31.7% 34.7% 29.8% 37.4% 16.7% 20.9% 18.8% 23.3% 26.7% 21.7% 16.7% 15.4% 24.4% 19.4% 22.8% 19.2% 26.7% 23.3% 18.8% 28.3% 26.7% 13.0% 16.7% 23.1% 31.7% 23.6% 22.8% 21.2% 30.0% 19.4% 26.1% 11.7% 26.7% 26.1% 16.7% 15.4% 17.1% 18.1% 21.1% 18.2% 23.3% 7.0% 4.3% 10.0% 6.7% 17.4% 0.0% 11.5% 2.4% 5.6% 8.8% 7.1% 6.7% 5.4% 4.3% 6.7% 0.0% 0.0% 8.3% 3.8% 9.8% 6.9% 3.5% 6.1% 3.3% 2.3% 1.4% 3.3% 6.7% 4.3% 4.2% 0.0% 0.0% 1.4% 3.5% 3.0% 0.0% 0.8% 0.0% 1.7% 0.0% 4.3% 0.0% 0.0% 0.0% 1.4% 0.0% 1.0% 0.0% 3.9% 4.3% 3.3% 0.0% 4.3% 12.5% 3.8% 0.0% 1.4% 7.0% 4.0% 3.3% All Male 34.2% Gender Ethnicity BME 99 Technology and Play BluRay At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Digital Radio or DAB Radio At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 33.3% 32.3% 50.0% 29.4% 36.0% 44.0% 22.0% 34.6% 30.5% 38.7% 12.9% 27.7% 22.7% 33.9% 41.7% 29.4% 28.0% 20.0% 26.8% 32.1% 22.0% 28.3% 25.8% 20.4% 22.7% 17.7% 25.0% 11.8% 16.0% 20.0% 29.3% 23.1% 16.9% 19.8% 22.6% 13.1% 17.3% 8.1% 8.3% 20.6% 16.0% 8.0% 9.8% 10.3% 16.9% 12.3% 16.1% 5.1% 5.3% 4.8% 8.3% 5.9% 8.0% 0.0% 4.9% 3.8% 6.8% 4.7% 6.5% 10.2% 9.3% 11.3% 8.3% 8.8% 20.0% 4.0% 9.8% 15.4% 3.4% 8.5% 16.1% 5.1% 4.0% 6.5% 0.0% 8.8% 4.0% 4.0% 4.9% 2.6% 8.5% 3.8% 9.7% 1.5% 1.3% 1.6% 0.0% 2.9% 0.0% 0.0% 2.4% 2.6% 0.0% 1.9% 0.0% 6.6% 6.7% 6.5% 0.0% 5.9% 8.0% 12.0% 4.9% 5.1% 8.5% 7.5% 3.2% 37.4% 32.2% 45.0% 35.3% 29.0% 42.9% 51.7% 31.0% 42.3% 31.9% *43.0% *18.2% 20.4% 18.4% 23.3% 35.3% 16.1% 28.6% 20.7% 11.9% 16.7% 24.6% 19.3% 24.2% 27.2% 31.0% 21.7% 29.4% 19.4% 32.1% 17.2% 35.7% 28.2% 26.1% 25.4% 33.3% 17.0% 21.8% 10.0% 11.8% 29.0% 17.9% 10.3% 14.3% 20.5% 13.0% 17.5% 15.2% 10.2% 9.2% 11.7% 5.9% 16.1% 7.1% 3.4% 14.3% 11.5% 8.7% 8.8% 15.2% 2.7% 2.3% 3.3% 5.9% 3.2% 0.0% 0.0% 4.8% 3.8% 1.4% 3.5% 0.0% 2.7% 2.3% 3.3% 5.9% 6.5% 0.0% 0.0% 2.4% 3.8% 1.4% 1.8% 6.1% 1.4% 1.1% 1.7% 5.9% 0.0% 3.6% 0.0% 0.0% 2.6% 0.0% 2.7% 2.3% 3.3% 0.0% 3.2% 0.0% 3.4% 4.8% 2.6% 2.9% All Male 32.8% Gender a 0.0% 2.6% Ethnicity a BME 6.1% 3.0% a invalid statistical test due to large number of cells with expected frequencies below 5 100 Technology and Play Portable Media Player like an iPod Touch or Archos – that can be used to access the internet At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Tablet computer specifically for children e.g. LeapPad 2, VTech Innotab or Kurio 7 At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 33.3% 27.7% 36.4% 29.6% 52.6% 27.8% 21.1% 31.5% 30.5% 34.4% 17.4% 18.6% 24.2% 10.6% 27.3% 18.5% 26.3% 22.2% 10.5% 22.2% 15.3% 18.9% 17.4% 17.7% 13.6% 23.4% 36.4% 11.1% 10.5% 22.2% 18.4% 22.2% 13.6% 20.0% 8.7% 19.5% 22.7% 14.9% 18.2% 25.9% 0.0% 27.8% 21.1% 24.1% 15.3% 16.7% 30.4% 20.4% 19.7% 21.3% 9.1% 22.2% 10.5% 11.1% 31.6% 22.2% 18.6% 21.1% 17.4% 14.9% 9.1% 3.7% 10.5% 0.0% 10.5% 5.6% 8.5% 6.7% 8.7% All Male 31.0% 7.1% a 1.5% Gender a Ethnicity BME 6.2% 6.1% 6.4% 0.0% 7.4% 10.5% 5.6% 5.3% 9.3% 3.4% 6.7% 4.3% 2.7% 3.0% 2.1% 0.0% 11.1% 0.0% 0.0% 0.0% 1.9% 3.4% 2.2% 4.3% 1.8% 1.5% 2.1% 0.0% 0.0% 0.0% 11.1% 0.0% 0.0% 3.4% 2.2% 0.0% 22.5% 23.1% 21.6% 33.3% 19.2% 30.0% 6.7% 23.1% 15.7% 29.4% 24.3% 17.9% 22.5% 18.5% 29.7% 53.3% 15.4% 10.0% 33.3% 15.4% 19.6% 25.5% 27.0% 10.7% 29.4% 33.8% 21.6% 20.0% 30.8% 25.0% 26.7% 38.5% 39.2% 19.6% 29.7% 28.6% 16.7% 16.9% 16.2% 13.3% 19.2% 20.0% 6.7% 19.2% 19.6% 13.7% 16.2% 17.9% 13.7% 13.8% 13.5% 20.0% 11.5% 15.0% 13.3% 11.5% 15.7% 11.8% 12.2% 17.9% 10.8% 12.3% 8.1% 6.7% 26.9% 5.0% 6.7% 3.8% 13.7% 7.8% 9.5% 14.3% 4.9% 6.2% 2.7% 6.7% 0.0% 10.0% 6.7% 3.8% 5.9% 3.9% 4.1% 7.1% 3.9% 4.6% 2.7% 0.0% 11.5% 0.0% 6.7% 0.0% 3.9% 3.9% 5.4% 0.0% 2.0% 0.0% 5.4% 0.0% 3.8% 5.0% 0.0% 0.0% 2.0% 2.0% 1.4% 3.6% a invalid statistical test due to large number of cells with expected frequencies below 5 101 Technology and Play MP3 player / iPod used to play music At a grandparent’s house At another relative’s house At a friend’s house Out of school group In an after school / breakfast club At school At nursery, early years, playschool At a child minder’s house None of these Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 24.0% 27.6% 35.7% 21.4% 32.0% 26.9% 20.0% 28.8% 21.7% 29.4% 12.9% 27.8% 34.7% 19.0% 28.6% 32.1% 20.0% 34.6% 25.0% 27.4% 28.3% 29.4% 22.6% 18.8% 20.0% 17.2% 14.3% 10.7% 24.0% 15.4% 25.0% 24.7% 11.7% 15.7% 29.0% 15.8% 17.3% 13.8% 0.0% 21.4% 32.0% 3.8% 15.0% 15.1% 16.7% 16.7% 12.9% 12.8% 10.7% 15.5% 21.4% 17.9% 8.0% 3.8% 15.0% 12.3% 13.3% 11.8% 16.1% 8.3% 6.7% 10.3% 14.3% 10.7% 4.0% 11.5% 5.0% 9.6% 6.7% 7.8% 9.7% 3.0% 2.7% 3.4% 0.0% 0.0% 4.0% 7.7% 2.5% 4.1% 1.7% 2.0% 6.5% 5.3% 6.7% 3.4% 0.0% 7.1% 12.0% 0.0% 5.0% 8.2% 1.7% 6.9% 0.0% 5.3% 2.7% 8.6% 0.0% 3.6% 8.0% 11.5% 2.5% 4.1% 6.7% 6.9% 0.0% All Male 25.6% Gender Ethnicity BME 102 Technology and Play A-Q3: On a normal weekday, how much time does your child spend using the devices they have access to A-Q3a – All respondents, usage by device Notes: Percentages out of those who have access to each device, e.g. 41.3% of parents who said their children had access to an iPad went on to say that their child uses it for less than 30 minutes on a typical weekday. Continuing to test at the 1% and 0.1% levels, smallest sub-set of the sample contains over 250 participants. Other Smartphone (Weekday) Sony (Weekday) Nokia (Weekday) HTC (Weekday) Samsung Galaxy (Weekday) iPhone (Weekday) Other tablet computer (Weekday) Tesco Hudl (Weekday) Kindle Fire (Weekday) Amazon Fire (Weekday) Microsoft Surface (Weekday) Samsung Galaxy Tab (Weekday) iPad tablet computer (Weekday) A television set connected to the internet (Weekday) Standard TV Set (Weekday) A‐Q3a – All respondents, usage by device Notes: Percentages out of those who have access to each device, e.g. 41.3% of parents who said their children had access to an iPad went on to say that their child uses it for less than 30 minutes on a typical weekday. Less than 30 minutes 22.8% 25.2% 41.3% 41.1% 33.1% 34.6% 47.1% 36.4% 46.2% 58.1% 56.5% 44.6% 45.1% 43.4% 48.6% 31‐60 minutes 20.2% 20.9% 23.8% 24.1% 19.0% 17.5% 18.1% 23.4% 20.5% 15.4% 16.3% 15.2% 16.7% 17.1% 17.2% Between 1 and 2 hours 26.1% 24.2% 18.5% 15.3% 18.0% 17.1% 14.9% 14.1% 14.4% 10.5% 11.1% 12.3% 11.7% 14.0% 8.8% Between 2 and 3 hours 14.7% 14.4% 8.1% 8.2% 11.6% 11.3% 6.4% 7.9% 8.0% 6.4% 6.0% 9.1% 8.0% 9.4% 11.3% Between 3 and 4 hours 8.5% 7.5% 4.3% 5.9% 6.7% 8.6% 6.0% 6.8% 4.5% 4.9% 3.8% 6.2% 7.7% 5.4% 6.3% Between 4 and 5 hours 3.2% 3.4% 1.9% 3.3% 5.3% 4.8% 3.6% 5.9% 2.9% 2.2% 2.5% 5.9% 3.7% 3.4% 3.1% Between 5 and 6 hours 1.6% 1.9% 0.6% 1.1% 2.8% 2.7% 2.2% 2.3% 1.2% 1.1% 1.8% 3.8% 3.1% 2.9% 2.5% Between 6 and 7 hours 0.6% 1.0% 0.2% 0.3% 1.1% 2.1% 0.4% 1.4% 0.6% 0.4% 0.6% 0.6% 2.2% 1.1% 0.6% Between 8 and 9 hours 0.7% 0.4% 0.4% 0.3% 1.1% 0.3% 0.6% 0.3% 0.3% 0.5% 0.4% 1.2% 0.9% 1.1% 0.6% More than 9 hours 1.5% 1.2% 0.8% 0.5% 1.4% 1.0% 0.8% 1.4% 1.5% 0.5% 1.1% 1.2% 0.9% 2.0% 0.9% 103 MP3 player / iPod used to play music (Weekday) Tablet computer specifically for children (Weekday) Portable Media Player (Weekday) Digital Radio or DAB Radio (Weekday) BluRay (Weekday) DVD Recorder (Weekday) PVR or Digital Video Recorder (Weekday) E‐Reader (Weekday) PC or Laptop (Weekday) Nintendo DS (Weekday) PSP (Weekday) Ninendo Wii or WiiU (Weekday) Playstation (Weekday) Xbox (Weekday) Technology and Play Less than 30 minutes 45.3% 51.1% 57.7% 43.2% 51.4% 58.9% 54.7% 47.9% 51.4% 51.7% 58.2% 51.2% 35.7% 57.2% 31‐60 minutes 19.1% 15.6% 16.7% 17.4% 19.3% 17.0% 14.4% 18.1% 19.0% 16.6% 14.9% 15.6% 23.8% 14.6% Between 1 and 2 hours 15.5% 13.0% 11.2% 16.7% 11.6% 10.3% 12.4% 15.8% 13.3% 15.1% 9.7% 12.5% 18.7% 11.9% Between 2 and 3 hours 8.3% 8.7% 5.4% 6.8% 7.5% 6.7% 6.3% 8.2% 6.5% 5.1% 7.2% 8.0% 9.4% 5.9% Between 3 and 4 hours 4.0% 4.7% 3.0% 5.7% 4.4% 3.0% 6.1% 4.6% 4.3% 5.5% 4.7% 6.0% 5.7% 5.3% Between 4 and 5 hours 4.0% 1.7% 2.4% 4.4% 2.1% 1.5% 2.1% 2.5% 2.4% 2.7% 2.6% 2.4% 2.9% 1.5% Between 5 and 6 hours 1.1% 2.6% 1.8% 1.9% 1.9% 0.8% 1.7% 1.5% 1.2% 1.4% 1.4% 1.9% 1.2% 1.8% Between 6 and 7 hours 1.6% 1.5% 1.2% 1.9% 1.1% 0.9% 1.3% 0.8% 0.8% 0.9% 0.4% 1.2% 1.1% 0.6% Between 8 and 9 hours 0.5% 0.4% 0.2% 1.1% 0.2% 0.4% 0.3% 0.2% 0.2% 0.1% 0.0% 0.3% 0.3% 0.6% More than 9 hours 0.4% 0.7% 0.4% 0.8% 0.5% 0.6% 0.7% 0.3% 0.9% 0.9% 0.9% 0.9% 1.3% 0.7% 104 Technology and Play A-Q3b – Demographic breakdown of usage duration by device (Each column represents a combination of device type and demographic group, percentages are calculated out of each column. e.g. 22.4% of white participants who said their child has access to a standard TV went on to state that their child spends less than 30 minutes using it on a typical weekday) A‐Q3b – Demographic breakdown of usage duration by device (Each column represents a combination of device type and demographic group, percentages are calculated out of each column. e.g. 22.4% of white participants who said their child has access to a standard TV went on to state that their child spends less than 30 minutes using it on a typical weekday) Continuing to test at the 1% (*) and 0.1% (**) levels of significance. Gender All Standard TV Set (Weekday) Male Age Female < 1 year 1 year 2 years Social Class**.145 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 22.8% 23.7% 21.8% 29.3% 30.6% 24.0% 23.1% 15.6% 24.9% 19.9% 22.4% 24.9% 31‐60 minutes 20.2% 19.6% 21.0% 21.8% 19.4% 17.9% 16.5% 24.6% 21.7% 18.3% 20.4% 19.4% Between 1 and 2 hours 26.1% 26.6% 25.6% 19.5% 23.1% 24.6% 27.5% 29.6% 26.5% 25.6% 26.4% 24.4% Between 2 and 3 hours 14.7% 15.6% 13.9% 11.3% 9.3% 15.8% 16.8% 16.4% 14.1% 15.6% 14.7% 14.7% Between 3 and 4 hours 8.5% 6.7% 10.6% 9.8% 7.8% 9.1% 8.2% 8.4% 6.1% 11.8% 8.9% 6.0% Between 4 and 5 hours 3.2% 3.2% 3.3% 3.0% 4.9% 4.0% 3.0% 2.1% 3.0% 3.5% 3.0% 4.6% Between 5 and 6 hours 1.6% 1.1% 2.1% 3.0% 1.1% 1.8% 2.2% 0.8% 1.2% 2.1% 1.3% 3.2% Between 6 and 7 hours 0.6% 0.6% 0.7% 0.8% 1.1% 0.3% 0.5% 0.6% 0.9% 0.3% 0.5% 1.4% Between 8 and 9 hours 0.7% 1.1% 0.3% 0.0% 1.1% 0.6% 0.5% 0.8% 0.8% 0.6% 0.8% 0.0% More than 9 hours 1.5% 1.9% 0.9% 1.5% 1.5% 1.8% 1.6% 1.0% 0.8% 2.4% 1.5% 1.4% Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME A television set Less than 30 minutes connected to the 31‐60 minutes internet (Weekday) Between 1 and 2 hours 25.2% 25.3% 25.0% 25.4% 28.8% 22.9% 21.8% 27.2% 27.8% 21.4% 24.8% 26.7% 20.9% 22.3% 19.4% 24.6% 22.3% 17.8% 24.4% 17.9% 22.2% 19.1% 21.4% 18.5% 24.2% 24.0% 24.4% 24.6% 18.1% 29.2% 23.7% 24.8% 23.3% 25.4% 25.4% 18.5% Between 2 and 3 hours 14.4% 13.7% 15.2% 14.4% 13.5% 14.0% 13.0% 16.6% 14.2% 14.6% 13.5% 18.5% Between 3 and 4 hours 7.5% 7.3% 7.8% 5.1% 9.3% 7.6% 9.2% 5.6% 6.4% 9.1% 7.5% 7.7% Between 4 and 5 hours 3.4% 2.7% 4.1% 2.5% 4.7% 3.8% 2.7% 3.0% 2.7% 4.2% 3.0% 5.1% Between 5 and 6 hours 1.9% 1.4% 2.4% 2.5% 0.5% 0.8% 3.1% 2.3% 1.4% 2.5% 1.8% 2.1% Between 6 and 7 hours 1.0% 1.0% 0.9% 0.0% 1.4% 1.3% 0.8% 1.0% 0.9% 1.1% 1.1% 0.5% Between 8 and 9 hours 0.4% 0.7% 0.2% 0.0% 0.5% 1.3% 0.4% 0.0% 0.5% 0.4% 0.2% 1.5% More than 9 hours 1.2% 1.7% 0.7% 0.8% 0.9% 1.3% 1.1% 1.7% 0.6% 2.1% 1.3% 1.0% 105 Technology and Play Gender All iPad tablet computer (Weekday) Male Age a Female < 1 year 1 year Social Class a 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 41.3% 37.5% 45.5% 42.0% 52.1% 42.1% 39.0% 35.1% 45.4% 34.3% 42.5% 35.3% 31‐60 minutes 23.8% 27.2% 20.0% 24.1% 16.2% 28.6% 19.5% 29.0% 23.8% 23.8% 24.6% 19.9% Between 1 and 2 hours 18.5% 17.5% 19.5% 17.0% 13.2% 14.7% 22.9% 21.4% 17.1% 20.7% 17.9% 21.4% Between 2 and 3 hours 8.1% 9.4% 6.7% 11.6% 6.8% 7.9% 8.2% 7.8% 7.5% 9.2% 7.4% 11.4% Between 3 and 4 hours 4.3% 4.5% 4.1% 0.9% 5.6% 4.4% 5.1% 3.8% 3.3% 5.9% 4.1% 5.5% Between 4 and 5 hours 1.9% 1.7% 2.2% 1.8% 2.1% 1.2% 2.7% 1.7% 1.5% 2.6% 1.7% 3.0% Between 5 and 6 hours 0.6% 0.5% 0.9% 0.9% 1.7% 0.4% 0.7% 0.0% 0.5% 0.9% 0.5% 1.5% Between 6 and 7 hours 0.2% 0.2% 0.3% 0.0% 0.0% 0.4% 0.7% 0.0% 0.3% 0.2% 0.3% 0.0% Between 8 and 9 hours 0.4% 0.6% 0.2% 0.0% 0.9% 0.0% 0.3% 0.6% 0.1% 0.9% 0.4% 0.5% More than 9 hours 0.8% 1.1% 0.5% 1.8% 1.3% 0.4% 0.7% Gender All Samsung Galaxy Tab (Weekday) 2 years Male 0.6% 0.4% 1.5% 0.7% 1.5% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 41.1% 35.8% 46.8% 44.7% 47.1% 39.9% 30.2% 44.1% 41.9% 40.1% 44.9% 25.5% 31‐60 minutes 24.1% 26.5% 21.6% 18.4% 16.1% 25.9% 27.5% 28.7% 24.5% 23.8% 24.0% 24.8% Between 1 and 2 hours 15.3% 16.6% 13.8% 17.1% 12.9% 16.5% 18.8% 12.8% 14.8% 15.8% 14.1% 20.0% Between 2 and 3 hours 8.2% 8.8% 7.5% 6.6% 7.7% 8.9% 11.4% 6.2% 7.8% 8.6% 7.5% 11.0% Between 3 and 4 hours 5.9% 6.5% 5.2% 7.9% 8.4% 5.1% 5.4% 4.1% 4.9% 6.9% 5.1% 9.0% Between 4 and 5 hours 3.3% 2.9% 3.7% 3.9% 4.5% 2.5% 4.7% 1.5% 3.9% 2.6% 2.7% 5.5% Between 5 and 6 hours 1.1% 1.3% 0.9% 0.0% 2.6% 0.6% 0.7% 1.0% 0.8% 1.4% 1.0% 1.4% Between 6 and 7 hours 0.3% 0.3% 0.3% 0.0% 0.0% 0.6% 0.0% 0.5% 0.0% 0.6% 0.2% 0.7% Between 8 and 9 hours 0.3% 0.3% 0.3% 0.0% 0.0% 0.0% 0.0% 1.0% 0.5% 0.0% 0.0% 1.4% More than 9 hours 0.5% 1.0% 0.0% 1.3% 0.6% 0.0% 1.3% 0.0% 0.8% 0.3% 0.5% 0.7% a invalid statistical test due to large number of cells with expected frequencies below 5 106 Technology and Play Gender All Microsoft Surface (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 33.1% 30.6% 36.8% 29.5% 34.2% 34.1% 28.3% 37.1% 38.0% 27.6% 33.3% 32.4% 31‐60 minutes 19.0% 19.4% 18.4% 18.2% 15.1% 18.2% 22.6% 21.4% 14.0% 24.6% 20.5% 14.9% Between 1 and 2 hours 18.0% 18.2% 17.5% 13.6% 19.2% 15.9% 22.6% 17.1% 18.7% 17.2% 17.1% 20.3% Between 2 and 3 hours 11.6% 12.9% 9.6% 15.9% 11.0% 6.8% 9.4% 14.3% 12.0% 11.2% 11.9% 10.8% Between 3 and 4 hours 6.7% 7.6% 5.3% 6.8% 6.8% 11.4% 3.8% 5.7% 3.3% 10.4% 7.1% 5.4% Between 4 and 5 hours 5.3% 4.1% 7.0% 13.6% 4.1% 4.5% 5.7% 1.4% 6.0% 4.5% 3.8% 9.5% Between 5 and 6 hours 2.8% 2.9% 2.6% 0.0% 5.5% 4.5% 1.9% 1.4% 2.7% 3.0% 2.9% 2.7% Between 6 and 7 hours 1.1% 1.2% 0.9% 0.0% 2.7% 2.3% 0.0% 0.0% 2.0% 0.0% 1.0% 1.4% Between 8 and 9 hours 1.1% 1.2% 0.9% 2.3% 0.0% 0.0% 1.9% 1.4% 1.3% 0.7% 1.0% 1.4% More than 9 hours 1.4% 1.8% 0.9% 0.0% 1.4% 2.3% 3.8% 0.0% 2.0% 0.7% 1.4% 1.4% Gender All Amazon Fire (Weekday) 2 years Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 34.6% 32.0% 38.6% 36.1% 36.2% 40.0% 29.2% 33.3% 40.0% 28.9% 36.4% 28.4% 31‐60 minutes 17.5% 17.4% 17.5% 11.1% 13.0% 18.0% 23.1% 19.4% 14.0% 21.1% 17.8% 16.4% Between 1 and 2 hours 17.1% 16.3% 18.4% 22.2% 11.6% 10.0% 21.5% 20.8% 14.0% 20.4% 17.3% 16.4% Between 2 and 3 hours 11.3% 13.5% 7.9% 19.4% 11.6% 8.0% 13.8% 6.9% 14.7% 7.7% 12.4% 7.5% Between 3 and 4 hours 8.6% 7.9% 9.6% 8.3% 11.6% 10.0% 4.6% 8.3% 4.0% 13.4% 8.0% 10.4% Between 4 and 5 hours 4.8% 3.9% 6.1% 2.8% 5.8% 10.0% 1.5% 4.2% 5.3% 4.2% 3.1% 10.4% Between 5 and 6 hours 2.7% 3.9% 0.9% 0.0% 1.4% 4.0% 1.5% 5.6% 3.3% 2.1% 2.2% 4.5% Between 6 and 7 hours 2.1% 2.8% 0.9% 0.0% 5.8% 0.0% 3.1% 0.0% 2.7% 1.4% 1.3% 4.5% Between 8 and 9 hours 0.3% 0.6% 0.0% 0.0% 1.4% 0.0% 0.0% 0.0% 0.7% 0.0% 0.4% 0.0% More than 9 hours 1.0% 1.7% 0.0% 0.0% 1.4% 0.0% 1.5% 1.4% 1.3% 0.7% 0.9% 1.5% 107 Technology and Play Gender All Kindle Fire (Weekday) Male Age a Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 47.1% 45.8% 48.9% 38.8% 44.1% 59.6% 43.3% 48.1% 50.9% 42.3% 50.8% 29.1% 31‐60 minutes 18.1% 19.4% 16.4% 7.5% 16.1% 12.8% 23.3% 24.0% 15.9% 20.9% 19.4% 11.6% Between 1 and 2 hours 14.9% 13.7% 16.4% 19.4% 14.0% 12.8% 17.5% 12.4% 14.5% 15.5% 13.7% 20.9% Between 2 and 3 hours 6.4% 7.4% 5.0% 14.9% 1.1% 4.3% 7.5% 6.2% 6.4% 6.4% 5.5% 10.5% Between 3 and 4 hours 6.0% 6.0% 5.9% 11.9% 10.8% 6.4% 1.7% 3.1% 3.5% 9.1% 4.8% 11.6% Between 4 and 5 hours 3.6% 3.2% 4.1% 4.5% 7.5% 2.1% 0.8% 3.9% 4.2% 2.7% 2.9% 7.0% Between 5 and 6 hours 2.2% 2.1% 2.3% 0.0% 4.3% 1.1% 2.5% 2.3% 2.5% 1.8% 1.4% 5.8% Between 6 and 7 hours 0.4% 0.4% 0.5% 3.0% 0.0% 0.0% 0.0% 0.0% 0.4% 0.5% 0.2% 1.2% Between 8 and 9 hours 0.6% 1.1% 0.0% 0.0% 1.1% 1.1% 0.8% 0.0% 1.1% 0.0% 0.5% 1.2% More than 9 hours 0.8% 1.1% 0.5% 0.0% 1.1% 0.0% 2.5% Gender All Tesco Hudl (Weekday) 2 years Male 0.0% 0.7% 0.9% 0.7% 1.2% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 36.4% 36.7% 36.1% 32.4% 36.8% 39.7% 36.4% 35.1% 40.3% 31.1% 39.4% 24.3% 31‐60 minutes 23.4% 23.2% 23.8% 17.6% 14.7% 25.6% 26.0% 27.8% 19.4% 29.1% 25.7% 14.3% Between 1 and 2 hours 14.1% 14.5% 13.6% 20.6% 8.8% 15.4% 11.7% 16.5% 16.0% 11.5% 11.6% 24.3% Between 2 and 3 hours 7.9% 7.7% 8.2% 8.8% 8.8% 5.1% 9.1% 8.2% 8.3% 7.4% 7.4% 10.0% Between 3 and 4 hours 6.8% 6.8% 6.8% 14.7% 10.3% 2.6% 6.5% 5.2% 6.3% 7.4% 6.0% 10.0% Between 4 and 5 hours 5.9% 5.3% 6.8% 2.9% 8.8% 5.1% 5.2% 6.2% 4.9% 7.4% 4.2% 12.9% Between 5 and 6 hours 2.3% 1.4% 3.4% 0.0% 5.9% 2.6% 1.3% 1.0% 1.5% 3.4% 2.5% 1.4% Between 6 and 7 hours 1.4% 1.4% 1.4% 2.9% 4.4% 1.3% 0.0% 0.0% 1.5% 1.4% 1.4% 1.4% Between 8 and 9 hours 0.3% 0.5% 0.0% 0.0% 0.0% 1.3% 0.0% 0.0% 0.0% 0.7% 0.4% 0.0% More than 9 hours 1.4% 2.4% 0.0% 0.0% 1.5% 1.3% 3.9% 0.0% 1.9% 0.7% 1.4% 1.4% a invalid statistical test due to large number of cells with expected frequencies below 5 108 Technology and Play Gender All Other tablet computer (Weekday) Male Age Female < 1 year 1 year Social Class a 3 years 4 to 5 years ABC1 Ethnicity*.203 C2DE White BME Less than 30 minutes 46.2% 43.7% 48.9% 45.5% 48.7% 47.7% 45.2% 44.7% 51.5% 40.6% 48.7% 33.0% 31‐60 minutes 20.5% 21.1% 19.7% 19.7% 16.8% 24.6% 22.9% 18.1% 15.5% 25.7% 20.9% 18.3% Between 1 and 2 hours 14.4% 15.7% 13.0% 7.6% 11.5% 11.5% 14.6% 20.1% 14.0% 14.9% 14.0% 16.5% Between 2 and 3 hours 8.0% 7.4% 8.6% 12.1% 8.0% 7.7% 7.0% 7.5% 7.9% 8.0% 7.6% 10.1% Between 3 and 4 hours 4.5% 4.9% 4.1% 10.6% 7.1% 3.1% 3.2% 3.0% 3.8% 5.3% 3.4% 10.1% Between 4 and 5 hours 2.9% 2.9% 2.9% 4.5% 5.3% 2.3% 1.3% 2.5% 3.8% 1.9% 2.0% 7.3% Between 5 and 6 hours 1.2% 1.4% 1.0% 0.0% 0.9% 0.0% 1.9% 2.0% 1.8% 0.6% 1.1% 1.8% Between 6 and 7 hours 0.6% 0.9% 0.3% 0.0% 0.9% 0.8% 0.6% 0.5% 0.0% 1.2% 0.7% 0.0% Between 8 and 9 hours 0.3% 0.0% 0.6% 0.0% 0.0% 0.8% 0.0% 0.5% 0.3% 0.3% 0.2% 0.9% More than 9 hours 1.5% 2.0% 1.0% 0.0% 0.9% 1.5% 3.2% Gender All iPhone (Weekday) 2 years Male 1.0% 1.5% 1.5% 1.4% 1.8% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 58.1% 54.9% 61.8% 50.0% 55.0% 56.9% 58.6% 63.8% 63.3% 50.0% 62.8% 39.1% 31‐60 minutes 15.4% 15.7% 15.1% 13.0% 14.1% 18.6% 16.7% 14.0% 13.6% 18.3% 14.3% 19.8% Between 1 and 2 hours 10.5% 11.3% 9.4% 13.0% 10.5% 12.2% 8.1% 10.2% 9.7% 11.6% 9.2% 15.6% Between 2 and 3 hours 6.4% 7.3% 5.4% 11.0% 5.8% 5.9% 6.8% 5.3% 5.4% 7.9% 5.7% 9.4% Between 3 and 4 hours 4.9% 5.4% 4.3% 8.0% 7.9% 4.8% 3.6% 2.6% 3.9% 6.3% 4.0% 8.3% Between 4 and 5 hours 2.2% 1.9% 2.5% 1.0% 5.2% 1.1% 1.4% 1.9% 2.2% 2.1% 1.8% 3.6% Between 5 and 6 hours 1.1% 1.3% 0.9% 2.0% 0.0% 0.0% 3.2% 0.8% 0.7% 1.9% 0.9% 2.1% Between 6 and 7 hours 0.4% 0.6% 0.2% 0.0% 0.5% 0.0% 0.9% 0.4% 0.5% 0.3% 0.4% 0.5% Between 8 and 9 hours 0.5% 0.8% 0.2% 1.0% 0.5% 0.5% 0.0% 0.8% 0.3% 0.8% 0.5% 0.5% More than 9 hours 0.5% 0.8% 0.2% 1.0% 0.5% 0.0% 0.9% 0.4% 0.3% 0.8% 0.4% 1.0% a invalid statistical test due to large number of cells with expected frequencies below 5 109 Technology and Play Gender All Samsung Galaxy (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity*.185 C2DE White BME Less than 30 minutes 56.5% 50.4% 63.3% 51.2% 53.0% 55.9% 56.4% 62.5% 60.0% 52.2% 60.4% 41.6% 31‐60 minutes 16.3% 18.3% 14.0% 8.1% 15.2% 19.6% 17.3% 17.4% 13.8% 19.4% 16.1% 16.8% Between 1 and 2 hours 11.1% 13.3% 8.7% 16.3% 9.9% 10.5% 12.2% 9.2% 12.0% 10.0% 9.5% 17.4% Between 2 and 3 hours 6.0% 5.3% 6.7% 11.6% 7.3% 4.9% 5.8% 3.3% 5.3% 6.9% 5.3% 8.7% Between 3 and 4 hours 3.8% 5.0% 2.3% 2.3% 7.9% 2.1% 2.6% 3.3% 3.3% 4.4% 3.3% 5.4% Between 4 and 5 hours 2.5% 2.9% 2.0% 4.7% 3.3% 2.8% 1.3% 1.6% 2.8% 2.2% 1.9% 4.7% Between 5 and 6 hours 1.8% 2.4% 1.2% 3.5% 1.3% 0.7% 2.6% 1.6% 1.0% 2.8% 1.6% 2.7% Between 6 and 7 hours 0.6% 0.5% 0.6% 0.0% 0.0% 1.4% 0.6% 0.5% 0.5% 0.6% 0.5% 0.7% Between 8 and 9 hours 0.4% 0.3% 0.6% 1.2% 0.7% 0.7% 0.0% 0.0% 0.3% 0.6% 0.5% 0.0% More than 9 hours 1.1% 1.6% 0.6% 1.2% 1.3% 1.4% 1.3% 0.5% 1.3% 0.9% 0.9% 2.0% Gender All HTC (Weekday) 2 years Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 44.6% 41.4% 48.4% 35.6% 39.0% 48.3% 50.0% 47.7% 48.3% 40.4% 46.1% 31‐60 minutes 15.2% 17.2% 12.9% 11.1% 13.4% 15.5% 13.2% 20.5% 11.7% 19.3% 17.7% 8.0% Between 1 and 2 hours 12.3% 12.4% 12.3% 11.1% 14.6% 10.3% 13.2% 11.4% 12.8% 11.8% 12.2% 12.6% Between 2 and 3 hours 9.1% 8.6% 9.7% 15.6% 11.0% 6.9% 7.4% 6.8% 10.0% 8.1% 7.5% 13.8% Between 3 and 4 hours 6.2% 8.1% 3.9% 13.3% 6.1% 6.9% 5.9% 2.3% 6.1% 6.2% 5.5% 8.0% Between 4 and 5 hours 5.9% 4.8% 7.1% 8.9% 9.8% 5.2% 2.9% 3.4% 6.1% 5.6% 5.9% 5.7% Between 5 and 6 hours 3.8% 4.3% 3.2% 4.4% 2.4% 3.4% 2.9% 5.7% 2.8% 5.0% 2.8% 6.9% Between 6 and 7 hours 0.6% 0.0% 1.3% 0.0% 0.0% 1.7% 1.5% 0.0% 0.6% 0.6% 0.4% 1.1% Between 8 and 9 hours 1.2% 1.1% 1.3% 0.0% 1.2% 1.7% 1.5% 1.1% 0.6% 1.9% 1.2% 1.1% More than 9 hours 1.2% 2.2% 0.0% 0.0% 2.4% 0.0% 1.5% 1.1% 1.1% 1.2% 0.8% 2.3% 40.2% 110 Technology and Play Gender All Nokia (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 45.1% 41.1% 50.4% 41.3% 44.9% 38.6% 50.8% 47.1% 46.3% 44.0% 49.8% 29.3% 31‐60 minutes 16.7% 20.5% 11.5% 6.5% 13.0% 28.1% 18.5% 16.1% 14.1% 18.9% 14.9% 22.7% Between 1 and 2 hours 11.7% 13.0% 10.1% 15.2% 13.0% 7.0% 9.2% 13.8% 11.4% 12.0% 11.6% 12.0% Between 2 and 3 hours 8.0% 7.6% 8.6% 17.4% 5.8% 8.8% 4.6% 6.9% 9.4% 6.9% 6.0% 14.7% Between 3 and 4 hours 7.7% 7.0% 8.6% 19.6% 7.2% 7.0% 3.1% 5.7% 6.0% 9.1% 8.8% 4.0% Between 4 and 5 hours 3.7% 5.4% 1.4% 0.0% 8.7% 1.8% 1.5% 4.6% 4.7% 2.9% 3.2% 5.3% Between 5 and 6 hours 3.1% 1.6% 5.0% 0.0% 2.9% 3.5% 6.2% 2.3% 2.7% 3.4% 2.4% 5.3% Between 6 and 7 hours 2.2% 2.2% 2.2% 0.0% 2.9% 1.8% 3.1% 2.3% 2.0% 2.3% 2.0% 2.7% Between 8 and 9 hours 0.9% 0.5% 1.4% 0.0% 0.0% 3.5% 0.0% 1.1% 2.0% 0.0% 0.8% 1.3% More than 9 hours 0.9% 1.1% 0.7% 0.0% 1.4% 0.0% 3.1% 0.0% 1.3% 0.6% 0.4% 2.7% Gender All Sony (Weekday) 2 years Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 43.4% 41.5% 46.4% 39.5% 42.5% 49.3% 48.1% 37.0% 47.5% 39.2% 46.1% 31‐60 minutes 17.1% 17.9% 15.9% 11.6% 15.0% 16.4% 16.5% 23.5% 14.0% 20.5% 19.7% 8.6% Between 1 and 2 hours 14.0% 13.7% 14.5% 18.6% 12.5% 11.9% 16.5% 12.3% 16.2% 11.7% 11.5% 22.2% Between 2 and 3 hours 9.4% 10.4% 8.0% 16.3% 7.5% 7.5% 6.3% 12.3% 6.7% 12.3% 9.3% 9.9% Between 3 and 4 hours 5.4% 5.2% 5.8% 9.3% 7.5% 6.0% 1.3% 4.9% 3.4% 7.6% 4.8% 7.4% Between 4 and 5 hours 3.4% 3.3% 3.6% 2.3% 3.8% 3.0% 3.8% 3.7% 4.5% 2.3% 2.2% 7.4% Between 5 and 6 hours 2.9% 2.8% 2.9% 2.3% 3.8% 3.0% 3.8% 1.2% 2.2% 3.5% 2.6% 3.7% Between 6 and 7 hours 1.1% 1.4% 0.7% 0.0% 5.0% 0.0% 0.0% 0.0% 1.7% 0.6% 1.1% 1.2% Between 8 and 9 hours 1.1% 0.9% 1.4% 0.0% 0.0% 1.5% 2.5% 1.2% 1.1% 1.2% 1.1% 1.2% More than 9 hours 2.0% 2.8% 0.7% 0.0% 2.5% 1.5% 1.3% 3.7% 2.8% 1.2% 1.5% 3.7% 34.6% 111 Technology and Play Gender All Other Smartphone (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 48.6% 46.2% 51.9% 39.5% 43.3% 53.0% 51.6% 51.2% 52.9% 44.4% 52.0% 36.2% 31‐60 minutes 17.2% 16.7% 18.0% 18.6% 8.3% 24.2% 15.6% 18.6% 11.5% 22.8% 16.4% 20.3% Between 1 and 2 hours 8.8% 9.1% 8.3% 16.3% 6.7% 4.5% 10.9% 8.1% 7.0% 10.5% 9.2% 7.2% Between 2 and 3 hours 11.3% 11.8% 10.5% 18.6% 13.3% 9.1% 9.4% 9.3% 10.8% 11.7% 9.2% 18.8% Between 3 and 4 hours 6.3% 7.0% 5.3% 2.3% 13.3% 3.0% 3.1% 8.1% 7.0% 5.6% 6.4% 5.8% Between 4 and 5 hours 3.1% 2.7% 3.8% 0.0% 6.7% 4.5% 4.7% 0.0% 4.5% 1.9% 2.8% 4.3% Between 5 and 6 hours 2.5% 3.8% 0.8% 2.3% 1.7% 1.5% 3.1% 3.5% 2.5% 2.5% 2.0% 4.3% Between 6 and 7 hours 0.6% 0.5% 0.8% 2.3% 1.7% 0.0% 0.0% 0.0% 1.3% 0.0% 0.4% 1.4% Between 8 and 9 hours 0.6% 1.1% 0.0% 0.0% 1.7% 0.0% 0.0% 1.2% 1.3% 0.0% 0.8% 0.0% More than 9 hours 0.9% 1.1% 0.8% 0.0% 3.3% 0.0% 1.6% 0.0% 1.3% 0.6% 0.8% 1.4% Gender All Xbox (Weekday) 2 years Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 45.3% 43.4% 47.5% 39.0% 50.0% 53.0% 42.5% 42.4% 45.8% 44.7% 47.7% 32.6% 31‐60 minutes 19.1% 18.2% 20.1% 13.4% 13.0% 20.5% 19.4% 23.7% 19.8% 18.4% 20.1% 14.0% Between 1 and 2 hours 15.5% 17.3% 13.4% 23.2% 9.6% 11.4% 14.0% 20.0% 15.7% 15.4% 14.7% 20.2% Between 2 and 3 hours 8.3% 8.8% 7.8% 14.6% 8.9% 5.3% 9.7% 6.5% 7.5% 9.3% 7.6% 12.4% Between 3 and 4 hours 4.0% 4.8% 3.1% 3.7% 5.5% 2.3% 5.4% 3.3% 3.6% 4.5% 4.1% 3.9% Between 4 and 5 hours 4.0% 3.0% 5.3% 4.9% 5.5% 5.3% 4.8% 1.6% 4.3% 3.7% 3.5% 7.0% Between 5 and 6 hours 1.1% 1.4% 0.8% 1.2% 1.4% 0.0% 1.6% 1.2% 1.0% 1.3% 0.8% 3.1% Between 6 and 7 hours 1.6% 1.8% 1.4% 0.0% 4.1% 2.3% 1.6% 0.4% 1.7% 1.6% 0.9% 5.4% Between 8 and 9 hours 0.5% 0.5% 0.6% 0.0% 1.4% 0.0% 0.5% 0.4% 0.2% 0.8% 0.5% 0.8% More than 9 hours 0.4% 0.7% 0.0% 0.0% 0.7% 0.0% 0.5% 0.4% 0.5% 0.3% 0.3% 0.8% a invalid statistical test due to large number of cells with expected frequencies below 5 112 Technology and Play Gender All Playstation (Weekday) Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity**.227 C2DE White BME Less than 30 minutes 51.1% 47.9% 55.2% 44.3% 47.7% 56.8% 47.6% 54.6% 53.7% 47.9% 53.8% 31‐60 minutes 15.6% 16.1% 14.9% 15.2% 13.4% 15.5% 13.9% 18.3% 13.8% 17.8% 17.0% 9.0% Between 1 and 2 hours 13.0% 14.8% 10.7% 16.5% 8.7% 13.5% 17.6% 10.8% 12.9% 13.2% 11.7% 19.3% Between 2 and 3 hours 8.7% 10.5% 6.5% 15.2% 10.1% 3.4% 10.2% 8.0% 8.7% 8.8% 8.4% 10.3% Between 3 and 4 hours 4.7% 3.7% 5.9% 2.5% 8.1% 5.4% 5.3% 2.4% 3.3% 6.3% 4.2% 6.9% Between 4 and 5 hours 1.7% 1.7% 1.7% 1.3% 2.7% 0.7% 1.1% 2.4% 2.0% 1.4% 1.3% 3.4% Between 5 and 6 hours 2.6% 2.6% 2.5% 3.8% 4.0% 3.4% 2.7% 0.8% 2.4% 2.7% 1.5% 7.6% Between 6 and 7 hours 1.5% 1.5% 1.4% 1.3% 2.7% 1.4% 0.5% 1.6% 1.8% 1.1% 1.2% 2.8% Between 8 and 9 hours 0.4% 0.0% 0.8% 0.0% 2.0% 0.0% 0.0% 0.0% 0.7% 0.0% 0.3% 0.7% More than 9 hours 0.7% 1.1% 0.3% 0.0% 0.7% 0.0% 1.1% 1.2% 0.7% 0.8% 0.6% 1.4% All Nintendo Wii or WiiU (Weekday) Male Gender Male Female < 1 year 1 year Age a 2 years Social Class 3 years 4 to 5 years ABC1 38.6% Ethnicity a C2DE White BME Less than 30 minutes 57.7% 53.9% 61.9% 45.9% 56.6% 61.7% 57.4% 59.1% 60.2% 54.2% 60.4% 41.8% 31‐60 minutes 16.7% 18.4% 14.8% 16.5% 10.1% 19.7% 17.4% 17.9% 15.5% 18.4% 17.5% 12.3% Between 1 and 2 hours 11.2% 12.2% 10.1% 15.3% 12.6% 8.2% 14.0% 9.1% 12.1% 10.0% 10.2% 17.1% Between 2 and 3 hours 5.4% 5.6% 5.2% 11.8% 3.1% 3.8% 3.3% 7.3% 4.7% 6.4% 4.7% 9.6% Between 3 and 4 hours 3.0% 3.4% 2.6% 3.5% 5.7% 1.1% 3.7% 2.1% 2.1% 4.3% 3.0% 2.7% Between 4 and 5 hours 2.4% 2.4% 2.4% 1.2% 4.4% 2.7% 1.2% 2.4% 2.9% 1.7% 1.8% 6.2% Between 5 and 6 hours 1.8% 2.1% 1.5% 3.5% 2.5% 1.1% 2.1% 1.2% 0.9% 3.1% 1.2% 5.5% Between 6 and 7 hours 1.2% 1.3% 1.1% 1.2% 3.8% 1.1% 0.4% 0.6% 1.2% 1.2% 0.8% 3.4% Between 8 and 9 hours 0.2% 0.0% 0.4% 0.0% 0.6% 0.5% 0.0% 0.0% 0.2% 0.2% 0.1% 0.7% More than 9 hours 0.4% 0.7% 0.0% 1.2% 0.6% 0.0% 0.4% 0.3% 0.3% 0.5% 0.4% 0.7% a invalid statistical test due to large number of cells with expected frequencies below 5 113 Technology and Play Gender All PSP (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 43.2% 41.8% 45.3% 35.8% 40.4% 48.8% 45.5% 42.5% 47.1% 38.5% 45.3% 36.1% 31‐60 minutes 17.4% 17.5% 17.2% 17.0% 13.5% 15.5% 18.8% 20.1% 15.4% 19.7% 19.0% 12.0% Between 1 and 2 hours 16.7% 17.1% 16.1% 20.8% 14.6% 13.1% 14.3% 20.9% 15.1% 18.8% 15.7% 20.4% Between 2 and 3 hours 6.8% 7.5% 5.7% 7.5% 5.6% 7.1% 7.1% 6.7% 5.8% 8.0% 7.1% 5.6% Between 3 and 4 hours 5.7% 5.7% 5.7% 5.7% 11.2% 6.0% 4.5% 3.0% 5.8% 5.6% 4.7% 9.3% Between 4 and 5 hours 4.4% 4.6% 4.2% 5.7% 6.7% 3.6% 4.5% 3.0% 4.6% 4.2% 3.8% 6.5% Between 5 and 6 hours 1.9% 1.4% 2.6% 3.8% 2.2% 0.0% 2.7% 1.5% 2.3% 1.4% 1.4% 3.7% Between 6 and 7 hours 1.9% 2.5% 1.0% 1.9% 2.2% 3.6% 0.9% 1.5% 1.9% 1.9% 1.6% 2.8% Between 8 and 9 hours 1.1% 0.7% 1.6% 0.0% 2.2% 1.2% 0.9% 0.7% 1.2% 0.9% 0.8% 1.9% More than 9 hours 0.8% 1.1% 0.5% 1.9% 1.1% 1.2% 0.9% 0.0% 0.8% 0.9% 0.5% 1.9% Gender All Nintendo DS (Weekday) 2 years Male Age a Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 51.4% 48.8% 54.6% 47.0% 49.6% 59.2% 49.5% 50.9% 52.8% 49.9% 53.5% 39.5% 31‐60 minutes 19.3% 22.1% 15.9% 18.1% 14.1% 19.0% 18.9% 22.5% 20.6% 17.8% 19.3% 19.4% Between 1 and 2 hours 11.6% 12.2% 11.0% 7.2% 8.9% 6.1% 15.8% 14.2% 9.8% 13.7% 12.1% 9.3% Between 2 and 3 hours 7.5% 6.6% 8.6% 15.7% 8.1% 6.1% 7.1% 5.9% 7.0% 8.1% 7.1% 10.1% Between 3 and 4 hours 4.4% 4.3% 4.4% 8.4% 7.4% 4.8% 3.1% 2.4% 4.3% 4.4% 3.6% 8.5% Between 4 and 5 hours 2.1% 2.1% 2.1% 1.2% 2.2% 1.4% 2.6% 2.4% 1.8% 2.4% 1.9% 3.1% Between 5 and 6 hours 1.9% 1.9% 1.8% 2.4% 5.2% 1.4% 2.0% 0.3% 1.6% 2.2% 1.2% 5.4% Between 6 and 7 hours 1.1% 1.3% 0.8% 0.0% 2.2% 0.7% 0.5% 1.4% 1.1% 1.0% 1.0% 1.6% Between 8 and 9 hours 0.2% 0.0% 0.5% 0.0% 0.7% 0.7% 0.0% 0.0% 0.2% 0.2% 0.0% 1.6% More than 9 hours 0.5% 0.6% 0.3% 0.0% 1.5% 0.7% 0.5% a 0.0% 0.7% 0.2% 0.3% 1.6% invalid statistical test due to large number of cells with expected frequencies below 5 114 Technology and Play Gender All PC or Laptop (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 58.9% 57.0% 60.9% 46.6% 57.5% 65.4% 58.6% 59.1% 61.4% 55.4% 62.8% 39.6% 31‐60 minutes 17.0% 18.8% 15.1% 16.1% 11.4% 16.4% 16.6% 20.9% 16.2% 18.1% 16.8% 17.8% Between 1 and 2 hours 10.3% 9.4% 11.1% 14.4% 9.6% 8.6% 11.8% 9.4% 9.6% 11.2% 9.2% 15.7% Between 2 and 3 hours 6.7% 7.2% 6.1% 11.0% 8.3% 4.1% 7.0% 6.0% 6.8% 6.6% 5.5% 12.6% Between 3 and 4 hours 3.0% 2.8% 3.2% 5.1% 5.3% 2.6% 2.2% 2.1% 2.0% 4.3% 2.6% 5.2% Between 4 and 5 hours 1.5% 1.4% 1.7% 3.4% 3.5% 0.7% 1.0% 0.9% 1.5% 1.6% 1.3% 2.6% Between 5 and 6 hours 0.8% 0.8% 0.8% 0.8% 1.3% 0.4% 1.3% 0.5% 0.9% 0.7% 0.8% 0.9% Between 6 and 7 hours 0.9% 1.3% 0.5% 0.0% 1.8% 0.7% 1.0% 0.7% 0.5% 1.4% 0.6% 2.2% Between 8 and 9 hours 0.4% 0.4% 0.3% 0.8% 0.9% 0.4% 0.0% 0.2% 0.6% 0.0% 0.2% 1.3% More than 9 hours 0.6% 0.8% 0.3% 1.7% 0.4% 0.7% 0.6% 0.2% 0.5% 0.7% 0.3% 2.2% Gender All E‐Reader (Weekday) 2 years Male Age a Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 54.7% 51.1% 59.1% 45.3% 50.9% 68.8% 49.6% 56.4% 60.8% 46.0% 58.0% 36.6% 31‐60 minutes 14.4% 16.7% 11.6% 20.0% 9.6% 9.8% 15.1% 17.6% 12.7% 16.8% 14.6% 12.9% Between 1 and 2 hours 12.4% 12.5% 12.3% 10.7% 12.3% 7.1% 18.0% 12.1% 10.4% 15.2% 11.1% 19.4% Between 2 and 3 hours 6.3% 6.4% 6.2% 13.3% 3.5% 5.4% 5.8% 6.1% 6.2% 6.4% 5.7% 9.7% Between 3 and 4 hours 6.1% 6.7% 5.4% 8.0% 9.6% 5.4% 5.0% 4.2% 4.5% 8.4% 5.7% 8.6% Between 4 and 5 hours 2.1% 2.1% 2.2% 0.0% 5.3% 0.9% 2.2% 1.8% 2.0% 2.4% 1.6% 5.4% Between 5 and 6 hours 1.7% 1.8% 1.4% 1.3% 2.6% 0.0% 3.6% 0.6% 1.1% 2.4% 1.6% 2.2% Between 6 and 7 hours 1.3% 1.8% 0.7% 0.0% 2.6% 2.7% 0.0% 1.2% 0.8% 2.0% 1.0% 3.2% Between 8 and 9 hours 0.3% 0.0% 0.7% 0.0% 1.8% 0.0% 0.0% 0.0% 0.6% 0.0% 0.4% 0.0% More than 9 hours 0.7% 0.9% 0.4% 1.3% 1.8% 0.0% 0.7% 0.0% 0.8% 0.4% 0.4% 2.2% a invalid statistical test due to large number of cells with expected frequencies below 5 115 Technology and Play Gender All PVR or Digital Video Recorder (Weekday) Male Age Female < 1 year 1 year 2 years Social Class a 3 years 4 to 5 years Ethnicity a C2DE White BME Less than 30 minutes 47.9% 43.2% 52.8% 41.3% 47.9% 48.3% 45.1% 51.2% 52.5% 41.8% 49.3% 38.6% 31‐60 minutes 18.1% 20.6% 15.4% 13.3% 13.7% 17.4% 18.5% 21.8% 16.7% 19.9% 18.8% 13.2% Between 1 and 2 hours 15.8% 16.4% 15.2% 25.3% 12.3% 9.9% 21.0% 15.1% 15.7% 16.0% 14.8% 22.8% Between 2 and 3 hours 8.2% 8.4% 8.1% 8.0% 8.9% 12.8% 7.7% 5.6% 7.6% 9.0% 7.5% 13.2% Between 3 and 4 hours 4.6% 4.9% 4.3% 9.3% 7.5% 4.1% 2.6% 3.5% 2.2% 7.7% 4.6% 4.4% Between 4 and 5 hours 2.5% 2.7% 2.4% 1.3% 4.1% 4.7% 2.6% 0.7% 2.6% 2.4% 2.9% 0.0% Between 5 and 6 hours 1.5% 2.2% 0.7% 0.0% 2.1% 1.7% 1.0% 1.8% 1.4% 1.6% 1.1% 4.4% Between 6 and 7 hours 0.8% 0.9% 0.7% 1.3% 2.1% 0.6% 0.5% 0.4% 0.8% 0.8% 0.5% 2.6% Between 8 and 9 hours 0.2% 0.2% 0.2% 0.0% 0.7% 0.0% 0.5% 0.0% 0.0% 0.5% 0.3% 0.0% More than 9 hours 0.3% 0.4% 0.2% 0.0% 0.7% 0.6% 0.5% a Gender All DVD Recorder (Weekday) ABC1 Male 0.0% 0.4% 0.3% 0.3% 0.9% invalid statistical test due to large number of cells with expected frequencies below 5 Age a Female < 1 year 1 year 2 years Social Class a 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 51.4% 52.5% 50.2% 35.9% 48.1% 52.2% 52.5% 56.3% 57.8% 42.9% 53.1% 42.8% 31‐60 minutes 19.0% 20.1% 17.7% 12.8% 15.3% 19.5% 22.5% 19.5% 17.6% 20.8% 19.8% 14.5% Between 1 and 2 hours 13.3% 11.8% 14.9% 23.1% 8.4% 15.7% 9.8% 14.0% 10.8% 16.6% 13.2% 13.8% Between 2 and 3 hours 6.5% 5.2% 8.0% 11.5% 12.2% 3.1% 7.4% 3.7% 6.4% 6.6% 5.2% 13.0% Between 3 and 4 hours 4.3% 4.1% 4.5% 7.7% 6.9% 3.1% 4.4% 2.6% 3.3% 5.5% 3.7% 7.2% Between 4 and 5 hours 2.4% 2.3% 2.5% 6.4% 0.8% 5.0% 0.5% 1.8% 1.9% 3.0% 2.4% 2.2% Between 5 and 6 hours 1.2% 2.0% 0.2% 1.3% 2.3% 0.6% 0.5% 1.5% 0.6% 1.9% 1.1% 1.4% Between 6 and 7 hours 0.8% 0.5% 1.2% 0.0% 2.3% 0.6% 1.0% 0.4% 1.0% 0.6% 0.6% 2.2% Between 8 and 9 hours 0.2% 0.0% 0.5% 0.0% 0.8% 0.0% 0.5% 0.0% 0.0% 0.6% 0.3% 0.0% More than 9 hours 0.9% 1.6% 0.2% 1.3% 3.1% 0.0% 1.0% 0.4% 0.6% 1.4% 0.6% 2.9% a invalid statistical test due to large number of cells with expected frequencies below 5 116 Technology and Play Gender All BluRay (Weekday) Male Age a Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Less than 30 minutes 51.7% 50.8% 52.8% 41.3% 49.7% 55.8% 51.8% 53.8% 56.6% 44.9% 53.4% 42.4% 31‐60 minutes 16.6% 17.8% 15.2% 13.3% 15.5% 13.6% 15.3% 21.2% 15.5% 18.2% 17.0% 14.4% Between 1 and 2 hours 15.1% 15.2% 14.9% 17.3% 11.6% 17.0% 18.8% 12.7% 14.4% 16.0% 14.7% 16.9% Between 2 and 3 hours 5.1% 3.7% 6.7% 10.7% 3.9% 3.4% 7.1% 3.8% 4.8% 5.5% 4.2% 10.2% Between 3 and 4 hours 5.5% 6.3% 4.5% 8.0% 7.1% 6.1% 3.5% 4.7% 4.4% 7.1% 5.1% 7.6% Between 4 and 5 hours 2.7% 2.1% 3.4% 6.7% 5.2% 2.0% 0.0% 2.1% 1.5% 4.3% 2.9% 1.7% Between 5 and 6 hours 1.4% 2.1% 0.6% 0.0% 1.9% 0.7% 2.9% 0.8% 1.3% 1.5% 1.1% 3.4% Between 6 and 7 hours 0.9% 0.7% 1.1% 0.0% 1.9% 1.4% 0.0% 0.8% 0.9% 0.9% 0.9% 0.8% Between 8 and 9 hours 0.1% 0.0% 0.3% 1.3% 0.0% 0.0% 0.0% 0.0% 0.2% 0.0% 0.2% 0.0% More than 9 hours 0.9% 1.2% 0.6% 1.3% 3.2% 0.0% 0.6% 0.0% 0.4% 1.5% 0.6% 2.5% Gender All Digital Radio or DAB Less than 30 minutes Radio (Weekday) 31‐60 minutes Male Age Female < 1 year 1 year 2 years Social Class a 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME 58.2% 56.6% 60.0% 44.9% 55.8% 63.9% 57.2% 61.1% 62.8% 51.8% 60.0% 48.3% 14.9% 17.1% 12.3% 12.8% 13.8% 12.5% 17.9% 15.4% 10.8% 20.6% 15.6% 11.0% Between 1 and 2 hours 9.7% 9.4% 10.1% 14.1% 9.4% 6.9% 9.8% 10.1% 10.4% 8.9% 9.5% 11.0% Between 2 and 3 hours 7.2% 5.8% 8.8% 15.4% 8.0% 5.6% 8.1% 4.5% 8.8% 4.9% 5.9% 14.4% Between 3 and 4 hours 4.7% 4.6% 4.9% 2.6% 5.1% 4.9% 3.5% 6.1% 2.9% 7.4% 4.7% 5.1% Between 4 and 5 hours 2.6% 3.6% 1.4% 6.4% 3.6% 2.8% 1.2% 1.6% 2.2% 3.1% 2.1% 5.1% Between 5 and 6 hours 1.4% 1.7% 1.1% 2.6% 0.7% 1.4% 1.7% 1.2% 0.7% 2.5% 1.4% 1.7% Between 6 and 7 hours 0.4% 0.0% 0.8% 0.0% 1.4% 0.7% 0.0% 0.0% 0.4% 0.3% 0.3% 0.8% Between 8 and 9 hours 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% More than 9 hours 0.9% 1.2% 0.5% 1.3% 2.2% 1.4% 0.6% 0.0% 1.1% 0.6% 0.6% 2.5% a invalid statistical test due to large number of cells with expected frequencies below 5 117 Technology and Play Gender All Portable Media Player (Weekday) Male Age Female < 1 year 1 year Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 51.2% 46.6% 56.5% 43.7% 45.6% 57.3% 56.9% 49.3% 57.5% 43.6% 53.5% 41.1% 31‐60 minutes 15.6% 18.2% 12.5% 15.5% 11.4% 15.4% 15.4% 19.1% 11.9% 20.1% 16.6% 11.2% Between 1 and 2 hours 12.5% 10.9% 14.4% 18.3% 13.2% 7.7% 12.3% 13.2% 11.6% 13.6% 11.7% 15.9% Between 2 and 3 hours 8.0% 9.3% 6.6% 9.9% 12.3% 7.7% 6.9% 5.3% 8.4% 7.6% 6.3% 15.9% Between 3 and 4 hours 6.0% 7.0% 4.8% 5.6% 7.9% 4.3% 4.6% 7.2% 3.8% 8.7% 6.5% 3.7% Between 4 and 5 hours 2.4% 2.9% 1.8% 2.8% 2.6% 2.6% 0.8% 3.3% 2.2% 2.7% 1.9% 4.7% Between 5 and 6 hours 1.9% 2.2% 1.5% 2.8% 1.8% 3.4% 1.5% 0.7% 2.5% 1.1% 1.7% 2.8% Between 6 and 7 hours 1.2% 1.6% 0.7% 0.0% 1.8% 0.9% 0.8% 2.0% 1.3% 1.1% 0.8% 2.8% Between 8 and 9 hours 0.3% 0.3% 0.4% 0.0% 0.9% 0.9% 0.0% 0.0% 0.3% 0.4% 0.2% 0.9% More than 9 hours 0.9% 1.0% 0.7% 1.4% 2.6% 0.0% 0.8% Gender All Tablet computer specifically for children (Weekday) 2 years Male 0.0% 0.6% 1.1% 0.8% 0.9% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 30 minutes 35.7% 35.7% 35.7% 30.6% 37.4% 38.8% 34.6% 35.2% 37.8% 33.4% 36.0% 34.1% 31‐60 minutes 23.8% 22.6% 25.1% 17.3% 17.9% 27.6% 23.2% 27.3% 23.9% 23.7% 25.9% 13.2% Between 1 and 2 hours 18.7% 17.6% 19.9% 26.5% 13.4% 17.9% 21.9% 17.4% 19.7% 17.6% 18.4% 20.4% Between 2 and 3 hours 9.4% 10.2% 8.4% 13.3% 14.0% 4.6% 10.5% 7.6% 8.5% 10.4% 8.4% 14.4% Between 3 and 4 hours 5.7% 5.9% 5.5% 6.1% 8.4% 4.6% 5.5% 4.9% 4.3% 7.3% 5.3% 7.8% Between 4 and 5 hours 2.9% 2.8% 2.9% 3.1% 2.8% 3.6% 1.3% 3.6% 3.0% 2.7% 3.0% 2.4% Between 5 and 6 hours 1.2% 1.7% 0.6% 0.0% 2.2% 1.0% 0.4% 1.6% 0.9% 1.5% 0.9% 2.4% Between 6 and 7 hours 1.1% 1.5% 0.6% 1.0% 1.1% 1.5% 0.8% 1.0% 1.3% 0.8% 0.8% 2.4% Between 8 and 9 hours 0.3% 0.6% 0.0% 0.0% 1.1% 0.5% 0.0% 0.0% 0.2% 0.4% 0.1% 1.2% More than 9 hours 1.3% 1.3% 1.2% 2.0% 1.7% 0.0% 1.7% 1.3% 0.4% 2.3% 1.2% 1.8% a invalid statistical test due to large number of cells with expected frequencies below 5 118 Technology and Play Gender All MP3 player / iPod used to play music (Weekday) Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity*.183 C2DE White BME Less than 30 minutes 57.2% 56.1% 58.4% 55.6% 55.6% 63.5% 55.2% 56.3% 61.5% 51.6% 59.4% 31‐60 minutes 14.6% 14.9% 14.2% 12.2% 11.2% 13.8% 15.5% 17.6% 13.1% 16.5% 15.5% 9.8% Between 1 and 2 hours 11.9% 12.0% 11.7% 10.0% 11.2% 8.8% 13.4% 13.9% 11.9% 11.9% 10.9% 17.3% Between 2 and 3 hours 5.9% 6.5% 5.2% 8.9% 7.1% 3.8% 6.2% 5.0% 5.4% 6.5% 5.6% 7.5% Between 3 and 4 hours 5.3% 3.6% 7.2% 6.7% 8.3% 4.4% 6.2% 2.5% 3.1% 8.1% 4.6% 9.0% Between 4 and 5 hours 1.5% 2.0% 1.0% 2.2% 2.4% 1.9% 0.0% 1.7% 1.3% 1.9% 1.1% 3.8% Between 5 and 6 hours 1.8% 2.2% 1.2% 2.2% 1.2% 1.9% 1.5% 2.1% 2.1% 1.4% 1.4% 3.8% Between 6 and 7 hours 0.6% 0.9% 0.2% 1.1% 0.6% 0.6% 0.5% 0.4% 0.4% 0.8% 0.4% 1.5% Between 8 and 9 hours 0.6% 0.9% 0.2% 0.0% 0.6% 1.3% 0.5% 0.4% 0.8% 0.3% 0.4% 1.5% More than 9 hours 0.7% 0.9% 0.5% 1.1% 1.8% 0.0% 1.0% 0.0% 0.4% 1.1% 0.7% 0.8% 45.1% 119 Technology and Play A-Q4: On a normal weekend day, how much time does your child spend using the devices they have access to? Other Smartphone (Weekend) Sony (Weekend) Nokia (Weekend) HTC (Weekend) Samsung Galaxy (Weekend) iPhone (Weekend) Other tablet computer (Weekend) Tesco Hudl (Weekend) Kindle Fire (Weekend) Amazon Fire (Weekend) Microsoft Surface (Weekend) Samsung Galaxy Tab (Weekend) iPad tablet computer (Weekend) A television set connected to the internet (Weekend) Standard TV Set (Weekend) A-Q4a – All respondents, usage by device A‐Q4a – All respondents, usage by device Notes:Notes: Percentages out of those have access to each device,toe.g. 37.8% of parents saidoftheir children hadsaid access to an iPad went onaccess to say that theiriPad childwent uses iton forto less Percentages outwho of those who have access each device, e.g. who 37.8% parents who their children had to an than 30 minutes on a typical weekend day say that their child uses it for less than 30 minutes on a typical weekend day. Less than 30 minutes 22.1% 26.7% 37.8% 39.4% 33.8% 34.6% 47.9% 37.3% 45.1% 55.5% 55.6% 44.3% 41.4% 42.3% 31‐60 minutes 19.2% 19.7% 24.0% 25.4% 21.1% 17.5% 18.9% 22.0% 20.6% 18.3% 17.9% 19.1% 17.3% 18.6% 47.0% 16.3% Between 1 and 2 hours 22.4% 20.7% 20.9% 14.5% 14.1% 13.0% 11.7% 14.7% 14.9% 10.5% 10.7% 10.0% 15.1% 12.9% 12.5% Between 2 and 3 hours 17.0% 16.1% 8.3% 10.4% 11.3% 12.3% 8.3% 9.3% 7.7% 7.0% 6.8% 9.4% 7.7% 12.3% 9.4% Between 3 and 4 hours 9.5% 8.1% 4.5% 4.4% 9.2% 10.6% 5.4% 6.8% 5.6% 5.0% 3.3% 7.6% 8.3% 5.4% 6.0% Between 4 and 5 hours 5.2% 4.5% 2.2% 3.0% 4.2% 6.8% 3.8% 4.5% 2.3% 1.4% 2.2% 4.1% 3.1% 3.1% 4.4% Between 5 and 6 hours 2.3% 1.7% 0.8% 1.1% 2.8% 2.4% 1.8% 2.3% 1.7% 0.8% 1.1% 2.6% 3.4% 2.6% 0.9% Between 6 and 7 hours 0.9% 0.8% 0.4% 0.7% 1.4% 0.0% 0.8% 1.4% 0.6% 0.7% 1.0% 1.2% 1.5% 0.6% 2.2% Between 8 and 9 hours 0.1% 0.8% 0.6% 0.7% 0.7% 1.0% 0.4% 0.6% 0.9% 0.2% 0.6% 1.2% 1.2% 0.9% 0.6% More than 9 hours 1.3% 1.1% 0.6% 0.5% 1.4% 1.7% 1.0% 1.1% 0.8% 0.5% 0.8% 0.6% 0.9% 1.4% 0.6% 120 MP3 player / iPod used to play music (Weekend) Tablet computer specifically for children (Weekend) Portable Media Player (Weekend) Digital Radio or DAB Radio (Weekend) BluRay (Weekend) DVD Recorder (Weekend) PVR or Digital Video Recorder (Weekend) E‐Reader (Weekend) PC or Laptop (Weekend) Nintendo DS (Weekend) PSP (Weekend) Ninendo Wii or WiiU (Weekend) Playstation (Weekend) Xbox (Weekend) Technology and Play Less than 30 minutes 42.2% 47.3% 54.7% 42.6% 45.6% 57.8% 55.4% 49.3% 49.4% 52.0% 55.9% 51.2% 37.0% 56.5% 31‐60 minutes 20.2% 18.2% 17.9% 19.3% 21.8% 17.8% 15.2% 17.0% 18.4% 17.2% 16.3% 16.3% 23.4% 18.1% Between 1 and 2 hours 15.9% 12.7% 10.4% 10.4% 12.2% 10.4% 8.6% 11.7% 12.6% 11.6% 8.8% 10.4% 17.3% 7.6% Between 2 and 3 hours 8.6% 8.1% 6.8% 11.0% 7.9% 5.8% 7.8% 8.8% 8.9% 8.6% 7.7% 9.4% 10.4% 7.1% Between 3 and 4 hours 5.8% 5.8% 5.2% 6.8% 5.9% 3.5% 5.3% 6.2% 4.7% 5.1% 5.3% 6.0% 6.5% 5.1% Between 4 and 5 hours 3.3% 3.2% 2.0% 5.3% 3.4% 1.7% 3.6% 3.8% 2.3% 2.8% 2.6% 3.1% 2.5% 3.1% Between 5 and 6 hours 1.6% 2.3% 1.8% 1.7% 1.6% 1.2% 1.7% 1.5% 1.2% 1.0% 1.5% 1.7% 1.6% 0.8% Between 6 and 7 hours 0.9% 1.2% 0.1% 1.1% 0.2% 0.6% 0.7% 0.9% 1.2% 0.4% 0.6% 0.3% 0.6% 0.7% Between 8 and 9 hours 1.0% 0.6% 0.8% 0.4% 0.7% 0.7% 1.3% 0.1% 0.6% 0.5% 0.8% 0.5% 0.2% 0.2% More than 9 hours 0.4% 0.6% 0.3% 1.5% 0.6% 0.5% 0.5% 0.8% 0.8% 0.8% 0.5% 1.0% 0.7% 0.8% 121 Technology and Play A-Q4b – Demographic breakdown by device Notes: Each column represents a combination of device type and demographic group, percentages are calculated out of each column. e.g. 21.6% of white participants who said their child has access to a standard TV went on to state that their child spends less than 30 minutes using it on a typical weekend day. A‐Q4b – Demographic breakdown by device Continuing to test at the 1% and 0.1% levels, smallest sub-set of the sample contains over 250 participants. Notes: Each column represents a combination of device type and demographic group, percentages are calculated out of each column. e.g. 21.6% of white participants who said their child has access to a standard TV went on to state that their child spends less than 30 minutes using it on a typical weekend day. Continuing to test at the 1% and 0.1% levels, smallest sub‐set of the sample contains over 250 participants. Gender All Standard TV Set (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 22.1% 19.2% 22.4% 17.0% 9.5% 5.2% 2.3% 0.9% 0.1% 1.3% Male Age a Female 22.0% 21.0% 22.0% 16.9% 8.9% 4.9% 1.5% 0.7% 0.2% 1.9% 22.3% 17.3% 22.8% 17.0% 10.2% 5.5% 3.2% 1.1% 0.0% 0.7% < 1 year 37.6% 14.3% 16.5% 12.0% 9.8% 3.8% 3.0% 1.5% 0.0% 1.5% 1 year 30.2% 18.7% 21.3% 12.7% 7.5% 4.5% 1.5% 1.5% 0.0% 2.2% Gender All A television set connected to the internet (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 26.7% 19.7% 20.7% 16.1% 8.1% 4.5% 1.7% 0.8% 0.8% 1.1% Male 27.5% 21.1% 19.8% 13.5% 8.4% 4.6% 1.9% 0.5% 1.0% 1.7% 2 years 23.7% 18.8% 20.1% 18.5% 8.8% 6.4% 2.1% 0.9% 0.0% 0.6% Social Class*.090 3 years 20.9% 18.1% 25.0% 16.2% 9.9% 4.7% 2.2% 0.8% 0.3% 1.9% 4 to 5 years ABC1 25.7% 18.1% 21.6% 18.9% 7.8% 4.4% 1.5% 1.1% 0.6% 0.4% < 1 year 31.4% 21.2% 17.8% 16.9% 5.9% 3.4% 0.8% 1.7% 0.0% 0.8% 1 year 33.0% 14.9% 18.6% 13.5% 7.9% 6.0% 2.8% 0.5% 0.9% 1.9% 2 years 25.8% 19.5% 16.9% 21.6% 8.9% 4.7% 0.4% 0.8% 0.8% 0.4% White Social Class 3 years 24.8% 19.8% 25.2% 11.5% 9.2% 4.2% 2.3% 1.1% 1.1% 0.8% BME 13.3% 23.5% 20.3% 21.8% 24.4% 22.0% 20.1% 18.1% 19.1% 20.3% 24.2% 24.3% 19.9% 22.8% 19.8% 20.1% 17.2% 16.6% 16.9% 17.1% 10.7% 7.9% 11.6% 9.8% 7.8% 5.5% 4.1% 6.6% 5.1% 6.0% 2.7% 1.7% 3.1% 2.4% 1.4% 0.4% 0.6% 1.3% 0.7% 2.3% 0.2% 0.1% 0.1% 0.1% 0.5% 0.8% 0.7% 2.2% 1.5% 0.5% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female Ethnicity C2DE 4 to 5 years 22.5% 22.5% 22.2% 17.2% 7.6% 4.0% 1.7% 0.3% 0.7% 1.3% ABC1 28.7% 19.4% 21.5% 17.1% 7.3% 3.3% 1.2% 0.5% 0.5% 0.6% Ethnicity C2DE 23.7% 20.1% 19.5% 14.6% 9.3% 6.1% 2.3% 1.3% 1.3% 1.7% White 26.7% 19.7% 21.5% 15.9% 7.8% 4.2% 1.8% 0.6% 0.9% 1.0% BME 26.7% 19.5% 16.4% 16.9% 9.7% 6.2% 1.0% 1.5% 0.5% 1.5% 122 Technology and Play Gender All iPad tablet computer (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 37.8% 24.0% 20.9% 8.3% 4.5% 2.2% 0.8% 0.4% 0.6% 0.6% All Samsung Galaxy Tab (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 39.4% 25.4% 14.5% 10.4% 4.4% 3.0% 1.1% 0.7% 0.7% 0.5% Male 36.9% 25.2% 20.0% 8.8% 3.8% 2.0% 0.9% 0.6% 0.8% 1.1% Age a Female 38.9% 22.6% 21.9% 7.9% 5.1% 2.4% 0.7% 0.2% 0.3% 0.0% Gender Male Female 36.6% 25.7% 14.5% 10.9% 5.2% 3.4% 1.3% 0.5% 0.8% 1.0% 42.5% 25.0% 14.4% 9.8% 3.4% 2.6% 0.9% 0.9% 0.6% 0.0% < 1 year 50.0% 14.3% 19.6% 7.1% 4.5% 1.8% 0.9% 0.9% 0.0% 0.9% < 1 year 42.1% 26.3% 11.8% 7.9% 6.6% 3.9% 0.0% 0.0% 0.0% 1.3% 1 year 49.1% 17.9% 14.5% 7.3% 4.3% 2.1% 1.3% 0.4% 1.7% 1.3% 1 year 44.5% 17.4% 11.6% 10.3% 7.1% 4.5% 1.9% 1.3% 0.6% 0.6% 2 years 39.3% 27.8% 21.0% 5.6% 3.2% 2.4% 0.4% 0.0% 0.0% 0.4% Age 2 years 39.9% 24.7% 17.7% 10.8% 2.5% 1.9% 1.3% 0.6% 0.6% 0.0% Social Class a 3 years 33.6% 25.3% 19.9% 9.2% 6.5% 3.1% 0.7% 0.3% 1.0% 0.3% 4 to 5 years ABC1 C2DE Ethnicity a White Social Class 3 years 36.2% 26.8% 13.4% 11.4% 4.0% 3.4% 2.0% 0.7% 1.3% 0.7% BME 28.7% 40.4% 33.4% 39.0% 31.8% 27.2% 25.1% 22.1% 24.9% 19.4% 26.4% 20.3% 21.8% 20.5% 22.9% 10.7% 7.7% 9.4% 7.4% 13.4% 3.8% 2.7% 7.4% 4.5% 4.0% 1.4% 1.8% 2.8% 1.7% 4.5% 0.9% 0.8% 0.9% 0.8% 1.0% 0.6% 0.3% 0.7% 0.4% 0.5% 0.0% 0.4% 0.9% 0.5% 1.0% 0.3% 0.5% 0.7% 0.4% 1.5% a invalid statistical test due to large number of cells with expected frequencies below 5 4 to 5 years ABC1 Ethnicity a C2DE White BME 36.4% 40.6% 38.1% 42.5% 26.9% 30.8% 25.5% 25.2% 26.5% 20.7% 15.9% 14.8% 14.0% 13.1% 20.0% 10.3% 10.2% 10.6% 8.5% 17.9% 3.1% 4.2% 4.6% 3.9% 6.2% 2.1% 2.3% 3.7% 3.2% 2.1% 0.0% 0.5% 1.7% 0.7% 2.8% 0.5% 0.8% 0.6% 0.5% 1.4% 0.5% 0.5% 0.9% 0.7% 0.7% 0.5% 0.5% 0.6% 0.3% 1.4% a invalid statistical test due to large number of cells with expected frequencies below 5 123 Technology and Play Gender All Microsoft Surface (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 33.8% 21.1% 14.1% 11.3% 9.2% 4.2% 2.8% 1.4% 0.7% 1.4% Male Age Female 30.0% 24.1% 12.9% 12.9% 10.0% 2.4% 2.9% 1.8% 0.6% 2.4% 39.5% 16.7% 15.8% 8.8% 7.9% 7.0% 2.6% 0.9% 0.9% 0.0% < 1 year 31.8% 15.9% 13.6% 18.2% 13.6% 4.5% 2.3% 0.0% 0.0% 0.0% 1 year 35.6% 15.1% 13.7% 5.5% 15.1% 5.5% 5.5% 1.4% 0.0% 2.7% Gender All Amazon Fire (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 34.6% 17.5% 13.0% 12.3% 10.6% 6.8% 2.4% 0.0% 1.0% 1.7% Male 30.9% 22.5% 9.6% 11.2% 11.8% 7.3% 2.2% 0.0% 1.7% 2.8% 2 years 43.2% 13.6% 11.4% 11.4% 9.1% 2.3% 2.3% 4.5% 2.3% 0.0% Social Class 3 years 32.1% 24.5% 15.1% 11.3% 5.7% 3.8% 1.9% 0.0% 1.9% 3.8% 4 to 5 years 28.6% 32.9% 15.7% 12.9% 2.9% 4.3% 1.4% 1.4% 0.0% 0.0% ABC1 36.7% 16.0% 16.7% 14.7% 5.3% 4.0% 2.7% 2.0% 0.7% 1.3% Age Female 40.4% 9.6% 18.4% 14.0% 8.8% 6.1% 2.6% 0.0% 0.0% 0.0% < 1 year 36.1% 13.9% 13.9% 19.4% 8.3% 8.3% 0.0% 0.0% 0.0% 0.0% 1 year 34.8% 11.6% 13.0% 8.7% 14.5% 7.2% 4.3% 0.0% 2.9% 2.9% 2 years 38.0% 16.0% 6.0% 22.0% 8.0% 6.0% 4.0% 0.0% 0.0% 0.0% Ethnicity C2DE 30.6% 26.9% 11.2% 7.5% 13.4% 4.5% 3.0% 0.7% 0.7% 1.5% White Social Class 3 years 32.3% 21.5% 13.8% 10.8% 9.2% 4.6% 3.1% 0.0% 1.5% 3.1% 4 to 5 years 33.3% 22.2% 16.7% 6.9% 11.1% 8.3% 0.0% 0.0% 0.0% 1.4% ABC1 38.7% 13.3% 13.3% 12.0% 9.3% 8.0% 3.3% 0.0% 0.0% 2.0% BME 35.7% 23.8% 10.5% 11.0% 9.5% 3.3% 2.9% 1.0% 1.0% 1.4% 28.4% 13.5% 24.3% 12.2% 8.1% 6.8% 2.7% 2.7% 0.0% 1.4% Ethnicity C2DE 30.3% 21.8% 12.7% 12.7% 12.0% 5.6% 1.4% 0.0% 2.1% 1.4% White 37.8% 18.7% 10.7% 10.7% 11.1% 6.7% 1.3% 0.0% 1.3% 1.8% BME 23.9% 13.4% 20.9% 17.9% 9.0% 7.5% 6.0% 0.0% 0.0% 1.5% 124 Technology and Play Gender All Kindle Fire (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 47.9% 18.9% 11.7% 8.3% 5.4% 3.8% 1.8% 0.8% 0.4% 1.0% Male Age Female 45.1% 22.2% 10.2% 8.8% 5.6% 3.2% 1.4% 1.1% 0.7% 1.8% 51.6% 14.6% 13.7% 7.8% 5.0% 4.6% 2.3% 0.5% 0.0% 0.0% < 1 year 44.8% 9.0% 17.9% 14.9% 4.5% 7.5% 0.0% 1.5% 0.0% 0.0% 1 year 46.2% 15.1% 14.0% 4.3% 6.5% 6.5% 3.2% 1.1% 1.1% 2.2% Gender All Tesco Hudl (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 37.3% 22.0% 14.7% 9.3% 6.8% 4.5% 2.3% 1.4% 0.6% 1.1% Male 38.8% 21.1% 17.0% 9.5% 5.4% 5.4% 1.4% 1.4% 0.0% 0.0% < 1 year 35.3% 14.7% 2.9% 17.6% 17.6% 8.8% 2.9% 0.0% 0.0% 0.0% 1 year 38.2% 13.2% 14.7% 8.8% 7.4% 8.8% 1.5% 2.9% 1.5% 2.9% Gender All Other tablet computer (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 45.1% 20.6% 14.9% 7.7% 5.6% 2.3% 1.7% 0.6% 0.9% 0.8% Male 43.1% 22.3% 13.1% 7.7% 6.6% 2.6% 1.7% 0.6% 1.1% 1.1% 58.5% 18.1% 6.4% 5.3% 6.4% 3.2% 2.1% 0.0% 0.0% 0.0% Social Class 3 years 47.5% 18.3% 11.7% 10.0% 5.0% 1.7% 2.5% 0.0% 0.8% 2.5% 4 to 5 years 43.4% 27.9% 10.9% 8.5% 4.7% 2.3% 0.8% 1.6% 0.0% 0.0% ABC1 2 years 44.9% 20.5% 14.1% 6.4% 5.1% 2.6% 5.1% 1.3% 0.0% 0.0% 47.3% 18.7% 16.8% 7.6% 4.4% 1.9% 1.6% 0.6% 0.6% 0.3% < 1 year 47.0% 16.7% 13.6% 10.6% 4.5% 4.5% 1.5% 0.0% 1.5% 0.0% 1 year 49.6% 15.9% 10.6% 8.8% 7.1% 2.7% 1.8% 1.8% 0.9% 0.9% 2 years 51.5% 22.3% 12.3% 6.2% 4.6% 0.8% 0.8% 0.0% 1.5% 0.0% 42.3% 21.4% 10.5% 10.0% 7.3% 3.6% 2.3% 0.9% 0.9% 0.9% White 37.7% 22.1% 13.0% 11.7% 6.5% 2.6% 1.3% 1.3% 1.3% 2.6% 4 to 5 years ABC1 43.9% 21.0% 15.3% 7.0% 5.7% 2.5% 1.3% 0.6% 0.6% 1.9% 36.0% 12.8% 17.4% 16.3% 7.0% 4.7% 3.5% 1.2% 0.0% 1.2% Ethnicity a C2DE White BME 30.9% 40.3% 33.1% 40.1% 25.7% 32.0% 20.9% 23.6% 25.0% 10.0% 20.6% 15.0% 14.2% 12.0% 25.7% 7.2% 10.7% 7.4% 7.4% 17.1% 4.1% 4.9% 9.5% 6.7% 7.1% 3.1% 3.4% 6.1% 3.9% 7.1% 1.0% 2.4% 2.0% 2.1% 2.9% 1.0% 1.5% 1.4% 1.1% 2.9% 0.0% 0.0% 1.4% 0.7% 0.0% 0.0% 1.0% 1.4% 1.1% 1.4% a invalid statistical test due to large number of cells with expected frequencies below 5 Social Class 3 years BME 50.4% 20.1% 10.6% 6.7% 5.0% 3.6% 1.4% 0.7% 0.5% 1.0% Social Class 3 years Age Female Ethnicity C2DE 52.3% 17.0% 12.7% 7.1% 3.9% 3.9% 1.4% 0.7% 0.0% 1.1% Age Female 36.2% 22.7% 13.0% 9.2% 7.7% 3.9% 2.9% 1.4% 1.0% 1.9% 2 years 4 to 5 years 38.7% 23.1% 19.1% 7.5% 5.5% 2.0% 2.5% 0.5% 0.5% 0.5% ABC1 50.6% 17.8% 13.2% 6.7% 5.0% 2.6% 1.2% 0.9% 1.2% 0.9% Ethnicity a C2DE 39.3% 23.5% 16.7% 8.7% 6.2% 1.9% 2.2% 0.3% 0.6% 0.6% White 47.1% 21.0% 14.6% 7.0% 5.6% 1.8% 1.4% 0.4% 0.4% 0.7% BME 34.9% 18.3% 16.5% 11.0% 5.5% 4.6% 2.8% 1.8% 3.7% 0.9% 125 Technology and Play Gender All iPhone (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 55.5% 18.3% 10.5% 7.0% 5.0% 1.4% 0.8% 0.7% 0.2% 0.5% Male Age Female 52.2% 21.3% 9.0% 7.7% 5.8% 1.5% 0.8% 0.6% 0.4% 0.8% 59.3% 14.8% 12.1% 6.3% 4.0% 1.3% 0.9% 0.9% 0.0% 0.2% < 1 year 53.0% 11.0% 12.0% 10.0% 7.0% 2.0% 3.0% 1.0% 0.0% 1.0% 1 year 56.5% 16.8% 6.3% 7.3% 7.9% 1.6% 1.0% 2.1% 0.0% 0.5% Gender a All Samsung Galaxy (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 55.6% 17.9% 10.7% 6.8% 3.3% 2.2% 1.1% 1.0% 0.6% 0.8% Male 50.4% 22.5% 8.8% 8.0% 3.7% 2.7% 0.8% 1.1% 1.1% 1.1% 2 years 54.8% 21.3% 11.2% 5.9% 4.8% 1.1% 0.5% 0.5% 0.0% 0.0% Social Class 3 years 54.1% 19.4% 9.9% 8.6% 3.6% 1.4% 0.9% 0.5% 0.9% 0.9% 4 to 5 years ABC1 61.2% 12.8% 12.8% 5.5% 2.9% 1.7% 1.5% 0.9% 0.0% 0.6% < 1 year 59.3% 14.0% 7.0% 9.3% 7.0% 1.2% 1.2% 0.0% 0.0% 1.2% 1 year 56.3% 14.6% 9.3% 8.6% 3.3% 2.6% 2.0% 1.3% 0.7% 1.3% 2 years 56.6% 16.1% 9.8% 7.7% 2.1% 4.2% 0.7% 0.7% 0.7% 1.4% White Social Class 3 years 48.7% 19.2% 15.4% 7.1% 2.6% 1.9% 1.9% 1.9% 0.6% 0.6% BME 57.4% 59.4% 49.5% 58.8% 42.2% 19.2% 18.7% 17.7% 18.3% 18.2% 12.8% 9.4% 12.2% 9.3% 15.1% 5.3% 6.0% 8.7% 6.1% 10.9% 3.4% 3.9% 6.6% 4.0% 8.9% 1.5% 1.2% 1.9% 1.4% 1.6% 0.0% 0.3% 1.6% 0.8% 1.0% 0.0% 0.7% 0.8% 0.6% 1.0% 0.0% 0.2% 0.3% 0.3% 0.0% 0.4% 0.3% 0.8% 0.4% 1.0% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female Ethnicity a C2DE 4 to 5 years ABC1 Ethnicity C2DE White BME 58.2% 57.8% 52.8% 58.5% 44.3% 22.8% 17.3% 18.8% 18.0% 17.4% 10.3% 10.3% 11.3% 9.5% 15.4% 3.3% 6.5% 7.2% 5.8% 10.7% 3.3% 3.5% 3.1% 3.2% 4.0% 1.1% 1.8% 2.8% 2.1% 2.7% 0.0% 1.0% 1.3% 1.1% 1.3% 0.5% 0.5% 1.6% 0.9% 1.3% 0.5% 0.5% 0.6% 0.5% 0.7% 0.0% 1.0% 0.6% 0.5% 2.0% a invalid statistical test due to large number of cells with expected frequencies below 5 126 Technology and Play Gender All HTC (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 44.3% 19.1% 10.0% 9.4% 7.6% 4.1% 2.6% 1.2% 1.2% 0.6% Male Age Female 40.3% 22.0% 9.7% 9.7% 8.1% 5.4% 2.2% 0.5% 1.1% 1.1% 49.0% 15.5% 10.3% 9.0% 7.1% 2.6% 3.2% 1.9% 1.3% 0.0% < 1 year 42.2% 8.9% 20.0% 6.7% 13.3% 6.7% 2.2% 0.0% 0.0% 0.0% 1 year 41.5% 13.4% 9.8% 11.0% 12.2% 4.9% 3.7% 1.2% 1.2% 1.2% Gender All Nokia (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 41.4% 17.3% 15.1% 7.7% 8.3% 3.1% 3.4% 1.5% 1.2% 0.9% Male 36.8% 21.6% 14.6% 8.1% 9.7% 3.2% 2.2% 1.6% 1.1% 1.1% 2 years 44.8% 24.1% 3.4% 13.8% 3.4% 3.4% 3.4% 3.4% 0.0% 0.0% Social Class 3 years 50.0% 20.6% 7.4% 5.9% 4.4% 4.4% 1.5% 1.5% 2.9% 1.5% 4 to 5 years 43.2% 25.0% 11.4% 9.1% 5.7% 2.3% 2.3% 0.0% 1.1% 0.0% ABC1 47.8% 16.7% 8.3% 11.1% 6.7% 4.4% 2.2% 1.1% 0.6% 1.1% Age Female 47.5% 11.5% 15.8% 7.2% 6.5% 2.9% 5.0% 1.4% 1.4% 0.7% < 1 year 34.8% 13.0% 19.6% 10.9% 13.0% 4.3% 2.2% 2.2% 0.0% 0.0% 1 year 39.1% 15.9% 13.0% 4.3% 11.6% 5.8% 5.8% 1.4% 1.4% 1.4% 2 years 33.3% 28.1% 10.5% 8.8% 10.5% 1.8% 3.5% 1.8% 1.8% 0.0% Ethnicity C2DE 40.4% 21.7% 11.8% 7.5% 8.7% 3.7% 3.1% 1.2% 1.9% 0.0% White Social Class 3 years 50.8% 18.5% 10.8% 4.6% 3.1% 1.5% 4.6% 1.5% 1.5% 3.1% 4 to 5 years 44.8% 12.6% 20.7% 10.3% 5.7% 2.3% 1.1% 1.1% 1.1% 0.0% ABC1 44.3% 15.4% 14.8% 8.1% 9.4% 1.3% 3.4% 0.7% 1.3% 1.3% BME 46.5% 19.7% 9.1% 8.7% 8.3% 4.7% 0.8% 1.2% 0.8% 0.4% 37.9% 17.2% 12.6% 11.5% 5.7% 2.3% 8.0% 1.1% 2.3% 1.1% Ethnicity C2DE 38.9% 18.9% 15.4% 7.4% 7.4% 4.6% 3.4% 2.3% 1.1% 0.6% White 45.4% 18.1% 12.0% 6.8% 8.8% 3.6% 2.4% 1.6% 0.8% 0.4% BME 28.0% 14.7% 25.3% 10.7% 6.7% 1.3% 6.7% 1.3% 2.7% 2.7% 127 Technology and Play Gender All Sony (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 42.3% 18.6% 12.9% 12.3% 5.4% 3.1% 2.6% 0.6% 0.9% 1.4% Male Age Female 38.2% 21.2% 10.8% 14.6% 5.7% 3.3% 2.4% 0.5% 0.9% 2.4% 48.6% 14.5% 15.9% 8.7% 5.1% 2.9% 2.9% 0.7% 0.7% 0.0% < 1 year 41.9% 9.3% 18.6% 18.6% 4.7% 0.0% 7.0% 0.0% 0.0% 0.0% 1 year 38.8% 16.3% 15.0% 10.0% 10.0% 6.3% 1.3% 1.3% 0.0% 1.3% Gender All Other Smartphone (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 47.0% 16.3% 12.5% 9.4% 6.0% 4.4% 0.9% 2.2% 0.6% 0.6% Male 50.4% 15.0% 12.8% 9.0% 7.5% 1.5% 0.8% 3.0% 0.0% 0.0% < 1 year 39.5% 11.6% 14.0% 16.3% 9.3% 2.3% 2.3% 2.3% 2.3% 0.0% 1 year 43.3% 10.0% 13.3% 8.3% 6.7% 6.7% 1.7% 8.3% 0.0% 1.7% Gender All Xbox (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 42.2% 20.2% 15.9% 8.6% 5.8% 3.3% 1.6% 0.9% 1.0% 0.4% Male 37.0% 21.9% 18.0% 9.0% 5.8% 3.7% 2.1% 0.5% 1.4% 0.7% 46.3% 17.9% 11.9% 10.4% 4.5% 3.0% 3.0% 0.0% 0.0% 3.0% Social Class 3 years 48.1% 22.8% 10.1% 8.9% 0.0% 3.8% 1.3% 1.3% 2.5% 1.3% 4 to 5 years 37.0% 22.2% 11.1% 16.0% 7.4% 1.2% 2.5% 0.0% 1.2% 1.2% ABC1 2 years 56.1% 19.7% 9.1% 7.6% 4.5% 3.0% 0.0% 0.0% 0.0% 0.0% 48.6% 18.2% 13.4% 8.1% 5.9% 2.8% 1.1% 1.4% 0.6% 0.0% < 1 year 42.7% 12.2% 17.1% 14.6% 4.9% 4.9% 1.2% 1.2% 1.2% 0.0% 1 year 46.6% 13.0% 17.1% 4.1% 11.0% 2.7% 2.1% 0.7% 2.1% 0.7% 2 years 55.3% 22.0% 9.1% 5.3% 3.0% 1.5% 1.5% 1.5% 0.8% 0.0% 41.5% 18.1% 12.3% 12.3% 7.6% 2.9% 2.3% 1.2% 1.2% 0.6% White 50.0% 17.2% 10.9% 9.4% 6.3% 3.1% 0.0% 0.0% 1.6% 1.6% 4 to 5 years 44.2% 19.8% 15.1% 8.1% 4.7% 5.8% 1.2% 1.2% 0.0% 0.0% ABC1 43.8% 19.8% 13.6% 9.3% 5.6% 4.9% 0.0% 1.9% 1.2% 0.0% White 40.9% 16.7% 17.2% 9.1% 6.5% 4.3% 2.2% 1.6% 1.1% 0.5% 4 to 5 years ABC1 BME 50.4% 16.4% 10.8% 8.8% 5.2% 4.8% 0.8% 1.6% 0.8% 0.4% Social Class 3 years 24.7% 19.8% 21.0% 14.8% 8.6% 3.7% 2.5% 0.0% 2.5% 2.5% Ethnicity C2DE 50.3% 12.7% 11.5% 9.6% 6.4% 3.8% 1.9% 2.5% 0.0% 1.3% BME 47.6% 18.2% 10.4% 11.5% 4.5% 3.0% 2.6% 0.7% 0.4% 1.1% Social Class 3 years Age a Female Ethnicity C2DE 43.0% 19.0% 13.4% 12.3% 3.4% 3.4% 2.8% 0.0% 0.6% 2.2% Age Female 44.6% 17.2% 12.4% 9.7% 4.8% 6.5% 1.1% 1.6% 1.1% 1.1% 2 years 34.8% 15.9% 18.8% 11.6% 8.7% 2.9% 1.4% 4.3% 0.0% 1.4% Ethnicity a C2DE White BME 33.5% 42.4% 42.0% 44.7% 29.5% 29.0% 21.0% 19.4% 20.7% 17.8% 17.6% 15.9% 16.0% 15.7% 17.1% 10.6% 8.7% 8.5% 7.7% 13.2% 4.1% 6.0% 5.6% 5.1% 9.3% 3.3% 2.7% 4.0% 2.9% 5.4% 1.2% 1.4% 1.9% 1.4% 3.1% 0.0% 1.0% 0.8% 0.3% 3.9% 0.4% 0.5% 1.6% 1.2% 0.0% 0.4% 0.5% 0.3% 0.3% 0.8% a invalid statistical test due to large number of cells with expected frequencies below 5 128 Technology and Play Gender All Playstation (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 47.3% 18.2% 12.7% 8.1% 5.8% 3.2% 2.3% 1.2% 0.6% 0.6% Male Age Female 45.3% 18.7% 13.5% 8.9% 5.7% 3.3% 1.7% 1.3% 0.7% 0.9% 49.9% 17.5% 11.5% 7.0% 5.9% 3.1% 3.1% 1.1% 0.6% 0.3% < 1 year 45.6% 15.2% 13.9% 8.9% 5.1% 5.1% 2.5% 1.3% 1.3% 1.3% 1 year 47.7% 10.1% 14.1% 7.4% 9.4% 5.4% 2.7% 2.0% 0.7% 0.7% Gender All Nintendo Wii or WiiU (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 54.7% 17.9% 10.4% 6.8% 5.2% 2.0% 1.8% 0.1% 0.8% 0.3% Male 60.6% 15.3% 9.0% 6.7% 4.3% 1.9% 1.3% 0.0% 0.9% 0.0% < 1 year 49.4% 7.1% 16.5% 5.9% 9.4% 4.7% 5.9% 0.0% 1.2% 0.0% 1 year 56.6% 11.3% 10.1% 6.3% 8.8% 3.1% 2.5% 0.6% 0.0% 0.6% Gender All PSP (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 42.6% 19.3% 10.4% 11.0% 6.8% 5.3% 1.7% 1.1% 0.4% 1.5% Male 40.7% 21.1% 9.3% 12.9% 5.4% 5.7% 1.8% 1.4% 0.4% 1.4% 54.1% 19.6% 8.1% 9.5% 3.4% 2.0% 2.0% 0.7% 0.7% 0.0% Social Class 3 years 43.9% 18.7% 11.8% 9.1% 6.4% 3.7% 4.3% 0.5% 0.5% 1.1% 4 to 5 years ABC1 2 years 61.2% 19.1% 7.7% 6.0% 3.3% 0.5% 1.1% 0.0% 1.1% 0.0% 45.3% 16.7% 12.0% 8.3% 8.9% 4.7% 1.6% 0.5% 0.5% 1.6% < 1 year 37.7% 11.3% 9.4% 15.1% 7.5% 15.1% 0.0% 1.9% 1.9% 0.0% 1 year 38.2% 12.4% 10.1% 12.4% 11.2% 6.7% 4.5% 2.2% 0.0% 2.2% 2 years 46.4% 19.0% 7.1% 16.7% 4.8% 2.4% 2.4% 0.0% 0.0% 1.2% White Social Class 3 years 55.8% 14.0% 11.6% 7.4% 5.0% 2.9% 1.7% 0.0% 1.2% 0.4% 4 to 5 years ABC1 Ethnicity a C2DE White Social Class 3 years 46.4% 21.4% 8.0% 7.1% 8.0% 3.6% 1.8% 0.9% 0.9% 1.8% BME BME 50.6% 56.7% 51.8% 57.7% 37.0% 26.1% 17.6% 18.4% 18.8% 13.0% 9.7% 10.7% 10.0% 9.1% 17.8% 7.3% 6.2% 7.6% 6.0% 11.6% 3.6% 4.8% 5.7% 4.3% 10.3% 0.9% 2.1% 1.9% 1.5% 4.8% 0.9% 1.2% 2.6% 1.6% 2.7% 0.0% 0.0% 0.2% 0.1% 0.0% 0.6% 0.3% 1.4% 0.6% 2.1% 0.3% 0.3% 0.2% 0.2% 0.7% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female Ethnicity a C2DE 46.2% 47.9% 46.6% 49.6% 36.6% 22.7% 18.7% 17.5% 20.0% 9.7% 14.7% 12.9% 12.3% 11.2% 19.3% 6.8% 7.6% 8.8% 6.9% 13.8% 4.8% 5.6% 6.0% 5.8% 5.5% 1.6% 3.3% 3.0% 2.7% 5.5% 0.8% 2.4% 2.2% 1.3% 6.9% 1.6% 0.7% 1.9% 1.3% 0.7% 0.4% 0.2% 1.1% 0.6% 0.7% 0.4% 0.7% 0.5% 0.4% 1.4% a invalid statistical test due to large number of cells with expected frequencies below 5 Age a Female 49.4% 20.2% 11.6% 6.9% 6.0% 2.1% 2.2% 0.2% 0.7% 0.6% 2 years 4 to 5 years 41.8% 25.4% 14.9% 8.2% 3.7% 3.7% 0.0% 0.7% 0.0% 1.5% ABC1 47.9% 17.0% 9.7% 10.4% 6.6% 5.0% 1.5% 1.2% 0.0% 0.8% Ethnicity C2DE 36.2% 22.1% 11.3% 11.7% 7.0% 5.6% 1.9% 0.9% 0.9% 2.3% White 45.6% 19.2% 8.5% 10.7% 6.9% 5.8% 0.8% 0.5% 0.5% 1.4% BME 32.4% 19.4% 16.7% 12.0% 6.5% 3.7% 4.6% 2.8% 0.0% 1.9% 129 Technology and Play Gender All Nintendo DS (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 45.6% 21.8% 12.2% 7.9% 5.9% 3.4% 1.6% 0.2% 0.7% 0.6% Male Age Female 42.6% 25.3% 12.2% 7.5% 5.4% 3.9% 1.7% 0.2% 0.6% 0.6% 49.3% 17.5% 12.3% 8.4% 6.5% 2.9% 1.6% 0.3% 0.8% 0.5% < 1 year 44.6% 13.3% 13.3% 12.0% 7.2% 7.2% 1.2% 0.0% 0.0% 1.2% 1 year 44.4% 16.3% 11.1% 5.9% 9.6% 7.4% 3.0% 0.0% 1.5% 0.7% Gender All PC or Laptop (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 57.8% 17.8% 10.4% 5.8% 3.5% 1.7% 1.2% 0.6% 0.7% 0.5% Male 60.2% 16.2% 11.5% 5.8% 2.7% 1.4% 0.9% 0.6% 0.6% 0.2% < 1 year 57.6% 12.7% 8.5% 11.9% 3.4% 3.4% 1.7% 0.0% 0.8% 0.0% 1 year 57.9% 11.4% 8.8% 8.3% 5.7% 2.2% 2.6% 0.4% 1.3% 1.3% Gender All E Reader ‐ (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 55.4% 15.2% 8.6% 7.8% 5.3% 3.6% 1.7% 0.7% 1.3% 0.5% Male 49.8% 18.2% 7.6% 9.4% 5.2% 4.3% 2.4% 0.6% 1.5% 0.9% 54.4% 19.7% 10.2% 8.8% 3.4% 1.4% 1.4% 0.0% 0.7% 0.0% Social Class 3 years 46.9% 18.9% 12.2% 8.7% 6.1% 2.6% 2.0% 0.5% 1.0% 1.0% 4 to 5 years ABC1 2 years 65.1% 15.6% 9.7% 3.7% 2.6% 1.5% 0.4% 0.7% 0.4% 0.4% 62.0% 11.6% 9.8% 5.8% 5.4% 2.9% 0.7% 0.7% 1.1% 0.0% < 1 year 54.7% 12.0% 13.3% 9.3% 2.7% 5.3% 1.3% 0.0% 1.3% 0.0% 1 year 51.8% 9.6% 7.0% 12.3% 7.9% 4.4% 2.6% 0.9% 2.6% 0.9% 2 years 64.3% 16.1% 1.8% 7.1% 5.4% 1.8% 0.9% 0.9% 1.8% 0.0% White Social Class 3 years 57.0% 15.3% 14.0% 5.1% 2.9% 2.5% 1.0% 1.3% 0.6% 0.3% 4 to 5 years ABC1 Ethnicity a C2DE White Social Class 3 years 51.8% 14.4% 10.8% 7.2% 7.9% 4.3% 1.4% 0.0% 1.4% 0.7% BME BME 54.0% 60.1% 54.7% 61.1% 41.7% 25.7% 16.8% 19.2% 17.8% 17.8% 9.7% 10.6% 10.2% 9.1% 17.0% 4.6% 5.9% 5.7% 5.1% 9.1% 3.4% 2.7% 4.7% 3.1% 5.7% 0.5% 1.3% 2.2% 1.4% 3.0% 0.9% 1.4% 0.9% 1.1% 1.7% 0.2% 0.4% 0.9% 0.5% 0.9% 0.5% 0.5% 0.9% 0.4% 1.7% 0.5% 0.4% 0.7% 0.4% 1.3% a invalid statistical test due to large number of cells with expected frequencies below Age Female Ethnicity a C2DE 41.2% 48.5% 42.5% 47.3% 36.4% 29.8% 19.3% 24.4% 23.4% 12.4% 13.5% 13.8% 10.5% 10.7% 20.9% 6.6% 7.0% 8.8% 6.9% 13.2% 4.8% 5.7% 6.1% 6.1% 4.7% 2.1% 2.7% 4.2% 3.1% 5.4% 1.0% 2.3% 1.0% 1.1% 4.7% 0.3% 0.2% 0.2% 0.1% 0.8% 0.3% 0.0% 1.5% 0.7% 0.8% 0.3% 0.5% 0.7% 0.6% 0.8% a invalid statistical test due to large number of cells with expected frequencies below 5 Age a Female 55.7% 19.3% 9.4% 5.8% 4.2% 2.0% 1.4% 0.6% 0.7% 0.8% 2 years 4 to 5 years ABC1 Ethnicity a C2DE White BME 55.2% 61.4% 46.8% 59.0% 35.5% 20.6% 13.2% 18.0% 15.0% 16.1% 10.3% 7.3% 10.4% 8.4% 9.7% 4.8% 7.3% 8.4% 5.7% 19.4% 2.4% 4.8% 6.0% 4.5% 9.7% 3.0% 2.5% 5.2% 3.7% 3.2% 1.8% 1.1% 2.4% 1.4% 3.2% 1.2% 0.8% 0.4% 0.4% 2.2% 0.0% 0.8% 2.0% 1.6% 0.0% 0.6% 0.6% 0.4% 0.4% 1.1% a invalid statistical test due to large number of cells with expected frequencies below 5 130 Technology and Play Gender All PVR or Digital Video Recorder (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 49.3% 17.0% 11.7% 8.8% 6.2% 3.8% 1.5% 0.9% 0.1% 0.8% Male Age Female 44.8% 20.0% 11.3% 8.6% 7.1% 4.0% 1.6% 1.1% 0.2% 1.3% 54.0% 13.7% 12.1% 9.0% 5.2% 3.6% 1.4% 0.7% 0.0% 0.2% < 1 year 49.3% 8.0% 14.7% 8.0% 10.7% 6.7% 1.3% 1.3% 0.0% 0.0% 1 year 50.0% 10.3% 9.6% 9.6% 8.9% 5.5% 2.1% 2.7% 0.0% 1.4% Gender a All DVD Recorder (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 49.4% 18.4% 12.6% 8.9% 4.7% 2.3% 1.2% 1.2% 0.6% 0.8% Male 53.5% 14.2% 14.4% 8.2% 5.2% 1.2% 0.7% 1.7% 0.2% 0.5% < 1 year 39.7% 14.1% 14.1% 15.4% 6.4% 6.4% 1.3% 1.3% 1.3% 0.0% 1 year 51.1% 15.3% 8.4% 6.9% 6.1% 3.8% 2.3% 3.1% 0.0% 3.1% Gender All BluRay (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 52.0% 17.2% 11.6% 8.6% 5.1% 2.8% 1.0% 0.4% 0.5% 0.8% Male 49.4% 18.5% 10.5% 9.1% 5.9% 3.3% 1.2% 0.5% 0.7% 0.9% 54.1% 14.5% 8.1% 9.3% 5.8% 5.2% 1.7% 0.0% 0.0% 1.2% Social Class 3 years 44.1% 22.1% 11.3% 7.7% 7.7% 3.1% 2.1% 0.5% 0.5% 1.0% 4 to 5 years 49.5% 20.7% 14.4% 9.1% 2.8% 1.8% 0.7% 0.7% 0.0% 0.4% ABC1 2 years 56.0% 15.7% 8.8% 11.3% 2.5% 2.5% 1.9% 0.0% 1.3% 0.0% 55.1% 15.7% 12.9% 7.9% 4.2% 2.2% 0.8% 0.3% 0.3% 0.6% < 1 year 44.0% 13.3% 18.7% 10.7% 6.7% 4.0% 0.0% 0.0% 2.7% 0.0% 1 year 58.1% 10.3% 7.1% 8.4% 5.8% 7.1% 1.3% 0.0% 0.6% 1.3% 2 years 54.4% 19.0% 8.8% 9.5% 4.1% 1.4% 1.4% 1.4% 0.0% 0.0% 44.7% 17.8% 12.0% 8.0% 9.0% 4.8% 1.9% 0.5% 0.3% 1.1% White 44.1% 22.5% 16.2% 5.9% 5.9% 1.5% 1.5% 1.0% 0.5% 1.0% 4 to 5 years ABC1 48.8% 17.1% 15.3% 7.6% 6.5% 1.8% 1.2% 0.6% 0.6% 0.6% 43.9% 11.4% 14.0% 12.3% 7.9% 3.5% 2.6% 2.6% 0.0% 1.8% Ethnicity C2DE White BME 51.5% 55.1% 41.8% 50.7% 42.8% 19.5% 17.4% 19.7% 18.7% 16.7% 13.6% 10.8% 15.0% 12.0% 15.2% 8.8% 8.7% 9.1% 8.2% 12.3% 4.0% 3.1% 6.9% 4.8% 4.3% 0.7% 1.9% 2.8% 1.8% 4.3% 0.0% 1.0% 1.4% 1.3% 0.7% 1.1% 1.0% 1.4% 0.8% 2.9% 0.4% 0.4% 0.8% 0.7% 0.0% 0.4% 0.6% 1.1% 0.8% 0.7% a invalid statistical test due to large number of cells with expected frequencies below 5 Social Class 3 years BME 50.1% 17.8% 11.3% 8.3% 5.9% 3.8% 1.3% 0.7% 0.1% 0.7% Social Class 3 years Age Female Ethnicity C2DE 52.7% 16.3% 11.5% 9.5% 4.0% 3.0% 1.2% 1.2% 0.0% 0.6% Age a Female 45.7% 22.2% 10.9% 9.5% 4.3% 3.2% 1.6% 0.7% 0.9% 1.1% 2 years 4 to 5 years 51.3% 22.0% 11.4% 8.1% 3.8% 1.3% 0.8% 0.0% 0.0% 1.3% ABC1 55.7% 16.6% 11.8% 7.4% 3.5% 2.4% 0.7% 0.7% 0.4% 0.9% Ethnicity C2DE 46.8% 18.2% 11.4% 10.2% 7.4% 3.4% 1.5% 0.0% 0.6% 0.6% White 53.4% 18.0% 10.7% 8.9% 4.2% 2.4% 0.9% 0.3% 0.5% 0.8% BME 44.1% 12.7% 16.9% 6.8% 10.2% 5.1% 1.7% 0.8% 0.8% 0.8% 131 Technology and Play Gender All Digital Radio or DAB Less than 30 minutes Radio (Weekend) 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 55.9% 16.3% 8.8% 7.7% 5.3% 2.6% 1.5% 0.6% 0.8% 0.5% Male Age Female 53.0% 17.3% 8.2% 10.1% 5.1% 2.7% 1.7% 0.5% 1.0% 0.5% 59.2% 15.1% 9.6% 4.9% 5.5% 2.5% 1.4% 0.8% 0.5% 0.5% < 1 year 50.0% 10.3% 9.0% 16.7% 7.7% 2.6% 2.6% 0.0% 0.0% 1.3% 1 year 54.3% 15.2% 8.7% 6.5% 7.2% 4.3% 0.0% 0.7% 1.4% 1.4% Gender All Portable Media Player (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 51.2% 16.3% 10.4% 9.4% 6.0% 3.1% 1.7% 0.3% 0.5% 1.0% Male 57.2% 14.8% 11.1% 6.6% 5.5% 2.6% 1.1% 0.4% 0.4% 0.4% < 1 year 47.9% 14.1% 12.7% 11.3% 5.6% 2.8% 2.8% 0.0% 1.4% 1.4% 1 year 50.0% 9.6% 9.6% 15.8% 9.6% 1.8% 1.8% 0.0% 0.0% 1.8% Gender All Tablet computer specifically for children (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 37.0% 23.4% 17.3% 10.4% 6.5% 2.5% 1.6% 0.6% 0.2% 0.7% Male 37.6% 22.8% 15.0% 12.3% 5.7% 2.7% 1.9% 0.6% 0.4% 1.1% 65.3% 13.2% 3.5% 6.3% 7.6% 1.4% 2.8% 0.0% 0.0% 0.0% Social Class 3 years 52.0% 19.7% 10.4% 5.8% 5.2% 2.9% 0.6% 1.7% 1.2% 0.6% 4 to 5 years 2 years 56.4% 17.9% 6.0% 8.5% 4.3% 5.1% 1.7% 0.0% 0.0% 0.0% ABC1 36.3% 24.0% 19.7% 8.2% 7.4% 2.3% 1.2% 0.6% 0.0% 0.2% < 1 year 38.8% 18.4% 18.4% 11.2% 6.1% 4.1% 1.0% 1.0% 0.0% 1.0% 1 year 38.5% 18.4% 16.2% 10.1% 9.5% 2.8% 1.7% 1.1% 0.0% 1.7% 2 years 42.9% 26.0% 11.7% 9.2% 5.6% 2.0% 2.0% 0.5% 0.0% 0.0% White Social Class a 3 years 54.6% 14.6% 10.8% 6.2% 6.9% 3.1% 1.5% 0.0% 0.8% 1.5% 4 to 5 years ABC1 C2DE Ethnicity White Social Class 3 years 35.0% 25.3% 18.6% 9.3% 6.8% 2.1% 1.3% 0.4% 0.4% 0.8% BME BME 46.7% 58.1% 42.8% 53.2% 42.1% 22.4% 12.2% 21.2% 17.0% 13.1% 13.2% 8.8% 12.5% 10.5% 10.3% 7.2% 9.4% 9.5% 7.8% 16.8% 3.9% 4.1% 8.3% 5.9% 6.5% 2.6% 3.4% 2.7% 2.5% 5.6% 1.3% 1.9% 1.5% 1.9% 0.9% 1.3% 0.6% 0.0% 0.2% 0.9% 0.7% 0.6% 0.4% 0.4% 0.9% 0.7% 0.9% 1.1% 0.6% 2.8% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female Ethnicity a C2DE 55.9% 59.9% 50.3% 57.3% 48.3% 18.2% 15.0% 18.1% 17.5% 9.3% 10.9% 8.8% 8.9% 8.0% 13.6% 7.7% 7.0% 8.6% 6.8% 12.7% 2.0% 4.4% 6.4% 4.8% 7.6% 2.0% 1.5% 4.0% 2.6% 2.5% 2.0% 1.3% 1.8% 1.7% 0.8% 0.4% 0.4% 0.9% 0.6% 0.8% 0.8% 0.7% 0.9% 0.3% 3.4% 0.0% 0.9% 0.0% 0.5% 0.8% a invalid statistical test due to large number of cells with expected frequencies below 5 Age Female 46.0% 17.6% 9.9% 11.8% 6.4% 3.5% 2.2% 0.3% 0.6% 1.6% 2 years 4 to 5 years ABC1 Ethnicity a C2DE White BME 33.2% 37.8% 36.1% 38.3% 30.5% 24.7% 24.1% 22.6% 24.6% 17.4% 20.1% 18.4% 16.0% 16.2% 22.8% 11.8% 9.4% 11.4% 10.7% 8.4% 5.3% 6.4% 6.6% 5.5% 11.4% 2.3% 1.5% 3.5% 2.4% 3.0% 1.6% 1.3% 1.9% 1.4% 2.4% 0.3% 0.4% 0.8% 0.5% 1.2% 0.3% 0.2% 0.2% 0.1% 0.6% 0.3% 0.6% 0.8% 0.4% 2.4% a invalid statistical test due to large number of cells with expected frequencies below 5 132 Technology and Play Gender All MP3 player / iPod used to play music (Weekend) Less than 30 minutes 31‐60 minutes Between 1 and 2 hours Between 2 and 3 hours Between 3 and 4 hours Between 4 and 5 hours Between 5 and 6 hours Between 6 and 7 hours Between 8 and 9 hours More than 9 hours 56.5% 18.1% 7.6% 7.1% 5.1% 3.1% 0.8% 0.7% 0.2% 0.8% Male 53.9% 19.8% 7.3% 6.7% 4.9% 3.8% 0.9% 1.1% 0.2% 1.3% Age Female 59.4% 16.2% 8.0% 7.5% 5.2% 2.2% 0.7% 0.2% 0.2% 0.2% < 1 year 54.4% 13.3% 8.9% 7.8% 6.7% 7.8% 1.1% 0.0% 0.0% 0.0% 1 year 60.9% 11.8% 5.9% 7.7% 5.9% 4.1% 0.0% 1.2% 0.6% 1.8% 2 years 60.4% 20.8% 6.3% 4.4% 3.8% 2.5% 1.3% 0.6% 0.0% 0.0% Social Class 3 years 53.1% 20.1% 7.7% 8.8% 5.7% 1.5% 1.0% 0.0% 0.5% 1.5% 4 to 5 years ABC1 Ethnicity a C2DE White BME 54.2% 60.2% 51.6% 57.9% 48.9% 21.0% 17.7% 18.6% 18.7% 15.0% 9.2% 7.5% 7.8% 7.1% 10.5% 6.7% 6.0% 8.4% 6.8% 8.3% 4.2% 3.5% 7.0% 4.6% 7.5% 2.1% 2.5% 3.8% 2.5% 6.0% 0.8% 0.6% 1.1% 1.0% 0.0% 1.3% 1.0% 0.3% 0.6% 1.5% 0.0% 0.2% 0.3% 0.3% 0.0% 0.4% 0.6% 1.1% 0.6% 2.3% a invalid statistical test due to large number of cells with expected frequencies below 5 133 Technology and Play A-Q5: Thinking about the tablet your child has access to, how long has your child been using a tablet computer? NOTE: A small proportion of participants declared conflicting information, that their child was younger than the number of years of tablet use (highlighted below) NOTE: A small proportion of participants declared that their 0 to 2 year old child has been using a tablet for 3 years or more (highlighted below) highlighted Gender All Male Age Female < 1 year 1 year 2 years Social Class*.092 3 years 4 to 5 years ABC1 Ethnicity a C2DE White BME Less than 3 months 32.8% 34.7% 30.7% 67.6% 57.9% 36.8% 18.9% 14.8% 30.4% 36.2% 33.6% 28.1% Between 4 and 6 months 20.9% 20.8% 21.0% 11.4% 20.9% 28.0% 21.5% 18.4% 20.4% 21.6% 20.1% 25.2% Between 6 months and 1 year 18.8% 18.4% 19.3% 8.1% 13.5% 17.9% 26.0% 20.3% 19.9% 17.2% 18.5% 20.3% About 1 year 17.1% 16.7% 17.5% 8.1% 5.2% 14.1% 22.1% 25.3% 18.1% 15.7% 17.5% 14.8% About 2 years 8.7% 7.8% 9.7% 3.8% 1.1% 3.1% 9.4% 18.2% 9.0% 8.3% 8.9% 7.7% About 3 years 1.6% 1.5% 1.6% 1.1% 1.1% 0.0% 1.9% 2.7% 2.1% 0.7% 1.1% 3.9% More than 3 years 0.2% 0.2% 0.2% 0.0% 0.3% 0.0% 0.2% 0.3% 0.1% 0.4% 0.2% 0.0% a invalid statistical test due to large number of cells with expected frequencies below 5 The numb any signific elsewhere unnoticed I’m not sur just specul respond in 134 Technology and Play A-Q6: Which of the following types of app does your child use? Notes: Percentages out of sub-groups, e.g. 11.2% of males who use devices for ‘learning’ do so on a smartphone. Statistical significance denoted within cells corresponding to each combination of demographic group and type of activity, Cramer’s V omitted due to the complexity of the table, available on request from the authors). All percentages are out of the complete dataset of 2000 respondents. demographic group and type of activity, Cramer’s V omitted due to the complexity of the table (available on request from the authors). Gender Learning (e.g. matching shapes, learning numbers/letters/words/a nimal names etc) Social Networking (e.g. WhatsApp) Style Creation (e.g. Stardoll, Fashion Icon) Escape and Obstacles (e.g. Temple Run) Sports (e.g. FIFA, Flick Kick Rugby, Tiger Woods) Age (in years) Social Class Ethnicity All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME On a smartphone 30.5% 31.1% 29.9% 29.2% 30.1% 33.3% 33.0% 27.1% 29.3% 32.3% 29.4% 36.5% On a tablet computer 70.4% 69.8% 71.1% **48.1% **63.6% **68.7% **76.0% **78.4% 70.2% 70.6% 71.4% 65.2% Does not use this type of app On a smartphone 18.6% 19.0% 18.0% **38.4% **23.5% **18.7% **13.3% **13.4% 19.9% 16.6% 18.6% 18.4% 8.3% 9.2% 7.3% 9.2% 11.5% 6.2% 8.4% 7.6% 7.8% 9.0% **6.3% **19.0% On a tablet computer 10.4% *12.2% *8.4% 15.7% 13.2% 8.9% 9.9% 8.6% 9.8% 11.3% **8.9% **18.7% Does not use this type of app On a smartphone 83.0% *80.5% *85.6% *77.3% *78.2% *85.9% *83.5% *85.1% 84.1% 81.4% **86.0% **66.5% 9.0% 9.1% 8.9% 13.0% 10.3% 6.7% 10.1% 7.7% *7.5% *11.1% **7.6% **16.8% On a tablet computer 20.4% **16.1% **24.9% **17.3% **18.9% **13.6% **21.9% **25.9% *18.4% *23.3% *19.1% *27.4% Does not use this type of app On a smartphone 73.5% *76.8% *69.9% *73.0% *73.4% *80.9% *71.9% *69.6% **76.4% **69.2% **75.9% **60.0% 12.5% **15.5% **9.4% 9.2% 9.7% 10.5% 15.5% 14.3% 11.4% 14.1% **10.8% **21.6% On a tablet computer 23.9% *26.4% *21.2% **23.8% **19.5% **15.1% **24.0% **32.8% *21.2% *27.8% 22.9% 29.4% Does not use this type of app On a smartphone 68.2% **63.8% **72.7% **70.8% **73.1% **77.8% **64.2% **60.7% **71.3% **63.6% **70.4% **55.8% 7.9% **10.4% **5.3% 6.5% 7.2% 6.9% 10.3% 7.6% 6.9% 9.4% **6.6% **15.2% On a tablet computer 14.6% **18.0% **11.0% 15.1% 16.9% 10.5% 13.3% 17.0% 13.5% 16.2% **12.6% **25.5% Does not use this type of app 79.5% **74.3% **85.0% 80.5% 77.1% 84.2% 78.8% 77.8% *81.6% *76.5% **82.6% **62.6% 135 Technology and Play A-Q6: Continued A‐Q6 continued Gender Basic Strategy (e.g. Angry Birds) On a smartphone On a tablet computer Creating virtual worlds (e.g. Minecraft) Does not use this type of app On a smartphone On a tablet computer Nurture and mimics (e.g. My Horse, Talking Tom, Pou, Toca Pet Doctor) Audio play/musical play (e.g. nursery rhymes, keyboards) Visual play/drawing/colouring in (e.g. Draw; Faces iMake HD) Does not use this type of app On a smartphone On a tablet computer Does not use this type of app On a smartphone On a tablet computer Does not use this type of app On a smartphone On a tablet computer Does not use this type of app Age (in years) Social Class Ethnicity All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME 18.1% 19.5% 16.5% *12.4% *18.3% *12.9% *20.4% *21.5% 17.5% 18.9% *16.9% *24.5% 33.4% **38.3% **28.1% **18.9% **21.8% **23.4% **34.1% **51.4% 31.4% 36.2% *32.0% *40.6% 56.6% **51.4% **62.0% **73.0% **66.5% **68.7% **53.0% **39.5% *59.4% *52.5% **58.9% **43.9% 8.8% **11.1% **6.3% 10.3% 9.7% 6.5% 8.6% 9.5% 7.9% 10.0% *7.9% *13.2% 20.8% **25.3% **16.0% **21.6% **16.9% **13.9% **21.2% **27.3% 19.8% 22.0% **19.3% **28.7% 73.1% **67.2% **79.2% **71.9% **74.8% **80.9% **72.3% **67.4% 74.7% 70.6% **75.4% **60.0% 17.2% **20.1% **14.1% 16.2% 19.2% 17.2% 16.5% 16.8% *15.4% *19.9% **15.8% **24.8% 37.3% 37.0% 37.6% **28.6% **31.2% **30.4% **41.4% **45.4% *34.3% *41.7% 36.6% 41.0% 54.1% 52.9% 55.4% **63.8% **57.3% **59.8% **51.3% **47.3% **58.1% **48.4% *55.7% *45.5% 27.4% 28.2% 26.6% **32.4% **33.2% **31.6% **29.4% **17.7% 27.5% 27.3% **25.4% **38.4% 60.4% 59.8% 61.1% 50.8% 61.9% 62.7% 61.6% 60.0% 60.5% 60.3% 60.5% 59.7% 28.7% 29.9% 27.4% *35.7% *24.6% *24.9% *26.4% *33.5% 29.6% 27.4% *29.8% *22.6% 20.7% 20.5% 20.9% 20.0% 21.5% 19.4% 23.6% 19.1% 20.0% 21.7% *19.6% *26.8% 60.3% 58.1% 62.5% **36.2% **53.0% **56.9% **67.6% **68.7% 59.5% 61.4% *61.5% *53.5% 31.3% 32.8% 29.7% **50.8% **36.7% **36.4% **23.2% **24.7% *33.6% *28.0% 31.4% 31.0% 136 Technology and Play A-Q6: Continued AQ6 Continued Video apps (e.g. YouTube) Story apps/interactive books (e.g. Nighty Night, Cinderella) Role play (e.g. Princess Dress‐Up; Pet Shop) Creative production (e.g. First Camera, Video Star) Augmented reality (e.g. Mattel Apptivity apps; ColAR Mix; AR Flashcards) On a smartphone On a tablet computer Does not use this type of app On a smartphone On a tablet computer Does not use this type of app On a smartphone On a tablet computer Does not use this type of app On a smartphone On a tablet computer Does not use this type of app On a smartphone On a tablet computer Does not use this type of app Gender Age (in years) Social Class Ethnicity All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME 28.8% 28.9% 28.7% 30.3% 30.4% 29.9% 32.0% 24.1% 27.8% 30.2% **26.0% **44.2% 51.1% 50.6% 51.6% 50.3% 47.9% 49.3% 53.2% 52.9% 50.2% 52.4% 50.1% 56.8% 39.0% 38.7% 39.2% 38.9% 41.0% 41.1% 35.2% 39.2% 40.9% 36.2% **41.6% **24.5% 18.5% 17.3% 19.7% 16.2% 20.6% 20.3% 18.0% 16.8% 18.9% 17.8% *17.3% *24.8% 51.7% 49.3% 54.3% **44.9% **43.8% **48.3% **55.6% **57.9% 51.1% 52.6% 51.6% 52.3% 39.4% *42.9% *35.7% *47.6% *44.4% *41.4% *35.0% *35.9% 40.2% 38.2% *40.9% *31.3% 13.6% *11.2% *16.2% 15.7% 11.5% 11.7% 16.3% 13.4% 13.1% 14.4% *12.5% *19.7% 35.3% *29.2% *41.7% **27.6% **24.1% **28.0% **41.4% **44.7% 33.5% 37.8% 34.6% 38.7% 57.2% **63.7% **50.4% **64.9% **67.0% **63.6% **50.9% **49.3% *59.6% *53.7% *58.6% *49.4% 11.4% *13.4% *9.3% 8.1% 12.6% 12.2% 11.8% 10.8% **8.9% **15.0% **9.3% **22.9% 24.9% 25.5% 24.2% 22.2% 24.9% 20.8% 25.3% 28.2% **22.1% **28.7% 24.0% 29.4% 67.8% 65.9% 69.8% 74.1% 65.9% 71.5% 66.5% 65.3% **72.3% **61.4% **70.2% **54.8% 8.5% *10.3% *6.5% 10.8% 9.5% 7.2% 9.9% 6.9% 7.5% 9.9% **7.3% **14.8% 18.5% **21.6% **15.1% 16.2% 19.2% 16.5% 18.2% 20.3% 17.5% 19.9% *17.2% *25.5% 75.6% **71.8% **79.7% 76.2% 73.4% 78.0% 75.5% 75.3% 77.6% 72.8% **78.0% **62.9% 137 Technology and Play A-Q7: Which of the following types of activities does your child use a tablet for Notes: Percentages out of all respondents, statistical significance from crosstabulations for each combination of activity (yes/no) and demographic group denoted within cells. demographic group denoted within cells. Gender All Male Age Female Social Class < 1 year old 1 year old 2 years old 3 years old 4 to 5 years ABC1 Ethnicity C2DE White BME Drawing and painting 55.8% 53.1% 58.7% **40.0% **43.3% **54.1% **63.7% **63.2% *53.4% *59.3% 56.7% 51.0% Colouring in 53.3% **48.8% **58.0% **37.8% **42.7% **50.2% **62.4% **59.3% *50.6% *57.0% 54.2% 48.1% 9.2% 9.3% 9.0% 7.6% 7.4% 7.9% 11.6% 9.6% 9.6% 8.5% *8.4% *13.2% Making videos 10.6% 11.6% 9.6% 11.9% 10.0% 9.8% 10.1% 11.5% *9.0% *12.9% *9.6% *15.8% Taking photographs 34.3% 33.8% 34.8% **22.7% **22.9% **31.6% **39.1% 43.0% *32.0% *37.6% 33.4% 39.0% Other creative activities 24.9% 23.9% 26.0% *19.5% *18.3% *24.4% *29.6% *27.1% 24.2% 25.9% 24.6% 26.5% Watching video 45.2% 46.6% 43.7% 43.2% 43.0% 42.8% 50.0% 45.0% 44.7% 45.9% 45.1% 45.8% Reading stories 33.7% 31.4% 36.0% **34.1% **25.5% **28.5% **35.8% **40.4% 33.8% 33.5% 33.3% 35.8% Play with/use apps for gaming 39.3% 40.1% 38.4% **22.2% **23.8% **31.1% **46.8% **54.0% 37.1% 42.5% 39.8% 36.8% 8.4% 8.9% 7.8% 11.4% 8.0% 5.5% 9.2% 9.1% 7.7% 9.4% **7.3% **14.2% To help with learning/education 56.6% 55.0% 58.3% **38.9% **45.0% **55.5% **65.0% **63.2% 57.1% 55.9% **58.5% **46.5% Listen to stories/audiobooks 39.9% 37.1% 42.7% 36.2% 35.0% 42.1% 42.5% 40.2% 40.0% 39.6% 39.4% 42.3% Listen to music 34.9% 32.9% 37.1% 37.3% 35.0% 30.9% 35.8% 36.4% 33.8% 36.5% 34.2% 39.0% 6.1% 6.9% 5.3% **10.3% **10.0% **3.8% **6.0% **4.1% 5.9% 6.3% **5.3% **10.6% Look at pictures/photos 50.7% *47.2% *54.4% 47.0% 45.8% 51.4% 56.7% 49.5% 50.6% 50.8% 51.2% 48.1% Voice/video communication, e.g. FaceTime/Skype Browsing the internet (looking at websites) 16.3% 15.9% 16.7% 20.5% 15.2% 17.2% 17.0% 14.4% 17.4% 14.7% *15.3% *21.9% 9.6% 10.7% 8.4% 12.4% 8.3% 6.7% 9.0% 12.0% 9.2% 10.2% 9.1% 12.6% 7.1% 8.5% 5.7% *11.4% *5.7% *4.8% *5.8% *9.3% 5.9% 8.8% 6.7% 9.4% 28.8% 27.4% 30.4% 30.3% 24.1% 30.1% 31.1% 28.5% 27.0% 31.5% 28.6% 30.3% 23.5% 22.6% 24.5% 24.9% 18.9% 21.5% 27.3% 24.4% 22.5% 25.1% 23.0% 26.5% 15.3% 15.4% 15.2% 15.7% 14.9% 12.7% 16.1% 16.7% 15.4% 15.2% 14.7% 18.7% 0.6% 0.5% 0.7% 2.2% 0.9% 0.5% 0.6% 0.0% 0.6% 0.6% 0.6% 0.6% Making collages Play with/use apps for social Look at magazines Using a search engine (e.g. typing key words into Google and searching) Watching music videos on YouTube Watching videos made by other children on YouTube (e.g. ‘unboxing’ videos) Watching ‘catch‐up’ TV Other 138 Technology and Play Section B: Tablet usage B-Q1: What times of day does your child use a tablet? (Weekday) Notes: Percentages out of each demographic group, e.g 26.9% of male children use tablets before 9am. Statistical significance from crosstabulations for each combination of time Section B: Tablet usage (use/no use) and demographic group denoted within cells. crosstabulations for each combination of time (use/no use) and demographic group denoted within cells. Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE 22.4% BME 24.9% 26.9% 22.8% 27.0% 30.7% 23.7% 22.1% 23.9% Between 9am and 12pm 22.3% 22.4% 22.0% **31.4% **30.1% **27.0% **20.6% **12.5% *19.8% *25.8% 21.5% 26.1% Between 12pm and 2pm 19.8% 20.5% 19.1% **24.9% **29.5% **21.1% **18.7% **12.4% **16.2% **25.0% **18.4% **27.4% Between 2pm and 4pm 30.8% 31.0% 30.5% **28.6% **34.4% **32.1% **36.1% **24.1% **27.4% **35.6% 30.6% 31.6% Between 4pm and 6pm 52.3% 52.6% 52.0% **43.8% **43.8% **47.1% **51.7% **64.3% 52.2% 52.5% 52.9% 49.0% Between 6pm and 8pm 28.4% 28.6% 28.3% 26.5% 26.4% 25.4% 30.0% 31.3% 28.0% 29.1% 27.8% 31.9% 6.6% 6.8% 6.4% *11.4% *8.6% *4.8% *7.1% *4.8% *5.3% *8.4% *5.3% *13.9% After 8pm 26.6% White Before 9am (Breakfast time) 25.0% 24.2% B-Q1: What times of day does your child use a tablet? (Weekend) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 24.2% 25.2% 23.1% 22.7% 24.4% 20.3% 25.8% 25.9% 25.2% 22.7% 25.1% Between 9am and 12pm 41.6% 41.2% 41.9% 42.2% 38.1% 38.8% 40.6% 46.2% 40.0% 43.7% 41.3% 42.9% Between 12pm and 2pm 34.3% 34.4% 34.2% 34.6% 32.4% 29.4% 37.3% 36.4% *31.3% *38.6% *33.0% *41.6% Between 2pm and 4pm 44.9% 45.5% 44.2% 40.0% 43.3% 41.9% 49.6% 45.7% *42.4% *48.4% 44.9% 44.8% Between 4pm and 6pm 45.5% 44.9% 46.0% **39.5% **37.8% **43.1% **44.6% **54.3% 47.3% 42.8% 45.1% 47.1% Between 6pm and 8pm 29.5% 29.0% 30.0% 31.4% 24.9% 27.0% 30.0% 32.8% 29.0% 30.1% 28.9% 32.6% 9.1% 10.5% 7.6% **7.6% **11.2% **6.9% **10.9% **8.4% 8.3% 10.2% **7.8% **16.5% After 8pm 18.7% 139 Technology and Play B-Q2a: For each occasion your child uses a tablet computer, we would like to know what activities they use it for at each time Notes: Percentages out of the demographic group, e.g. 15.0% of males use learning apps before 9am on weekdays. Significance tests for only for differences at each time point within each demographic group (as participants could select multiple times of use) 1. Weekdays drawing and painting (n = 1116) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 12.8% 15.0% 10.7% 6.8% 13.9% 14.6% 13.5% 12.0% 12.9% 12.7% 12.8% 12.7% Between 9am and 12pm 13.5% 13.4% 13.7% **16.2% **21.2% **17.7% **15.2% **6.0% 12.9% 14.4% 14.0% 10.8% Between 12pm and 2pm 10.8% 11.9% 9.8% *20.3% *15.2% *13.3% *9.4% *6.8% *8.3% *14.2% 10.5% 12.7% Between 2pm and 4pm 21.2% 19.4% 23.0% 14.9% 27.2% 22.1% 24.9% 16.6% 20.2% 22.6% 21.3% 20.9% Between 4pm and 6pm 33.6% 33.0% 34.2% *33.8% *22.5% *29.6% *33.0% *41.0% 34.3% 32.6% 35.1% 24.7% Between 6pm and 8pm 13.7% 12.3% 15.1% 8.1% 12.6% 11.1% 13.8% 16.8% 14.3% 12.9% 13.8% 13.3% 1.7% 1.6% 1.8% 0.0% 3.3% 1.8% 2.0% 1.1% 1.9% 1.4% **1.1% **5.1% After 8pm 2. Weekends drawing and painting (n = 1116) Gender All Before 9am (Breakfast time) Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 9.8% 9.2% 10.4% 5.4% 11.3% 6.6% 12.1% 10.1% 11.6% 7.4% 10.5% 5.1% Between 9am and 12pm 22.0% 20.0% 23.9% *14.9% *18.5% *18.6% *19.5% *28.8% 21.1% 23.0% 23.2% 14.6% Between 12pm and 2pm 17.2% 15.9% 18.4% 13.5% 15.9% 13.3% 17.2% 20.9% 15.3% 19.7% 17.4% 15.8% Between 2pm and 4pm 26.3% 26.2% 26.5% 12.2% 21.9% 25.7% 30.3% 28.3% 26.2% 26.5% 27.3% 20.3% Between 4pm and 6pm 23.6% 22.5% 24.6% **12.2% **17.9% **19.9% **22.9% **31.0% 25.9% 20.5% 23.6% 23.4% Between 6pm and 8pm 10.9% 9.5% 12.3% 8.1% 9.9% 8.4% 11.4% 13.0% 11.6% 10.1% 11.5% 7.6% 1.7% 1.5% 1.9% 0.0% 2.6% 0.9% 2.4% 1.6% 1.4% 2.1% 1.6% 2.5% After 8pm 140 Technology and Play 3. Weekdays colouring in (n = 1065) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 C2DE Before 9am (Breakfast time) 10.9% 11.4% 10.5% 14.3% 12.1% 11.4% 10.3% 9.9% 12.2% Between 9am and 12pm 12.6% 12.7% 12.4% **15.7% **22.8% **14.3% **13.1% **6.1% Between 12pm and 2pm 11.2% 11.4% 11.0% 15.7% 15.4% 12.4% 11.0% 7.8% Between 2pm and 4pm 20.5% 19.3% 21.5% *12.9% *27.5% *23.3% *23.4% Between 4pm and 6pm 32.4% 32.1% 32.7% *32.9% *24.2% *31.9% Between 6pm and 8pm 12.6% 12.7% 12.4% *2.9% *9.4% *8.1% 1.7% 1.8% 1.6% 0.0% 3.4% 1.0% After 8pm Ethnicity White BME 9.2% 10.9% 10.7% 10.4% 15.4% 13.0% 10.1% *8.9% *14.1% 10.8% 13.4% *14.8% 19.8% 21.4% 21.3% 15.4% *28.9% *39.1% 32.0% 32.9% 33.6% 24.8% *15.5% *16.2% 13.2% 11.8% 12.8% 11.4% 2.1% 1.4% 1.3% 2.1% 1.3% 4.0% 4. Weekends colouring in (n = 1065) Gender All Before 9am (Breakfast time) Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 9.6% 8.4% 10.7% 2.9% 8.7% 7.6% 10.7% 11.6% 10.9% 7.9% 10.5% 4.0% Between 9am and 12pm 24.4% 21.1% 27.4% 20.0% 24.2% 18.6% 24.4% 29.0% 23.1% 26.1% 25.4% 18.1% Between 12pm and 2pm 18.1% 15.9% 20.1% 18.6% 12.1% 18.6% 17.9% 20.6% 16.9% 19.7% 18.3% 16.8% Between 2pm and 4pm 26.9% 27.9% 26.1% 15.7% 25.5% 28.6% 27.8% 28.1% 27.1% 26.7% *28.4% *18.1% Between 4pm and 6pm 24.7% 23.1% 26.1% **14.3% **18.1% **19.0% **23.7% **33.9% *27.8% *20.7% 25.1% 22.1% Between 6pm and 8pm 11.5% 10.2% 12.6% 7.1% 7.4% 8.1% 14.1% 13.9% 13.1% 9.4% 11.8% 9.4% 2.0% 2.0% 2.0% 0.0% 2.0% 1.4% 3.4% 1.4% 1.7% 2.4% 2.0% 2.0% After 8pm 141 Technology and Play 5. Weekdays making collages (n = 183) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 20.8% 22.9% 18.4% 28.6% 19.2% 24.2% 22.2% 16.1% 16.8% 27.1% 22.5% 14.6% Between 9am and 12pm 15.3% 15.6% 14.9% 21.4% 26.9% 12.1% 14.8% 10.7% 15.0% 15.7% 13.4% 22.0% Between 12pm and 2pm 14.8% 17.7% 11.5% 21.4% 23.1% 15.2% 13.0% 10.7% 15.0% 14.3% 14.8% 14.6% Between 2pm and 4pm 13.7% 9.4% 18.4% 14.3% 7.7% 15.2% 22.2% 7.1% 12.4% 15.7% 12.7% 17.1% Between 4pm and 6pm 25.1% 21.9% 28.7% 7.1% 15.4% 24.2% 24.1% 35.7% 31.0% 15.7% 23.9% 29.3% Between 6pm and 8pm 8.7% 9.4% 8.0% 7.1% 7.7% 3.0% 9.3% 12.5% 10.6% 5.7% 9.9% 4.9% After 8pm 3.8% 5.2% 2.3% 0.0% 7.7% 3.0% 5.6% 1.8% 5.3% 1.4% 2.8% 7.3% 6. Weekends making collages (n = 183) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 8.2% 9.4% 6.9% 0.0% 11.5% 12.1% 7.4% 7.1% 8.8% 7.1% 9.9% 2.4% Between 9am and 12pm 18.0% 14.6% 21.8% 7.1% 19.2% 12.1% 14.8% 26.8% 19.5% 15.7% 18.3% 17.1% Between 12pm and 2pm 14.2% 12.5% 16.1% 0.0% 11.5% 6.1% 16.7% 21.4% 15.9% 11.4% 14.1% 14.6% Between 2pm and 4pm 19.7% 17.7% 21.8% 7.1% 11.5% 15.2% 27.8% 21.4% 24.8% 11.4% 19.0% 22.0% Between 4pm and 6pm 19.1% 17.7% 20.7% a0.0% a3.8% a12.1% a18.5% a35.7% 24.8% 10.0% 19.7% 17.1% Between 6pm and 8pm 8.2% 9.4% 6.9% 7.1% 0.0% 3.0% 11.1% 12.5% 8.0% 8.6% 8.5% 7.3% After 8pm 3.8% 6.3% 1.1% 0.0% 7.7% 0.0% 5.6% 3.6% 4.4% 2.9% 3.5% 4.9% Before 9am (Breakfast time) a invalid statistical test due to expected frequencies less than 5 142 Technology and Play 7. Weekdays making videos (n = 212) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 13.2% 16.0% 9.7% 13.6% 25.7% 9.8% 14.9% 7.5% 14.2% 12.3% 11.7% 18.4% Between 9am and 12pm 10.4% 10.9% 9.7% 4.5% 11.4% 19.5% 8.5% 7.5% 9.4% 11.3% 9.2% 14.3% Between 12pm and 2pm 10.8% 14.3% 6.5% 18.2% 20.0% 9.8% 10.6% 4.5% 8.5% 13.2% 9.8% 14.3% Between 2pm and 4pm 15.6% 14.3% 17.2% 22.7% 17.1% 17.1% 17.0% 10.4% 16.0% 15.1% 14.7% 18.4% Between 4pm and 6pm 20.8% 18.5% 23.7% 9.1% 14.3% 26.8% 17.0% 26.9% 18.9% 22.6% 19.6% 24.5% Between 6pm and 8pm 16.0% 16.8% 15.1% 0.0% 17.1% 22.0% 19.1% 14.9% 16.0% 16.0% 16.0% 16.3% 5.2% 6.7% 3.2% 4.5% 11.4% 4.9% 4.3% 3.0% 7.5% 2.8% 4.9% 6.1% After 8pm 8. Weekends making videos (n = 212) Gender All Male Age Female < 1 year 8.5% 9.2% 7.5% Between 9am and 12pm 15.6% 13.4% 18.3% 4.5% Between 12pm and 2pm 16.5% 15.1% 18.3% 13.6% Between 2pm and 4pm 20.8% 21.0% 20.4% 9.1% Between 4pm and 6pm 17.5% 20.2% 14.0% Between 6pm and 8pm 11.8% 9.2% 15.1% 3.8% 4.2% 3.2% Before 9am (Breakfast time) After 8pm 4.5% 1 year 14.3% 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 2.4% 8.5% 10.4% 8.5% 8.5% 10.4% 2.0% 8.6% 9.8% 14.9% 26.9% 18.9% 12.3% 18.4% 6.1% 11.4% 12.2% 19.1% 20.9% 17.0% 16.0% 17.8% 12.2% 14.3% 26.8% 23.4% 22.4% 17.9% 23.6% 23.9% 10.2% 4.5% 8.6% 19.5% 12.8% 28.4% 17.0% 17.9% 17.8% 16.3% 4.5% 2.9% 12.2% 10.6% 19.4% 9.4% 14.2% 14.1% 4.1% 0.0% 8.6% 4.9% 4.3% 1.5% 5.7% 1.9% 4.3% 2.0% 143 Technology and Play 9. Weekdays taking photographs (n = 686) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 9.3% 9.8% 8.9% 11.9% 12.5% 15.2% 8.2% 5.6% 9.5% 9.1% 9.9% 6.6% Between 9am and 12pm 9.6% 10.3% 8.9% 19.0% 13.8% 13.6% 7.1% 6.4% 9.5% 9.7% 10.1% 7.4% Between 12pm and 2pm 9.3% 10.3% 8.3% 11.9% 15.0% 11.4% 7.1% 7.6% 8.0% 11.0% 9.4% 9.1% Between 2pm and 4pm 18.4% 18.1% 18.6% 16.7% 20.0% 19.7% 21.4% 15.2% *14.9% *22.7% 18.8% 16.5% Between 4pm and 6pm 29.0% 26.7% 31.4% 19.0% 23.8% 27.3% 28.6% 33.6% 30.2% 27.5% 29.9% 24.8% Between 6pm and 8pm 15.2% 14.9% 15.4% 9.5% 11.3% 15.2% 18.1% 15.2% 15.1% 15.2% 15.2% 14.9% 1.9% 1.7% 2.1% 0.0% 2.5% 3.0% 2.7% 0.8% 1.9% 1.9% 1.4% 4.1% After 8pm 10. Weekends taking photographs (n = 686) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 9.2% 9.2% 9.2% 4.8% 12.5% 11.4% 10.4% 6.8% 9.5% 8.7% 9.7% 6.6% Between 9am and 12pm 24.1% 22.1% 26.0% **19.0% **16.3% **17.4% **20.3% **33.6% 23.3% 24.9% 25.7% 16.5% Between 12pm and 2pm 21.1% 21.0% 21.3% 19.0% 18.8% 15.9% 19.2% 26.4% 21.2% 21.0% 21.8% 18.2% Between 2pm and 4pm 29.2% 30.5% 27.8% 11.9% 25.0% 27.3% 31.3% 32.8% 28.1% 30.4% 30.3% 24.0% Between 4pm and 6pm 24.1% 24.1% 24.0% 11.9% 20.0% 19.7% 23.1% 30.4% 26.8% 20.7% 25.7% 16.5% Between 6pm and 8pm 12.4% 10.1% 14.8% 16.7% 6.3% 11.4% 12.1% 14.4% 13.5% 11.0% 12.9% 9.9% 2.3% 2.3% 2.4% 0.0% 3.8% 2.3% 2.2% 2.4% 2.7% 1.9% 1.9% 4.1% Before 9am (Breakfast time) After 8pm 144 Technology and Play 11. Weekdays other creative activities (n = 498) Gender All Male Age Female < 1 year 1 year 9.0% 10.2% 7.9% 11.2% 11.4% 11.1% Between 12pm and 2pm 10.4% 10.2% 10.7% 13.9% 18.8% 13.7% 5.8% Between 2pm and 4pm 19.7% 18.3% 21.0% *27.8% *15.6% *27.5% *23.9% Between 4pm and 6pm 32.7% 30.5% 34.9% 22.2% 21.9% 31.4% 34.1% Between 6pm and 8pm 14.5% 15.9% 13.1% 11.1% 9.4% 12.7% 2.8% 4.1% 1.6% 0.0% 4.7% 2.9% After 8pm a 25.0% 7.8% Social Class 3 years Between 9am and 12pm Before 9am (Breakfast time) 5.6% 2 years a 20.3% 10.8% a 11.8% 4 to 5 years 10.9% a Male < 1 year 1 year 2 years BME *11.9% *5.2% 9.1% 8.5% 10.9% 11.7% 11.5% 9.8% 8.2% *7.4% *14.6% 10.6% 9.8% *10.8% 15.8% 24.9% 21.4% 11.0% 39.2% 33.7% 31.5% 34.4% 24.4% 13.8% 19.0% 17.2% 10.8% 13.2% 20.7% 2.9% 2.5% 2.8% 2.8% 2.9% 2.4% invalid statistical test due to expected frequencies less than 5 Age Female White 7.6% a a Gender Ethnicity C2DE 3.8% 11.6% 12. Weekends other creative activities (n = 498) All ABC1 Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 11.2% 12.6% 9.9% 5.6% 7.8% 12.7% 13.0% 11.4% 11.6% 10.8% 12.3% 6.1% Between 9am and 12pm 24.7% 23.6% 25.8% 16.7% 23.4% 17.6% 27.5% 29.1% 24.2% 25.4% 25.7% 19.5% Between 12pm and 2pm 18.9% 17.1% 20.6% 5.6% 10.9% 16.7% 21.7% 24.1% 16.1% 22.5% 19.0% 18.3% Between 2pm and 4pm 27.7% 28.9% 26.6% 16.7% 23.4% 27.5% 31.9% 28.5% 26.0% 30.0% 28.8% 22.0% Between 4pm and 6pm 27.1% 27.6% 26.6% 16.7% 25.0% 20.6% 25.4% 36.1% *32.6% *19.7% 26.4% 30.5% Between 6pm and 8pm 12.4% 13.0% 11.9% 11.1% 12.5% 12.7% 9.4% 15.2% 14.0% 10.3% 12.5% 12.2% 2.0% 3.3% 0.8% 0.0% 4.7% 2.0% 1.4% 1.9% 2.1% 1.9% 1.9% 2.4% After 8pm 145 Technology and Play 13. Weekdays watching video (n = 904) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 14.9% 16.3% 13.4% *13.8% *21.3% *19.6% *15.0% *8.4% 17.5% 11.4% 16.1% 8.5% Between 9am and 12pm 11.7% 11.7% 11.8% **22.5% **15.3% **14.0% **11.6% **5.0% 10.8% 13.0% 11.2% 14.8% Between 12pm and 2pm 10.1% 9.2% 11.1% *18.8% *15.3% *8.4% *9.0% *6.5% 8.5% 12.2% 9.3% 14.1% Between 2pm and 4pm 19.1% 19.6% 18.6% 22.5% 15.3% 19.6% 24.9% 14.9% 18.6% 19.9% 19.2% 19.0% Between 4pm and 6pm 30.1% 30.2% 30.0% *16.3% *24.7% *31.3% *28.8% *37.8% 30.9% 28.9% 31.8% 21.1% Between 6pm and 8pm 18.5% 16.7% 20.5% *6.3% *14.7% *19.6% *24.0% *18.7% 19.2% 17.5% 18.1% 20.4% 3.1% 3.1% 3.1% 1.3% 3.3% 3.9% 3.0% 3.1% 2.8% 3.4% 2.5% 6.3% After 8pm 14. Weekends watching video (n = 904) Gender All Before 9am (Breakfast time) 13.5% Between 9am and 12pm 24.8% Between 12pm and 2pm 18.9% Between 2pm and 4pm 26.3% Between 4pm and 6pm Between 6pm and 8pm After 8pm Male 14.4% Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 12.5% 6.3% 16.0% 11.2% 15.9% 13.7% **17.1% **8.5% *15.1% *4.9% 23.5% 26.2% 21.3% 20.0% 20.7% 25.3% 30.9% 24.7% 24.9% 24.8% 24.6% *15.0% *23.3% 17.5% 12.7% 15.1% 21.0% 23.7% 17.5% 21.0% 18.1% 23.2% 25.4% 27.4% *20.0% *16.7% *26.8% *33.0% *27.5% 27.1% 25.2% 26.8% 23.9% 26.0% 26.7% 25.2% *20.0% *16.0% *28.5% *24.0% *33.6% 28.8% 22.0% 26.4% 23.9% 16.0% 14.8% 17.5% 12.5% 10.7% 16.2% 17.2% 19.1% 18.4% 12.7% 15.6% 18.3% 4.0% 3.8% 4.2% 2.5% 4.0% 3.4% 5.6% 3.4% 4.2% 3.7% 3.4% 7.0% 146 Technology and Play 15. Weekdays reading stories (n = 673) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 7.1% 8.4% 6.0% 3.2% 9.0% 8.4% 8.4% 6.0% 6.5% 8.0% 7.5% 5.4% Between 9am and 12pm 7.6% 6.8% 8.3% 17.5% 9.0% 9.2% 5.4% 5.1% 5.5% 10.5% 7.5% 8.1% Between 12pm and 2pm 8.5% 9.3% 7.7% *11.1% *16.9% *10.9% *6.6% *4.7% 6.3% 11.6% 8.2% 9.9% Between 2pm and 4pm 16.6% 14.6% 18.6% 17.5% 19.1% 21.0% 16.8% 13.2% 16.6% 16.7% 16.0% 19.8% Between 4pm and 6pm 29.6% 31.9% 27.4% 17.5% 28.1% 22.7% 29.9% 36.6% 31.7% 26.5% 30.6% 24.3% Between 6pm and 8pm 16.0% 16.7% 15.4% 7.9% 7.9% 14.3% 18.0% 20.9% 18.1% 13.1% 16.5% 13.5% 3.4% 4.6% 2.3% 4.8% 5.6% 1.7% 3.6% 3.0% 3.3% 3.6% 2.8% 6.3% After 8pm 16. Weekends reading stories (n = 673) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 10.3% 9.3% 11.1% 4.8% 9.0% 6.7% 12.0% 12.8% 10.6% 9.8% 11.2% 5.4% Between 9am and 12pm 16.8% 18.0% 15.7% 17.5% 19.1% 11.8% 14.4% 20.0% 17.1% 16.4% 17.6% 12.6% Between 12pm and 2pm 13.1% 12.1% 14.0% 12.7% 7.9% 10.9% 20.4% 11.1% 13.3% 12.7% 13.0% 13.5% Between 2pm and 4pm 22.7% 22.3% 23.1% 17.5% 19.1% 27.7% 24.0% 22.1% 24.1% 20.7% 23.7% 18.0% Between 4pm and 6pm 23.6% 23.5% 23.7% 17.5% 18.0% 19.3% 21.6% 31.1% **28.4% **16.7% 23.7% 23.4% Between 6pm and 8pm 15.6% 17.6% 13.7% 17.5% 12.4% 11.8% 10.8% 21.7% 15.8% 15.3% 15.8% 14.4% 3.0% 3.7% 2.3% 3.2% 6.7% 1.7% 1.8% 3.0% 2.8% 3.3% 2.8% 3.6% After 8pm 147 Technology and Play 17. Weekdays play/use with apps for gaming (n = 786) Gender All Male Age Female < 1 year Before 9am (Breakfast time) 11.6% 11.4% 11.8% 4.9% Between 9am and 12pm 10.3% 9.9% 10.7% Between 12pm and 2pm 8.9% 7.0% 11.0% Between 2pm and 4pm 19.3% 16.0% Between 4pm and 6pm 38.3% Between 6pm and 8pm 17.8% 2.4% After 8pm 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 14.5% 12.3% 11.0% 11.8% 13.7% 8.9% 12.5% *17.1% *9.6% *15.4% *11.0% *7.0% *7.6% *13.8% 11.0% 6.1% 12.2% 13.3% 12.3% 6.0% 8.0% *5.9% *12.6% 8.5% 11.4% 23.1% 12.2% 18.1% 23.8% 23.9% 15.6% 17.6% 21.5% 20.2% 14.0% 42.1% 34.0% **19.5% **20.5% **33.8% **42.2% **44.6% 40.0% 36.1% 39.7% 29.8% 16.5% 19.3% 4.9% 12.0% 17.7% 17.4% 21.3% 18.1% 17.5% 17.7% 18.4% 1.9% 2.9% 0.0% 4.8% 3.1% 2.3% 1.9% 2.5% 2.3% a1.8% a 6.1% a 6.1% invalid statistical test due to expected frequencies less than 5 18. Weekends play/use with apps for gaming (n = 786) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 14.0% 14.5% 13.4% 7.3% 15.7% 9.2% 12.8% 17.2% **17.8% **9.2% 15.0% 7.9% Between 9am and 12pm 26.7% 28.3% 24.9% **24.4% **10.8% **23.1% **22.9% **35.4% 27.5% 25.8% 28.3% 17.5% Between 12pm and 2pm 22.0% 21.1% 23.1% 22.0% 16.9% 16.2% 22.5% 25.5% 20.1% 24.4% 22.2% 21.1% Between 2pm and 4pm 32.4% 29.8% 35.4% 17.1% 22.9% 30.8% 34.9% 36.0% 31.8% 33.2% 33.9% 23.7% Between 4pm and 6pm 29.6% 30.8% 28.4% **12.2% **16.9% **23.1% **26.6% **40.1% **35.5% **22.3% 29.6% 29.8% Between 6pm and 8pm 14.9% 13.8% 16.1% 7.3% 7.2% 11.5% 14.2% 19.7% 16.2% 13.2% 15.6% 10.5% 3.8% 3.4% 4.3% 7.3% 3.6% 3.8% 3.7% 3.5% 3.9% 3.7% 3.7% 4.4% After 8pm 148 Technology and Play 19. Weekdays play/use with apps for social (n = 168) Gender All Before 9am (Breakfast time) Between 9am and 12pm Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 10.1% 9.8% 10.5% 4.8% 21.4% 4.3% 16.3% 3.8% 8.8% 11.7% 10.5% 9.1% 9.5% 9.8% 9.2% 23.8% 3.6% 8.7% 7.0% 9.4% 9.9% 9.1% 10.5% 6.8% Between 12pm and 2pm 6.0% 5.4% 6.6% 0.0% 7.1% 8.7% 4.7% 7.5% 2.2% 10.4% 6.5% 4.5% Between 2pm and 4pm 16.1% 14.1% 18.4% 23.8% 10.7% 21.7% 18.6% 11.3% 14.3% 18.2% 13.7% 22.7% Between 4pm and 6pm 25.0% 22.8% 27.6% 14.3% 25.0% 8.7% 27.9% 34.0% 30.8% 18.2% 26.6% 20.5% Between 6pm and 8pm 8.9% 6.5% 11.8% 0.0% 17.9% 8.7% 16.3% 1.9% 11.0% 6.5% 8.1% 11.4% After 8pm 4.2% 4.3% 3.9% 0.0% 10.7% 0.0% 7.0% 1.9% 5.5% 2.6% 2.4% 9.1% 20. Weekends play/use with apps for social (n = 168) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 11.3% 15.2% 6.6% 14.3% 10.7% 0.0% 9.3% 17.0% 9.9% 13.0% 12.1% 9.1% Between 9am and 12pm 13.7% 16.3% 10.5% 14.3% 7.1% 13.0% 14.0% 17.0% 16.5% 10.4% 12.9% 15.9% Between 12pm and 2pm 10.7% 13.0% 7.9% 4.8% 0.0% 17.4% 11.6% 15.1% 12.1% 9.1% 9.7% 13.6% Between 2pm and 4pm 17.3% 19.6% 14.5% 14.3% 10.7% 13.0% 27.9% 15.1% 20.9% 13.0% 15.3% 22.7% Between 4pm and 6pm 15.5% 14.1% 17.1% 4.8% 7.1% 8.7% 23.3% 20.8% 19.8% 10.4% 12.9% 22.7% Between 6pm and 8pm 11.9% 12.0% 11.8% 9.5% 17.9% 4.3% 14.0% 11.3% 14.3% 9.1% 8.9% 4.2% 6.5% 1.3% 0.0% 3.6% 0.0% 7.0% 5.7% 5.5% 2.6% After 8pm a a 0.8% 20.5% a 13.6% invalid statistical test due to expected frequencies less than 5 149 Technology and Play 21. Weekdays to help learning/education (n = 1132) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 9.5% 10.2% 8.7% 9.7% 10.2% 9.5% 9.9% 8.7% 11.3% 6.8% 9.9% 6.3% Between 9am and 12pm 11.7% 12.4% 11.1% **20.8% **15.9% **14.2% **12.5% **6.0% 11.4% 12.2% 12.1% 9.0% Between 12pm and 2pm 10.6% 9.5% 11.7% *6.9% *18.5% *12.1% *9.2% *8.2% *8.0% *14.4% 10.3% 12.5% Between 2pm and 4pm 22.1% 22.1% 22.1% *22.2% *21.7% *27.6% *26.7% *14.9% 20.7% 24.2% 22.3% 20.8% Between 4pm and 6pm 37.2% 36.2% 38.2% **29.2% **25.5% **30.6% **37.0% **48.1% 38.8% 34.9% 37.3% 36.1% Between 6pm and 8pm 14.9% 15.5% 14.3% *6.9% *10.2% *10.8% *15.8% *20.4% 15.3% 14.4% 14.6% 17.4% 2.2% 2.1% 2.3% 1.4% 2.5% 2.6% 2.6% 1.6% 1.9% 2.6% **1.7% **5.6% Before 9am (Breakfast time) After 8pm 22. Weekends to help learning/education (n = 1132) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 11.7% 12.2% 11.1% 16.7% 10.8% 10.8% 9.9% 13.0% 13.7% 8.7% *12.7% *4.9% Between 9am and 12pm 22.6% 21.7% 23.5% 20.8% 18.5% 19.4% 20.1% 28.8% 22.4% 22.9% 23.2% 18.8% Between 12pm and 2pm 19.3% 18.2% 20.5% 18.1% 17.2% 15.1% 18.5% 23.9% 17.1% 22.7% 18.8% 22.9% Between 2pm and 4pm 29.8% 29.3% 30.2% 22.2% 25.5% 30.2% 30.7% 32.1% 30.0% 29.4% 30.6% 24.3% Between 4pm and 6pm 26.8% 25.3% 28.3% **13.9% **19.7% **21.6% **25.1% **37.0% 29.4% 22.9% 26.9% 25.7% Between 6pm and 8pm 11.8% 11.0% 12.7% 11.1% 8.3% 10.8% 10.2% 15.5% 12.5% 10.9% 11.6% 13.2% 1.4% 1.6% 1.2% 0.0% 1.9% 0.4% 2.3% 1.4% 1.2% 1.7% After 8pm a a 1.3% a 2.1% invalid statistical test due to expected frequencies less than 5 150 Technology and Play 23. Weekdays listen to stories/audiobooks (n = 797) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 7.4% 8.6% 6.3% 10.4% 10.7% 7.4% 5.6% 6.4% 7.0% 8.0% 8.1% Between 9am and 12pm 9.9% 10.5% 9.4% **20.9% **17.2% **9.1% **8.6% **4.7% 7.8% 12.9% 10.5% 6.9% Between 12pm and 2pm 8.0% 7.1% 8.9% **6.0% **18.0% **5.1% **7.6% **6.0% 6.1% 10.8% 7.2% 12.2% Between 2pm and 4pm 19.3% 18.3% 20.2% 26.9% 18.0% 21.0% 22.7% 13.7% 17.4% 22.2% 19.2% 19.8% Between 4pm and 6pm 30.7% 29.1% 32.3% *16.4% *24.6% *27.3% *31.3% *40.2% 32.6% 28.0% 32.3% 22.9% Between 6pm and 8pm 17.9% 18.3% 17.6% 10.4% 16.4% 13.6% 20.2% 22.2% 18.6% 16.9% 18.6% 14.5% 1.9% 1.8% 1.9% 1.5% 3.3% 1.1% 2.0% 1.7% 1.5% 2.5% a1.4% After 8pm Gender Male Age Female a 4.6% a invalid statistical test due to expected frequencies less than 5 24. Weekends listen to stories/audiobooks (n = 797) All 3.8% < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 10.2% 11.3% 9.2% 6.0% 9.8% 4.5% 11.6% 14.5% 11.0% 8.9% 10.8% 6.9% Between 9am and 12pm 21.7% 20.7% 22.7% 22.4% 20.5% 17.6% 23.2% 23.9% 19.9% 24.3% 23.0% 15.3% Between 12pm and 2pm 15.6% *11.0% *19.8% 9.0% 17.2% 14.8% 17.7% 15.4% 13.6% 18.5% 15.6% 15.3% Between 2pm and 4pm 24.0% 23.8% 24.1% 14.9% 22.1% 26.1% 25.3% 24.8% 22.5% 26.2% 24.8% 19.8% Between 4pm and 6pm 26.3% 24.9% 27.7% **14.9% **22.1% **18.8% **24.7% **38.9% *30.7% *20.0% 26.4% 26.0% Between 6pm and 8pm 15.7% 16.8% 14.7% 17.9% 12.3% 12.5% 14.1% 20.5% 16.9% 13.8% 16.1% 13.7% 2.5% 1.8% 3.1% 1.5% 4.9% 1.7% 3.0% 1.7% 1.9% 3.4% 2.1% 4.6% After 8pm 151 Technology and Play 25. Weekdays listen to music (n = 699) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 11.2% 12.7% 9.7% 8.7% 14.8% 13.2% 11.4% 8.5% 11.5% 10.7% 12.3% 5.8% Between 9am and 12pm 11.6% 12.1% 11.1% *20.3% *11.5% *17.1% *10.2% *6.6% 11.0% 12.3% 11.4% 12.4% Between 12pm and 2pm 8.7% 8.6% 8.9% *8.7% *18.0% *7.0% *5.4% *7.1% 6.5% 11.7% 9.0% 7.4% Between 2pm and 4pm 19.3% 20.9% 17.8% 21.7% 21.3% 22.5% 22.8% 12.7% 18.0% 21.0% 19.7% 17.4% Between 4pm and 6pm 31.6% 32.4% 30.8% 23.2% 26.2% 28.7% 32.3% 38.7% 34.1% 28.3% 33.2% 24.0% Between 6pm and 8pm 14.4% 12.4% 16.4% 10.1% 13.1% 11.6% 16.8% 16.5% 15.3% 13.3% 14.9% 12.4% 2.7% 3.2% 2.2% 0.0% 4.1% 2.3% 4.2% 1.9% 3.3% 2.0% 2.2% 5.0% After 8pm 26. Weekends listen to music (n = 699) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 11.7% 12.1% 11.4% 8.7% 11.5% 12.4% 14.4% 10.4% 12.8% 10.3% 12.3% 9.1% Between 9am and 12pm 23.9% 23.3% 24.4% 17.4% 16.4% 23.3% 24.6% 30.2% 25.1% 22.3% 25.1% 18.2% Between 12pm and 2pm 19.2% 17.7% 20.6% 15.9% 16.4% 13.2% 21.6% 23.6% 17.3% 21.7% 19.4% 18.2% Between 2pm and 4pm 24.9% 23.0% 26.7% 21.7% 25.4% 24.0% 29.9% 22.2% 24.6% 25.3% 26.3% 18.2% Between 4pm and 6pm 25.3% 26.5% 24.2% 21.7% 19.7% 25.6% 22.2% 32.1% 28.8% 20.7% 27.0% 17.4% Between 6pm and 8pm 12.6% 11.2% 13.9% 11.6% 12.3% 8.5% 12.6% 15.6% 15.0% 9.3% 13.5% 8.3% 3.3% 2.7% 3.9% 4.3% 4.9% 3.1% 4.2% 1.4% 3.3% 3.3% 3.6% 1.7% After 8pm 27. Weekdays look at magazines (n = 122) 152 Technology and Play Gender All Male Age Female < 1 year 1 year Before 9am (Breakfast time) 14.8% 21.1% 5.9% Between 9am and 12pm 13.9% 14.1% 13.7% Between 12pm and 2pm 14.8% 11.3% 19.6% Between 2pm and 4pm 13.1% 9.9% 17.6% 15.8% 11.4% Between 4pm and 6pm 25.4% 28.2% 21.6% 15.8% Between 6pm and 8pm 11.5% 14.1% 7.8% 15.8% 3.3% 2.8% 3.9% 5.3% After 8pm 0.0% 5.3% a 15.8% a 2 years 17.1% 12.5% 11.4% 12.5% 25.7% a 6.3% Social Class 3 years a 4 to 5 years ABC1 Ethnicity C2DE White BME 25.0% 12.5% 11.4% 19.2% 21.4% 16.7% 11.4% 17.3% 15.7% 9.1% 8.3% 18.6% 9.6% **6.7% **36.4% 10.7% a 15.7% 12.1% 18.8% 10.7% 12.5% 12.9% 13.5% 13.5% 12.1% 22.9% 6.3% 35.7% 37.5% 30.0% 19.2% 25.8% 24.2% 8.6% 18.8% 10.7% 8.3% 14.3% 7.7% 9.0% 18.2% 2.9% 0.0% 3.6% 4.2% 2.9% 3.8% 3.4% 3.0% a invalid statistical test due to expected frequencies less than 5 28. Weekends look at magazines (n = 122) Gender All Before 9am (Breakfast time) Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 7.4% 4.2% 11.8% 15.8% 5.7% 6.3% 7.1% 4.2% 7.1% 7.7% 6.7% 9.1% Between 9am and 12pm 14.8% 16.9% 11.8% 15.8% 17.1% 12.5% 10.7% 16.7% 12.9% 17.3% 12.4% 21.2% Between 12pm and 2pm 9.0% 7.0% 11.8% 5.3% 5.7% 6.3% 14.3% 12.5% 11.4% 5.8% 9.0% 9.1% Between 2pm and 4pm 13.1% 8.5% 19.6% 5.3% 14.3% 25.0% 14.3% 8.3% 15.7% 9.6% 10.1% 21.2% Between 4pm and 6pm 13.9% 14.1% 13.7% 0.0% 8.6% 12.5% 21.4% 25.0% *21.4% *3.8% 13.5% 15.2% Between 6pm and 8pm 8.2% 8.5% 7.8% 10.5% 5.7% 0.0% 10.7% 12.5% 10.0% 5.8% 6.7% 12.1% After 8pm 3.3% 4.2% 2.0% 0.0% 0.0% 12.5% 3.6% 4.2% 4.3% 1.9% 2.2% 6.1% 153 Technology and Play 29. Weekdays look at pictures/photos (n = 1014) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years 9.6% 9.5% 9.7% 10.3% 10.6% 10.2% 11.0% 6.9% Between 9am and 12pm 11.8% 12.6% 11.2% **20.7% **16.9% **15.8% **9.1% **5.9% Between 12pm and 2pm 10.2% 10.1% 10.2% 11.5% 11.9% 13.5% 10.6% 5.9% Between 2pm and 4pm 18.4% 17.9% 18.9% 19.5% 16.9% 20.5% 21.6% 14.6% Between 4pm and 6pm 31.8% 30.7% 32.8% **17.2% **30.0% **31.6% **28.4% Between 6pm and 8pm 14.7% 15.4% 14.0% 13.8% 10.0% 14.4% 15.5% 2.5% 2.9% 2.1% 1.1% 1.9% 1.9% 3.4% Before 9am (Breakfast time) After 8pm *11.9% BME 10.1% 6.7% 10.6% 13.7% 12.5% 8.1% **6.9% **14.9% 10.4% 8.7% 16.1% 21.8% 19.1% 14.8% **40.3% 31.2% 32.6% 32.6% 26.8% 17.0% 15.6% 13.4% 14.0% 18.8% 2.8% 2.7% 2.2% a1.7% Age Female White a 6.7% a invalid statistical test due to expected frequencies less than 5 Gender Male C2DE *6.2% 30. Weekends look at pictures/photos (n = 1014) All ABC1 Ethnicity < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 11.0% 10.5% 11.6% 10.3% 11.3% 8.4% 12.5% 11.8% 12.4% 9.1% 12.0% 5.4% Between 9am and 12pm 23.7% 23.7% 23.7% 14.9% 20.6% 22.8% 23.1% 29.2% 25.0% 21.8% *25.3% *14.1% Between 12pm and 2pm 19.0% 17.9% 20.1% 16.1% 15.6% 15.8% 21.2% 22.2% 17.1% 21.8% 18.4% 22.8% Between 2pm and 4pm 29.2% 30.0% 28.4% 21.8% 23.1% 27.9% 32.6% 32.6% 29.1% 29.3% 30.3% 22.8% Between 4pm and 6pm 27.5% 27.8% 27.3% 19.5% 22.5% 26.0% 28.0% 33.3% *31.3% *22.1% 28.3% 22.8% Between 6pm and 8pm 12.7% 13.2% 12.3% 11.5% 11.9% 11.2% 14.4% 13.2% 13.7% 11.3% 12.9% 11.4% 1.7% 1.9% 1.5% 0.0% 2.5% 1.4% 3.0% 0.7% 2.0% 1.2% 1.4% 3.4% After 8pm 154 Technology and Play 31. Weekdays voice/video communication (n = 326) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 8.0% 11.6% 4.3% 0.0% 11.3% 11.1% 7.6% 7.1% 5.4% 12.4% 7.4% 10.3% Between 9am and 12pm 8.3% 8.5% 8.0% 10.5% 5.7% 11.1% 10.1% 4.8% 10.2% 5.0% 8.5% 7.4% Between 12pm and 2pm 7.7% 9.8% 5.6% 5.3% 15.1% 4.2% 7.6% 7.1% 5.9% 10.7% 7.4% 8.8% Between 2pm and 4pm 13.2% 16.5% 9.9% 21.1% 5.7% 15.3% 15.2% 10.7% 13.7% 12.4% 12.4% 16.2% Between 4pm and 6pm 26.7% 28.0% 25.3% 26.3% 24.5% 26.4% 26.6% 28.6% 30.2% 20.7% 25.6% 30.9% Between 6pm and 8pm 12.6% 11.6% 13.6% 2.6% 11.3% 13.9% 21.5% 8.3% 10.7% 15.7% 13.2% 10.3% 3.7% 4.9% 2.5% 2.6% 7.5% 2.8% 2.5% 3.6% 3.4% 4.1% 3.5% 4.4% After 8pm 32. Weekends voice/video communication (n = 326) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 8.0% 8.5% 7.4% 5.3% 7.5% 9.7% 5.1% 10.7% 5.9% 11.6% 8.9% 4.4% Between 9am and 12pm 21.8% 20.1% 23.5% 28.9% 15.1% 18.1% 21.5% 26.2% 23.9% 18.2% 23.3% 16.2% Between 12pm and 2pm 14.7% 14.6% 14.8% 10.5% 11.3% 8.3% 20.3% 19.0% 11.7% 19.8% 15.1% 13.2% Between 2pm and 4pm 19.0% 21.3% 16.7% 13.2% 15.1% 15.3% 26.6% 20.2% 21.0% 15.7% 20.5% 13.2% Between 4pm and 6pm 23.6% 26.2% 21.0% 10.5% 28.3% 23.6% 25.3% 25.0% 28.3% 15.7% 24.8% 19.1% Between 6pm and 8pm 13.8% 11.6% 16.0% 10.5% 5.7% 15.3% 19.0% 14.3% 14.1% 13.2% 12.8% 17.6% 4.6% 4.9% 4.3% 2.6% 5.7% 6.9% 5.1% 2.4% 4.4% 5.0% 3.9% 7.4% Before 9am (Breakfast time) After 8pm 155 Technology and Play 33. Weekdays browsing the internet (n = 192) Gender All Male Before 9am (Breakfast time) 14.6% 16.4% Between 9am and 12pm 10.4% Between 12pm and 2pm 13.5% Between 2pm and 4pm Age Female < 1 year 12.2% 4.3% 10.9% 9.8% 11.8% 15.9% 19.3% 20.9% Between 4pm and 6pm 26.0% Between 6pm and 8pm 17.2% 8.9% After 8pm 1 year 2 years Social Class 3 years 4 to 5 years 13.8% 10.7% 28.6% 11.4% 13.0% 6.9% 10.7% 19.0% 4.3% 24.1% 17.9% 16.7% 17.1% 26.1% 17.2% 10.7% 26.4% 25.6% 13.0% 24.1% 18.2% 15.9% 8.7% 10.3% 7.3% 11.0% 8.7% 3.4% ABC1 Ethnicity C2DE White BME 16.7% 11.9% 16.3% 7.7% 5.7% 8.3% 13.1% 10.5% 10.3% 8.6% 11.1% 16.7% 13.1% 15.4% 28.6% 15.7% 19.4% 19.0% 17.6% 25.6% 21.4% 23.8% 34.3% 25.0% 27.4% 24.8% 30.8% 14.3% 19.0% 22.9% 23.1% 9.5% 17.0% 17.9% 7.1% 11.9% 10.0% 9.3% 8.3% 8.5% 10.3% 34. Weekends browsing the internet (n = 192) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 12.5% 10.9% 14.6% *8.7% *6.9% *7.1% *31.0% *7.1% 13.9% 10.7% 14.4% 5.1% Between 9am and 12pm 17.7% 16.4% 19.5% 4.3% 10.3% 7.1% 26.2% 24.3% 15.7% 20.2% 19.6% 10.3% Between 12pm and 2pm 20.8% 20.9% 20.7% 21.7% 13.8% 21.4% 28.6% 18.6% 19.4% 22.6% 20.9% 20.5% Between 2pm and 4pm 17.7% 17.3% 18.3% 13.0% 6.9% 10.7% 35.7% 15.7% 21.3% 13.1% 17.0% 20.5% Between 4pm and 6pm 24.0% 26.4% 20.7% 8.7% 13.8% 17.9% 28.6% 32.9% 23.1% 25.0% 23.5% 25.6% Between 6pm and 8pm 13.5% 16.4% 9.8% 8.7% 3.4% 17.9% 16.7% 15.7% 14.8% 11.9% 14.4% 10.3% After 8pm 10.4% 10.9% 9.8% 4.3% 6.9% 10.7% 21.4% 7.1% 13.0% 7.1% 9.2% 15.4% 156 Technology and Play 35. Weekdays using a search engine (n = 142) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 20.4% 24.1% 14.5% 14.3% 25.0% 35.0% 29.6% 11.1% 18.6% 22.2% 23.0% 10.3% Between 9am and 12pm 9.2% 8.0% 10.9% 9.5% 0.0% 15.0% 7.4% 11.1% 7.1% 11.1% 9.7% 6.9% Between 12pm and 2pm 16.2% 20.7% 9.1% *9.5% *35.0% *15.0% *29.6% *5.6% 18.6% 13.9% 15.0% 20.7% Between 2pm and 4pm 13.4% 9.2% 20.0% 19.0% 5.0% 0.0% 29.6% 11.1% 11.4% 15.3% 13.3% 13.8% Between 4pm and 6pm 28.9% 27.6% 30.9% 23.8% 15.0% 15.0% 25.9% 42.6% *40.0% *18.1% 25.7% 41.4% Between 6pm and 8pm 21.1% 25.3% 14.5% 4.8% 10.0% 25.0% 37.0% 22.2% 22.9% 19.4% 21.2% 20.7% 4.9% 6.9% 1.8% 4.8% 10.0% 5.0% 7.4% 1.9% 7.1% 2.8% 4.4% 6.9% Before 9am (Breakfast time) After 8pm 36. Weekends using a search engine (n = 142) Gender All Male Age Female Before 9am (Breakfast time) 10.6% 12.6% 7.3% Between 9am and 12pm 19.7% 14.9% Between 12pm and 2pm 16.9% 16.1% Between 2pm and 4pm 21.1% Between 4pm and 6pm Between 6pm and 8pm After 8pm < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 0.0% 10.0% 15.0% 11.1% 13.0% 14.3% 6.9% 9.7% 13.8% 27.3% 4.8% 20.0% 20.0% 18.5% 25.9% 22.9% 16.7% 21.2% 13.8% 18.2% 14.3% 20.0% 10.0% 11.1% 22.2% 21.4% 12.5% 15.0% 24.1% 23.0% 18.2% 19.0% 15.0% 5.0% 29.6% 25.9% 28.6% 13.9% 20.4% 24.1% 18.3% 19.5% 16.4% 19.0% 15.0% 15.0% 14.8% 22.2% 22.9% 13.9% 17.7% 20.7% 14.8% 19.5% 7.3% 9.5% 5.0% 25.0% 14.8% 16.7% 18.6% 11.1% 15.0% 13.8% 4.9% 6.9% 1.8% 0.0% 5.0% 10.0% 3.7% 5.6% 7.1% 2.8% 5.3% 3.4% 157 Technology and Play 37. Weekdays watching music videos on YouTube (n = 577) Gender All Before 9am (Breakfast time) Between 9am and 12pm Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 15.3% 16.3% 14.2% 16.1% 16.7% 17.5% 17.2% 10.8% 17.3% 12.7% 16.6% 8.5% 8.1% 11.0% 5.4% 7.1% 11.9% 11.9% 7.6% 4.2% 8.5% 7.7% 7.5% 11.7% Between 12pm and 2pm 8.8% 9.9% 7.8% 12.5% 15.5% 7.1% 7.6% 6.6% *6.0% *12.4% 7.7% 14.9% Between 2pm and 4pm 17.9% 17.0% 18.6% 19.6% 14.3% 17.5% 24.8% 13.3% 16.7% 19.3% 18.4% 14.9% Between 4pm and 6pm 31.4% 27.7% 34.9% 23.2% 25.0% 25.4% 33.8% 39.8% 34.3% 27.8% 31.9% 28.7% Between 6pm and 8pm 19.8% 19.9% 19.7% 14.3% 15.5% 19.0% 21.4% 22.9% 20.8% 18.5% 19.3% 22.3% 4.7% 6.0% 3.4% 1.8% 9.5% 3.2% 6.2% 3.0% 4.4% 5.0% 4.1% 7.4% After 8pm 38. Weekends watching music videos on YouTube (n = 577) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 12.3% 14.5% 10.2% 7.1% 16.7% 11.9% 14.5% 10.2% 14.5% 9.7% 13.7% 5.3% Between 9am and 12pm 22.5% 22.3% 22.7% 12.5% 17.9% 19.8% 24.8% 28.3% 22.3% 22.8% 22.4% 23.4% Between 12pm and 2pm 17.5% 15.6% 19.3% 12.5% 21.4% 15.9% 17.9% 18.1% 16.0% 19.3% 17.6% 17.0% Between 2pm and 4pm 23.4% 25.2% 21.7% 12.5% 21.4% 23.0% 29.0% 23.5% 22.6% 24.3% 24.6% 17.0% Between 4pm and 6pm 25.3% 23.4% 27.1% 14.3% 17.9% 29.4% 25.5% 29.5% 29.2% 20.5% 25.5% 24.5% Between 6pm and 8pm 16.8% 17.0% 16.6% 14.3% 11.9% 16.7% 17.9% 19.3% 18.9% 14.3% 16.8% 17.0% 4.5% 4.6% 4.4% 1.8% 4.8% 3.2% 9.0% 2.4% 4.1% 5.0% 4.3% 5.3% After 8pm 158 Technology and Play 39. Weekdays watching videos made by other children (n = 471) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 16.6% 18.0% 15.1% 4.3% 18.2% 20.0% 21.3% 13.4% 20.0% 12.1% 18.0% 9.8% Between 9am and 12pm 11.3% 10.7% 11.8% *17.4% *21.2% *11.1% *11.8% *4.2% 10.2% 12.6% 11.8% 8.5% Between 12pm and 2pm 10.2% 12.4% 8.0% 6.5% 13.6% 14.4% 9.4% 7.7% 9.1% 11.7% 10.0% 11.0% Between 2pm and 4pm 18.9% 18.9% 18.9% 13.0% 12.1% 17.8% 29.1% 15.5% 17.0% 21.4% 18.5% 20.7% Between 4pm and 6pm 35.5% 34.8% 36.1% *19.6% *22.7% *34.4% *37.8% *45.1% 34.3% 36.9% 37.5% 25.6% Between 6pm and 8pm 17.8% 15.9% 19.7% 6.5% 13.6% 21.1% 22.0% 17.6% 21.1% 13.6% 17.7% 18.3% 3.6% 3.9% 3.4% 4.3% 4.5% 3.3% 5.5% 1.4% 3.8% 3.4% 2.8% 7.3% After 8pm 40. Weekends watching videos made by other children (n = 471) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 17.0% 19.3% 14.7% 10.9% 22.7% 10.0% 18.9% 19.0% *22.3% *10.2% *19.5% *4.9% Between 9am and 12pm 28.0% 26.6% 29.4% 23.9% 28.8% 18.9% 26.8% 35.9% 27.9% 28.2% 29.6% 20.7% Between 12pm and 2pm 22.9% 21.9% 23.9% 23.9% 19.7% 14.4% 25.2% 27.5% 23.8% 21.8% 22.1% 26.8% Between 2pm and 4pm 31.8% 32.6% 31.1% 13.0% 27.3% 31.1% 37.8% 35.2% 32.8% 30.6% 31.6% 32.9% Between 4pm and 6pm 27.0% 25.8% 28.2% 15.2% 22.7% 24.4% 27.6% 33.8% 26.8% 27.2% 27.2% 25.6% Between 6pm and 8pm 17.4% 18.0% 16.8% 15.2% 7.6% 18.9% 19.7% 19.7% 21.1% 12.6% 17.2% 18.3% 3.6% 4.7% 2.5% 0.0% 4.5% 1.1% 6.3% 3.5% 3.4% 3.9% 3.3% 4.9% After 8pm 159 Technology and Play 41. Weekdays watching catch‐up TV (n = 306) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME 15.7% 15.2% 16.2% 13.8% 15.4% 26.4% 20.0% 7.2% 16.6% 14.4% 16.9% Between 9am and 12pm 6.5% 7.0% 6.1% 13.8% 7.7% 1.9% 5.3% 7.2% 4.4% 9.6% 6.9% 5.2% Between 12pm and 2pm 10.5% 8.9% 12.2% *10.3% *23.1% *13.2% *8.0% *4.1% 8.3% 13.6% 8.5% 19.0% Between 2pm and 4pm 14.4% 10.8% 18.2% 13.8% 13.5% 13.2% 14.7% 15.5% 15.5% 12.8% 12.9% 20.7% Between 4pm and 6pm 25.2% 23.4% 27.0% 20.7% 21.2% 24.5% 17.3% 35.1% 27.6% 21.6% 28.2% 12.1% Between 6pm and 8pm 15.7% 16.5% 14.9% 3.4% 15.4% 11.3% 21.3% 17.5% 17.1% 13.6% 16.1% 13.8% 3.9% 5.1% 2.7% 3.4% 9.6% 1.9% 5.3% 1.0% 4.4% 3.2% Before 9am (Breakfast time) After 8pm a 42. Weekends watching catch‐up TV (n = 306) Gender All Male < 1 year 1 year 2 years 2.4% Social Class 3 years 4 to 5 years a 10.3% invalid statistical test due to expected frequencies less than 5 Age Female a 10.3% ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 15.4% 14.6% 16.2% 10.3% 25.0% 13.2% 14.7% 13.4% 17.7% 12.0% 17.3% 6.9% Between 9am and 12pm 20.3% 19.0% 21.6% *6.9% *9.6% *20.8% *17.3% *32.0% 19.9% 20.8% 22.2% 12.1% Between 12pm and 2pm 14.1% 12.0% 16.2% 10.3% 11.5% 17.0% 13.3% 15.5% 14.4% 13.6% 14.5% 12.1% Between 2pm and 4pm 20.3% 17.1% 23.6% 13.8% 11.5% 22.6% 24.0% 22.7% 21.5% 18.4% 18.5% 27.6% Between 4pm and 6pm 23.9% 24.1% 23.6% *13.8% *15.4% *17.0% *21.3% *37.1% **31.5% **12.8% 25.8% 15.5% Between 6pm and 8pm 14.1% 14.6% 13.5% 6.9% 13.5% 13.2% 10.7% 19.6% 16.0% 11.2% 15.3% 8.6% 3.9% 4.4% 3.4% 0.0% 5.8% 3.8% 6.7% 2.1% 5.0% 2.4% 3.6% 5.2% After 8pm 160 Technology and Play 43. Weekdays other (n = 12, insufficient data to allow for meaningful significance testing) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 25.0% 20.0% 28.6% 50.0% 33.3% 0.0% 0.0% 0.0% 28.6% 20.0% 30.0% 0.0% Between 9am and 12pm 16.7% 0.0% 28.6% 0.0% 33.3% 0.0% 33.3% 0.0% 14.3% 20.0% 20.0% 0.0% Between 12pm and 2pm 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Between 2pm and 4pm 16.7% 0.0% 28.6% 0.0% 33.3% 0.0% 33.3% 0.0% 28.6% 0.0% 20.0% 0.0% Between 4pm and 6pm 33.3% 20.0% 42.9% 0.0% 0.0% 100.0% 66.7% 0.0% 14.3% 60.0% 30.0% 50.0% 8.3% 20.0% 0.0% 0.0% 33.3% 0.0% 0.0% 0.0% 0.0% 20.0% 0.0% 50.0% 16.7% 20.0% 14.3% 25.0% 0.0% 0.0% 33.3% 0.0% 14.3% 20.0% 10.0% 50.0% Between 6pm and 8pm After 8pm 44. Weekdays other (n = 12, insufficient data to allow for meaningful significance testing) Gender All Male Age Female < 1 year 1 year 2 years Social Class 3 years 4 to 5 years ABC1 Ethnicity C2DE White BME Before 9am (Breakfast time) 16.7% 20.0% 14.3% 25.0% 33.3% 0.0% 0.0% 0.0% 28.6% 0.0% 20.0% 0.0% Between 9am and 12pm 25.0% 0.0% 42.9% 0.0% 33.3% 0.0% 66.7% 0.0% 14.3% 40.0% 20.0% 50.0% Between 12pm and 2pm 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Between 2pm and 4pm 25.0% 20.0% 28.6% 0.0% 33.3% 50.0% 33.3% 0.0% 28.6% 20.0% 30.0% 0.0% Between 4pm and 6pm 33.3% 40.0% 28.6% 0.0% 33.3% 50.0% 66.7% 0.0% 0.0% 80.0% 20.0% 100.0% Between 6pm and 8pm 8.3% 20.0% 0.0% 25.0% 0.0% 0.0% 0.0% 0.0% 14.3% 0.0% 10.0% 0.0% 16.7% 20.0% 14.3% 25.0% 0.0% 0.0% 33.3% 0.0% 14.3% 20.0% 10.0% 50.0% After 8pm 161 Technology and Play B-Q2b: Where in the house are they most likely to use the device at this time? Notes: Percentages out of of those children who are children before 9am Notes: Percentages out those children who areusing usingdevices devicesatatthe thetime, time,e.g. e.g.15.5% 15.5%ofof childrenwho whouse usetheir theirtablet tablet before 9amdodososoininthe thelounge/sitting lounge/sittingroom. room.Statistical significance tests not computed due to the large number of cells with expected frequencies below 5 Statistical significance tests not computed due to the large number of cells with expected frequencies below 5 Gender Weekdays Before 9am (Breakfast time) Between 9am and 12pm Between 12pm and 2pm All Between 4pm and 6pm Between 6pm and 8pm Under 1 Social Class 1 year 2 years 3 years 4 to 5 ABC1 Ethnicity C2DE White BME 15.5% 15.9% 14.9% 12.0% 24.3% 12.1% 15.5% 12.2% 14.3% 17.4% 13.9% 24.0% Lounge/Sitting Room 55.8% 56.7% 54.8% 58.0% 37.4% 55.6% 66.0% 61.9% 56.1% 55.4% 58.9% 38.7% Their bedroom/nursery 28.0% 17.9% 19.9% 15.4% 24.0% 25.2% 16.2% 10.7% 16.5% 17.5% 18.5% 16.1% Their brother’s or sister’s bedroom 2.2% 1.4% 3.2% 0.0% 5.6% 1.0% 1.9% 1.4% 2.5% 1.6% 1.9% 4.0% Playroom 2.0% 2.2% 1.8% 2.0% 0.9% 3.0% 1.9% 2.2% 1.0% 3.8% 1.7% 4.0% Somewhere else 6.6% 4.0% 10.0% 4.0% 6.5% 12.1% 3.9% 5.8% 8.6% 3.3% 7.6% 1.3% Kitchen 5.6% 7.8% 3.3% 6.9% 4.8% 4.4% 5.2% 8.2% 4.7% 6.6% 5.8% 4.9% Lounge/Sitting Room 73.0% 74.0% 72.0% 67.2% 71.4% 79.6% 71.9% 71.2% 70.4% 75.9% 73.6% 70.4% Their bedroom/nursery Their brother’s or sister’s bedroom 16.4% 14.7% 18.2% 22.4% 18.1% 9.7% 19.8% 15.1% 19.7% 12.7% 15.4% 21.0% 1.8% 0.9% 2.8% 0.0% 2.9% 0.0% 3.1% 2.7% 1.3% 2.4% 2.2% 0.0% Playroom 2.5% 2.2% 2.8% 3.4% 2.9% 3.5% 0.0% 2.7% 3.0% 1.9% 2.2% 3.7% Somewhere else 0.7% 0.4% 0.9% 0.0% 0.0% 2.7% 0.0% 0.0% 0.9% 0.5% 0.8% 0.0% Kitchen 4.0% 4.7% 3.2% 6.5% 1.0% 2.3% 8.0% 4.2% 4.2% 3.9% 3.5% 5.9% 74.0% 13.6% 71.1% 15.6% 77.3% 11.4% 73.9% 13.0% 68.0% 19.4% 80.7% 9.1% 69.0% 16.1% 80.6% 8.3% 69.1% 16.8% 78.5% 10.7% 75.2% 12.9% 69.4% 16.5% Lounge/Sitting Room Their brother’s or sister’s bedroom 3.3% 3.8% 2.7% 4.3% 5.8% 2.3% 1.1% 2.8% 3.7% 2.9% 3.5% 2.4% Playroom 3.5% 3.3% 3.8% 0.0% 4.9% 4.5% 4.6% 1.4% 4.7% 2.4% 3.2% 4.7% Somewhere else 1.5% 1.4% 1.6% 2.2% 1.0% 1.1% 1.1% 2.8% 1.6% 1.5% 1.6% 1.2% Kitchen 4.2% 4.4% 4.1% 3.8% 1.7% 6.7% 6.0% 2.1% 4.6% 3.8% 4.4% 3.1% 79.8% 79.3% 80.4% 79.2% 75.0% 79.9% 79.2% 85.0% 78.3% 81.5% 83.0% 63.3% Their bedroom/nursery 9.9% 10.3% 9.5% 11.3% 15.8% 11.2% 6.0% 7.9% 11.1% 8.6% 7.0% 25.5% Their brother’s or sister’s bedroom 2.1% 2.5% 1.7% 0.0% 3.3% 0.0% 3.0% 2.9% 1.5% 2.7% 1.5% 5.1% Playroom 3.4% 3.4% 3.4% 5.7% 4.2% 1.5% 5.4% 1.4% 4.0% 2.7% 3.7% 2.0% Somewhere else 0.5% 0.0% 1.0% 0.0% 0.0% 0.7% 0.6% 0.7% 0.3% 0.7% 0.4% 1.0% Kitchen 5.7% 6.3% 5.1% 7.4% 5.2% 6.6% 6.6% 4.5% 6.7% 4.4% 6.2% 3.3% Lounge/Sitting Room 77.8% 76.3% 79.4% 69.1% 68.0% 75.1% 82.2% 82.4% 77.9% 77.7% 79.9% 65.8% Their bedroom/nursery 19.7% Lounge/Sitting Room 11.0% 11.6% 10.3% 19.8% 18.3% 10.2% 7.5% 8.8% 10.2% 12.1% 9.5% Their brother’s or sister’s bedroom 2.5% 2.4% 2.6% 1.2% 5.2% 3.6% 2.1% 1.3% 2.6% 2.3% 2.0% 5.3% Playroom 2.1% 2.6% 1.6% 2.5% 2.6% 3.6% 1.2% 1.6% 2.0% 2.3% 1.6% 5.3% Somewhere else 0.9% 0.7% 1.0% 0.0% 0.7% 1.0% 0.4% 1.3% 0.7% 1.2% 0.9% 0.7% Kitchen 3.2% 4.1% 2.2% 4.1% 1.1% 6.6% 4.3% 1.1% 2.4% 4.2% 2.8% 5.1% Lounge/Sitting Room 60.5% 62.2% 58.5% 61.2% 46.7% 65.1% 62.1% 63.2% 61.8% 58.6% 61.9% 53.5% Their bedroom/nursery Their brother’s or sister’s bedroom 28.6% 26.2% 31.3% 34.7% 34.8% 24.5% 25.0% 29.1% 26.4% 31.8% 28.7% 28.3% 3.0% 3.1% 2.9% 0.0% 8.7% 0.9% 3.6% 1.6% 3.0% 2.9% 1.7% 9.1% 2.8% 1.9% 3.1% 1.4% 2.5% 2.5% 0.0% 0.0% 3.3% 5.4% 1.9% 0.9% 2.9% 2.1% 3.8% 1.1% 3.3% 3.0% 2.1% 0.4% 2.6% 2.3% 4.0% 0.0% Lounge/Sitting Room 8.3% 40.2% 12.9% 40.0% 3.2% 40.3% 0.0% 52.4% 16.7% 33.3% 0.0% 55.0% 15.2% 30.3% 3.6% 39.3% 9.5% 39.7% 7.2% 40.6% 7.9% 37.1% 9.3% 46.5% Their bedroom/nursery 38.6% 31.4% 46.8% 33.3% 23.3% 35.0% 48.5% 50.0% 36.5% 40.6% 39.3% 37.2% Playroom Somewhere else After 8pm Age (in years) Female Kitchen Their bedroom/nursery Between 2pm and 4pm Male Kitchen 162 Technology and Play Their brother’s or sister’s bedroom 6.1% 5.7% 6.5% 4.8% 16.7% 5.0% 3.0% 0.0% 4.8% 7.2% 6.7% Playroom 4.5% 7.1% 1.6% 4.8% 6.7% 5.0% 0.0% 7.1% 4.8% 4.3% 6.7% 4.7% 0.0% Somewhere else 2.3% 2.9% 1.6% 4.8% 3.3% 0.0% 3.0% 0.0% 4.8% 0.0% 2.2% 2.3% 163 Technology and Play Weekends Gender All Before 9am (Breakfast time) Between 9am and 12pm Between 12pm and 2pm Kitchen Between 4pm and 6pm Between 6pm and 8pm After 8pm Female Under 1 Social Class 1 year 2 years 3 years 4 to 5 ABC1 Ethnicity C2DE White BME 8.3% 7.7% 8.9% 7.1% 10.6% 9.4% 5.8% 8.6% 9.4% 6.5% 7.5% 13.8% Lounge/Sitting Room 58.2% 59.1% 57.1% 59.5% 52.9% 48.2% 65.8% 60.3% 57.9% 58.6% 59.5% 48.3% Their bedroom/nursery 19.0% 22.0% 15.6% 26.2% 20.0% 18.8% 18.3% 17.2% 16.5% 23.1% 18.8% 20.7% Their brother’s or sister’s bedroom 3.1% 2.3% 4.0% 0.0% 3.5% 4.7% 2.5% 3.3% 2.7% 3.8% 2.1% 10.3% Playroom 2.9% 3.9% 1.8% 2.4% 3.5% 3.5% 0.8% 4.0% 2.7% 3.2% 2.6% 5.2% Somewhere else 8.5% 5.0% 12.5% 4.8% 9.4% 15.3% 6.7% 6.6% 10.8% 4.8% 9.4% 1.7% Kitchen 5.9% 5.7% 6.1% 3.8% 7.5% 6.2% 7.9% 4.1% 5.7% 6.1% 6.2% 4.5% Lounge/Sitting Room 72.3% 73.1% 71.5% 66.7% 65.4% 70.4% 74.6% 77.0% 72.0% 72.7% 74.6% 60.2% Their bedroom/nursery 12.0% 11.3% 12.8% 19.2% 12.8% 13.6% 10.6% 9.7% 12.1% 12.0% 10.6% 19.5% Their brother’s or sister’s bedroom Playroom 4.1% 4.5% 3.7% 5.1% 7.5% 1.2% 4.8% 3.3% 4.4% 3.6% 3.0% 9.8% 3.6% 4.0% 3.2% 5.1% 5.3% 4.3% 1.1% 3.7% 3.6% 3.6% 3.2% 6.0% Somewhere else 2.0% 1.4% 2.7% 0.0% 1.5% 4.3% 1.1% 2.2% 2.1% 1.9% 2.4% 0.0% Kitchen 3.5% 5.1% 1.8% 4.7% 3.5% 3.3% 2.3% 4.2% 4.1% 2.8% 3.4% 3.9% Lounge/Sitting Room 72.7% 72.9% 72.6% 70.3% 67.3% 77.2% 72.4% 74.1% 69.4% 76.7% 75.4% 61.2% Their bedroom/nursery 13.8% 4.1% 14.1% 3.4% 13.6% 4.8% 17.2% 4.7% 11.5% 8.8% 9.8% 3.3% 17.2% 4.0% 13.7% 1.9% 14.1% 5.1% 13.6% 2.8% 13.1% 2.7% 17.1% 10.1% Playroom 4.8% 4.0% 5.7% 1.6% 7.1% 4.9% 4.0% 5.2% 6.0% 3.5% 4.3% 7.0% Somewhere else 1.0% 0.6% 1.5% 1.6% 1.8% 1.6% 0.0% 0.9% 1.4% 0.6% 1.1% 0.8% Kitchen 2.9% 2.8% 3.0% 0.0% 2.6% 4.0% 5.2% 1.1% 3.0% 2.8% 2.5% 5.0% Lounge/Sitting Room 77.8% 76.3% 79.5% 78.4% 70.9% 80.0% 77.1% 80.8% 78.0% 77.6% 80.9% 61.2% Their bedroom/nursery 10.5% 13.0% 7.7% 12.2% 12.6% 8.6% 9.1% 11.3% 10.0% 11.1% 8.7% 20.1% Their brother’s or sister’s bedroom Between 2pm and 4pm Male Age (in years) Their brother’s or sister’s bedroom 3.2% 2.8% 3.7% 5.4% 4.0% 1.7% 3.5% 3.0% 3.6% 2.8% 2.6% 6.5% Playroom 3.9% 3.6% 4.2% 4.1% 7.9% 2.9% 3.0% 3.0% 3.8% 4.0% 4.2% 2.2% Somewhere else 1.7% 1.5% 1.9% 0.0% 2.0% 2.9% 2.2% 0.8% 1.6% 1.8% 1.1% 5.0% Kitchen 5.2% 4.1% 6.3% 8.2% 6.1% 5.6% 4.8% 4.1% 6.1% 3.7% 5.6% 2.7% Lounge/Sitting Room 76.2% 77.1% 75.4% 64.4% 64.4% 77.8% 77.9% 82.0% 75.4% 77.5% 78.5% 64.4% Their bedroom/nursery 10.6% 10.2% 11.0% 17.8% 16.7% 9.4% 9.1% 7.9% 10.2% 11.1% 9.0% 18.5% Their brother’s or sister’s bedroom 3.4% 3.7% 3.1% 5.5% 6.1% 2.2% 3.8% 2.2% 3.4% 3.4% 3.0% 5.5% Playroom 3.5% 4.1% 2.9% 4.1% 6.1% 3.3% 3.4% 2.5% 3.8% 3.1% 2.6% 8.2% Somewhere else 1.1% 0.9% 1.3% 0.0% 0.8% 1.7% 1.0% 1.3% 1.1% 1.1% 1.2% 0.7% Kitchen 2.4% 2.0% 2.7% 3.4% 1.1% 3.5% 3.6% 1.0% 1.8% 3.2% 2.0% 4.0% Lounge/Sitting Room 59.3% 62.4% 56.0% 50.0% 48.3% 63.7% 60.7% 63.4% 61.4% 56.3% 61.7% 47.5% Their bedroom/nursery 28.4% 26.8% 29.9% 32.8% 36.8% 24.8% 26.4% 26.7% 26.3% 31.2% 26.8% 35.6% Their brother’s or sister’s bedroom Playroom 3.4% 2.7% 4.1% 3.4% 3.4% 3.5% 4.3% 2.6% 2.6% 4.5% 2.7% 6.9% 4.2% 3.7% 4.8% 8.6% 2.3% 3.5% 3.6% 4.7% 4.7% 3.6% 4.3% 4.0% Somewhere else 2.4% 2.3% 2.4% 1.7% 8.0% 0.9% 1.4% 1.6% 3.2% 1.2% 2.5% 2.0% Kitchen 3.3% 1.9% 5.4% 0.0% 5.1% 10.3% 2.0% 0.0% 5.1% 1.2% 3.1% 3.9% 39.0% 42.3% 42.6% 37.0% 33.8% 50.0% 42.9% 28.6% 30.8% 43.6% 31.0% 51.7% 45.1% 39.2% 42.9% 42.9% 34.7% 42.9% 44.0% 41.7% 41.2% 42.0% 33.3% 43.1% Lounge/Sitting Room Their bedroom/nursery Their brother’s or sister’s bedroom 6.6% 8.3% 4.1% 0.0% 10.3% 3.4% 5.9% 8.2% 10.2% 2.4% 5.3% 9.8% Playroom 4.9% 5.6% 4.1% 7.1% 7.7% 3.4% 3.9% 4.1% 3.1% 7.1% 4.6% 5.9% 164 Technology and Play Somewhere else 3.8% 4.6% 2.7% 21.4% 2.6% 0.0% 3.9% 2.0% 4.1% 3.6% 3.8% 3.9% 165 Technology and Play B-Q2c: Who are they typically using the device with? B-Q2c: Who are they typically using the device with? Gender Weekdays Before 9am (Breakfast time) All On their own With me or another parent/guardian With brother(s)/ sister(s) With another family member With a friend Other adult, e.g. Childminder Between 9am and 12pm 2 years 3 years 4 to 5 ABC1 C2DE White BME 39.0% 32.6% 28.0% 28.0% 31.3% 48.5% 39.6% 34.4% 39.1% 33.6% 50.7% 45.0% 43.7% 46.6% 50.0% 48.6% 49.5% 38.8% 41.7% 47.1% 41.3% 47.3% 32.0% 15.3% 13.4% 17.6% 16.0% 19.6% 16.2% 7.8% 16.5% 15.3% 15.2% 15.4% 14.7% 2.6% 0.6% 3.2% 0.7% 1.8% 0.5% 4.0% 2.0% 2.8% 0.9% 3.0% 0.0% 2.9% 0.0% 1.4% 0.7% 2.2% 0.6% 3.3% 0.5% 2.6% 0.7% 2.7% 0.0% 0.0% 0.9% 0.0% 0.0% 0.0% 1.9% 0.0% 0.3% 0.5% 0.5% 0.0% 17.3% 19.2% 8.6% 12.4% 20.4% 29.2% 16.4% 15.0% 21.7% 19.0% 14.8% With me or another parent/guardian 63.4% 66.7% 59.8% 69.0% 66.7% 64.6% 56.3% 61.6% 66.5% 59.9% 65.1% 55.6% With brother(s)/ sister(s) 11.9% 10.4% 13.6% 19.0% 12.4% 8.8% 8.3% 15.1% 12.9% 10.8% 9.9% 21.0% With another family member 4.3% 4.8% 3.7% 3.4% 4.8% 5.3% 2.1% 5.5% 3.9% 4.7% 3.3% 8.6% With a friend 0.4% 0.0% 0.9% 0.0% 1.0% 0.0% 1.0% 0.0% 0.0% 0.9% 0.5% 0.0% 1.8% 0.9% 2.8% 0.0% 2.9% 0.9% 3.1% 1.4% 1.7% 1.9% 2.2% 0.0% On their own 18.9% 20.4% 17.3% 6.5% 13.6% 15.9% 27.6% 27.8% 13.1% 24.4% 19.6% 16.5% With me or another parent/guardian 59.6% 55.5% 64.3% 67.4% 55.3% 68.2% 56.3% 54.2% 61.3% 58.0% 63.7% 44.7% With brother(s)/ sister(s) 13.6% 15.2% 11.9% 13.0% 21.4% 9.1% 10.3% 12.5% 14.1% 13.2% 9.6% 28.2% With another family member 5.8% 6.6% 4.9% 10.9% 7.8% 6.8% 2.3% 2.8% 9.4% 2.4% 4.8% 9.4% With a friend 0.8% 1.4% 0.0% 2.2% 0.0% 0.0% 0.0% 2.8% 0.5% 1.0% 1.0% 0.0% 1.3% 0.9% 1.6% 0.0% 1.9% 0.0% 3.4% 0.0% 1.6% 1.0% 1.3% 1.2% On their own 18.2% 18.2% 18.2% 7.5% 10.0% 17.2% 26.2% 20.7% 13.3% 23.6% 19.5% 11.2% With me or another parent/guardian 64.6% 64.3% 64.9% 69.8% 66.7% 71.6% 61.3% 57.9% 65.6% 63.4% 65.2% 61.2% 12.0% 11.9% 12.2% 20.8% 15.0% 8.2% 7.7% 15.0% 13.3% 10.6% 11.0% 17.3% 3.7% 4.4% 3.0% 1.9% 6.7% 1.5% 3.6% 4.3% 5.6% 1.7% 2.7% 9.2% 0.7% 0.8% 0.6% 0.6% 0.7% 1.0% 0.0% 0.0% 0.0% 1.7% 0.7% 0.7% 0.6% 0.6% 1.4% 0.7% 1.2% 0.9% 0.0% 0.7% 0.8% 0.8% 0.0% 1.0% On their own 18.8% 19.4% 18.2% 14.8% 12.4% 11.2% 24.9% 22.5% 16.6% 22.0% 18.9% 18.4% With me or another parent/guardian 60.1% 59.7% 60.6% 65.4% 60.8% 66.5% 56.4% 57.8% 63.9% 54.8% 62.2% 48.0% With brother(s)/ sister(s) 23.7% With a friend Other adult, e.g. Childminder 16.2% 16.1% 16.2% 13.6% 20.3% 15.7% 13.7% 16.8% 15.3% 17.4% 14.9% With another family member 3.3% 2.8% 4.0% 3.7% 5.2% 5.6% 2.5% 1.9% 3.1% 3.7% 2.9% 5.9% With a friend 1.1% 1.7% 0.6% 1.2% 1.3% 0.5% 1.7% 1.1% 0.8% 1.6% 0.8% 3.3% Other adult, e.g. Childminder Between 6pm and 8pm 1 year 36.1% 0.4% With brother(s)/ sister(s) With another family member Between 4pm and 6pm Under 1 Ethnicity 18.2% Other adult, e.g. Childminder Between 2pm and 4pm Female Social Class On their own Other adult, e.g. Childminder Between 12pm and 2pm Male Age (in years) 0.4% 0.4% 0.4% 1.2% 0.0% 0.5% 0.8% 0.0% 0.3% 0.5% 0.3% 0.7% On their own 17.4% 15.6% 19.3% 8.2% 9.8% 15.1% 24.3% 19.8% 16.1% 19.2% 18.3% 13.1% With me or another parent/guardian 61.9% 65.3% 58.2% 73.5% 63.0% 64.2% 53.6% 63.2% 63.3% 59.8% 64.0% 51.5% With brother(s)/ sister(s) 22.2% 14.2% 13.3% 15.3% 12.2% 18.5% 14.2% 14.3% 12.6% 14.2% 14.2% 12.6% With another family member 4.9% 4.4% 5.5% 6.1% 6.5% 4.7% 5.0% 3.8% 5.2% 4.6% 4.0% 9.1% With a friend 1.1% 0.7% 1.5% 0.0% 2.2% 0.0% 2.1% 0.5% 0.9% 1.3% 0.6% 3.0% Other adult, e.g. Childminder 0.5% 0.7% 0.4% 0.0% 0.0% 1.9% 0.7% 0.0% 0.3% 0.8% 0.4% 1.0% 166 Technology and Play After 8pm On their own With me or another parent/guardian With brother(s)/ sister(s) 24.2% 30.0% 17.7% 4.8% 20.0% 20.0% 33.3% 35.7% 23.8% 24.6% 27.0% 18.6% 43.2% 40.0% 46.8% 52.4% 36.7% 70.0% 42.4% 25.0% 38.1% 47.8% 46.1% 37.2% 27.9% 17.4% 12.9% 22.6% 14.3% 20.0% 0.0% 18.2% 28.6% 19.0% 15.9% 12.4% With another family member 9.8% 11.4% 8.1% 19.0% 13.3% 5.0% 3.0% 10.7% 11.1% 8.7% 11.2% 7.0% With a friend 4.5% 0.8% 5.7% 0.0% 3.2% 1.6% 9.5% 0.0% 6.7% 3.3% 5.0% 0.0% 3.0% 0.0% 0.0% 0.0% 7.9% 0.0% 1.4% 1.4% 2.2% 1.1% 9.3% 0.0% Other adult, e.g. Childminder 167 Technology and Play Weekends Gender All Before 9am (Breakfast time) Between 9am and 12pm Between 12pm and 2pm On their own Between 4pm and 6pm Between 6pm and 8pm Female Under 1 Social Class 1 year 25.9% 28.1% 9.5% 54.0% 53.7% 54.5% 76.2% 14.5% 15.8% 12.9% 7.1% With another family member 2.9% 3.5% 2.2% 7.1% 5.9% 2.4% With a friend 1.2% 0.8% 1.8% 0.0% 1.2% 1.2% Other adult, e.g. Childminder 0.4% 0.4% 0.4% 0.0% 1.2% 0.0% On their own 20.6% 22.9% 18.2% 16.7% 12.0% With me or another parent/guardian 56.9% 58.0% 55.8% 57.7% With brother(s)/ sister(s) 16.2% 13.7% 18.9% 15.4% With another family member 4.7% 4.0% 5.4% With a friend Other adult, e.g. Childminder 1.1% 0.9% 0.5% 0.5% 20.6% 23.2% 53.6% With me or another parent/guardian With brother(s)/ sister(s) On their own With me or another parent/guardian 17.6% 2 years 26.9% With brother(s)/ sister(s) Between 2pm and 4pm Male Age (in years) 3 years 4 to 5 18.8% 38.3% 32.5% 63.5% 62.4% 48.3% 42.4% 10.6% 15.3% 10.8% 21.2% 0.0% 2.6% 1.7% 1.3% 0.8% 17.3% 59.4% 17.3% 6.4% 1.2% 0.5% ABC1 Ethnicity C2DE 25.3% White BME 29.6% 27.1% 25.9% 55.9% 51.1% 55.3% 44.8% 14.1% 15.1% 14.4% 15.5% 3.0% 2.7% 2.4% 6.9% 1.3% 1.1% 0.7% 5.2% 0.0% 0.3% 0.5% 0.2% 1.7% 22.8% 26.4% 18.9% 22.8% 20.2% 22.6% 64.2% 56.1% 51.7% 60.0% 52.9% 59.9% 41.4% 13.6% 16.9% 17.1% 14.8% 18.1% 15.3% 21.1% 7.5% 4.3% 3.2% 4.1% 4.9% 4.5% 3.4% 11.3% 2.6% 3.0% 0.0% 0.5% 0.7% 0.8% 1.4% 0.9% 2.3% 1.3% 0.8% 0.6% 0.5% 0.0% 0.6% 0.3% 0.3% 1.5% 17.8% 6.3% 19.5% 12.2% 27.0% 25.0% 18.4% 23.0% 19.7% 24.0% 52.0% 55.4% 67.2% 42.5% 61.0% 51.1% 53.3% 55.8% 51.1% 56.4% 41.9% 16.9% 15.5% 18.4% 15.6% 30.1% 16.3% 13.8% 13.2% 16.5% 17.4% 16.0% 20.9% With another family member 6.0% 5.6% 6.3% 7.8% 4.4% 9.8% 5.7% 4.2% 6.2% 5.7% 5.2% 9.3% With a friend 2.5% 2.8% 2.1% 3.1% 3.5% 0.8% 1.7% 3.3% 2.4% 2.5% 2.3% 3.1% Other adult, e.g. Childminder 0.4% 0.8% 0.0% 0.0% 0.0% 0.0% 0.6% 0.9% 0.5% 0.3% 0.4% 0.8% 18.5% 19.0% 17.9% 9.5% 13.9% 12.6% 22.9% 23.7% 16.6% 20.9% 18.5% 18.7% 60.0% 60.3% 59.7% 73.0% 61.6% 66.3% 56.7% 54.1% 61.6% 57.9% 62.8% 44.6% On their own With me or another parent/guardian With brother(s)/ sister(s) 14.9% 13.5% 16.6% 8.1% 15.9% 16.6% 13.4% 16.5% 14.2% 15.9% 13.6% 22.3% With another family member 4.1% 4.9% 3.3% 5.4% 5.3% 2.9% 4.8% 3.4% 5.4% 2.5% 3.6% 7.2% With a friend 1.9% 2.1% 1.6% 4.1% 2.0% 1.7% 1.3% 1.9% 1.6% 2.3% 1.2% 5.8% Other adult, e.g. Childminder 0.6% 0.2% 0.9% 0.0% 1.3% 0.0% 0.9% 0.4% 0.6% 0.5% 0.4% 1.4% On their own 16.5% 15.2% 17.9% 6.8% 10.6% 10.0% 22.1% 21.2% 13.8% 20.8% 16.8% 15.1% With me or another parent/guardian 61.8% 64.1% 59.5% 74.0% 63.6% 67.2% 55.3% 59.5% 66.3% 54.7% 64.2% 49.3% With brother(s)/ sister(s) 16.5% 14.9% 18.1% 12.3% 13.6% 20.0% 16.8% 16.5% 15.4% 18.2% 14.9% 24.7% With another family member 4.0% 4.3% 3.6% 5.5% 8.3% 2.8% 4.3% 2.2% 3.2% 5.1% 3.1% 8.2% With a friend Other adult, e.g. Childminder 0.8% 1.3% 0.2% 0.0% 2.3% 0.0% 1.0% 0.6% 0.7% 0.9% 0.5% 2.1% 0.4% 0.2% 0.7% 1.4% 1.5% 0.0% 0.5% 0.0% 0.5% 0.3% 0.4% 0.7% 18.0% 16.4% 19.6% 8.6% 13.8% 14.2% 22.1% 22.0% 16.4% 20.2% 18.0% 17.8% 60.3% 63.8% 56.7% 72.4% 64.4% 61.1% 52.9% 59.7% 63.2% 56.3% 62.7% 48.5% On their own With me or another parent/guardian With brother(s)/ sister(s) 14.3% 12.8% 15.8% 12.1% 14.9% 18.6% 16.4% 10.5% 13.5% 15.4% 13.1% 19.8% With another family member 4.6% 4.0% 5.2% 6.9% 3.4% 3.5% 3.6% 5.8% 3.5% 6.1% 4.5% 5.0% With a friend 1.7% 1.0% 2.4% 0.0% 0.0% 1.8% 4.3% 1.0% 2.0% 1.2% 1.0% 5.0% Other adult, e.g. Childminder 1.2% 2.0% 0.3% 0.0% 3.4% 0.9% 0.7% 1.0% 1.5% 0.8% 0.6% 4.0% 168 Technology and Play After 8pm On their own With me or another parent/guardian With brother(s)/ sister(s) With another family member With a friend Other adult, e.g. Childminder 28.0% 29.6% 25.7% 21.4% 17.9% 31.0% 29.4% 34.7% 25.5% 31.0% 31.3% 19.6% 42.9% 43.5% 41.9% 50.0% 46.2% 51.7% 45.1% 30.6% 38.8% 47.6% 45.8% 35.3% 10.4% 10.2% 10.8% 14.3% 7.7% 3.4% 9.8% 16.3% 12.2% 8.3% 9.2% 13.7% 13.2% 11.1% 16.2% 14.3% 17.9% 10.3% 13.7% 10.2% 16.3% 9.5% 9.9% 21.6% 3.8% 1.6% 3.7% 1.9% 4.1% 1.4% 0.0% 0.0% 10.3% 0.0% 0.0% 3.4% 2.0% 0.0% 4.1% 4.1% 4.1% 3.1% 3.6% 0.0% 3.1% 0.8% 5.9% 3.9% 169 Technology and Play B-Q2d: Who makes the decision to use the tablet each time? Notes: Percentages out of those children who are using devices at the time, e.g. 37.1% of children who use their tablet before 9am do so entirely at the parents’ discretion. Notes: Percentages out of those children who are using devices at the time, e.g. 37.1% of children who use their tablet before 9am do so entirely at the parents’ discretion. Weekdays Gender All Before 9am (Breakfast time) Between 9am and 12pm Between 12pm and 2pm Between 2pm and 4pm Between 4pm and 6pm Between 6pm and 8pm After 8pm Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision 37.1% 21.5% 24.1% 13.1% 4.2% 33.7% 28.5% 23.4% 9.9% 4.5% 33.3% 29.0% 26.8% 7.8% 3.0% 35.3% 20.0% 29.1% 11.1% 4.6% 30.1% 23.4% 30.2% 13.1% 3.2% 28.8% 23.9% 29.5% 15.1% 2.6% 30.3% 25.0% 25.8% 13.6% 5.3% Male 40.4% 22.7% 19.9% 13.7% 3.2% 38.1% 26.0% 21.6% 11.3% 3.0% 36.0% 29.4% 25.1% 7.6% 1.9% 38.9% 20.7% 24.5% 12.2% 3.8% 31.2% 23.8% 27.5% 14.0% 3.3% 29.3% 26.9% 29.6% 13.3% 1.0% 37.1% 22.9% 22.9% 10.0% 7.1% Age (in years) Female 33.0% 19.9% 29.4% 12.2% 5.4% 29.0% 31.3% 25.2% 8.4% 6.1% 30.3% 28.6% 28.6% 8.1% 4.3% 31.4% 19.3% 34.1% 9.8% 5.4% 28.9% 23.0% 33.1% 12.1% 3.0% 28.4% 20.7% 29.5% 17.1% 4.4% 22.6% 27.4% 29.0% 17.7% 3.2% Under 1 44.0% 44.0% 8.0% 4.0% 0.0% 55.2% 25.9% 15.5% 1.7% 1.7% 43.5% 41.3% 15.2% 0.0% 0.0% 62.3% 17.0% 15.1% 5.7% 0.0% 39.5% 24.7% 29.6% 3.7% 2.5% 59.2% 20.4% 16.3% 4.1% 0.0% 28.6% 33.3% 19.0% 9.5% 9.5% Social Class 1 year 43.0% 23.4% 22.4% 8.4% 2.8% 29.5% 32.4% 29.5% 5.7% 2.9% 35.0% 30.1% 26.2% 6.8% 1.9% 36.7% 21.7% 26.7% 12.5% 2.5% 34.6% 26.8% 28.1% 8.5% 2.0% 33.7% 29.3% 18.5% 16.3% 2.2% 26.7% 30.0% 33.3% 10.0% 0.0% 2 years 31.3% 24.2% 29.3% 13.1% 2.0% 36.3% 24.8% 17.7% 13.3% 8.0% 38.6% 25.0% 25.0% 8.0% 3.4% 38.1% 16.4% 29.9% 11.2% 4.5% 31.5% 24.4% 26.9% 13.7% 3.6% 23.6% 25.5% 34.0% 14.2% 2.8% 30.0% 35.0% 10.0% 20.0% 5.0% 3 years 34.0% 18.4% 27.2% 13.6% 6.8% 28.1% 27.1% 28.1% 13.5% 3.1% 29.9% 23.0% 29.9% 11.5% 5.7% 31.5% 18.5% 33.3% 11.9% 4.8% 32.0% 22.0% 29.5% 13.3% 3.3% 25.0% 21.4% 33.6% 16.4% 3.6% 30.3% 12.1% 39.4% 15.2% 3.0% 4 to 5 36.7% 12.2% 25.2% 19.4% 6.5% 26.0% 32.9% 23.3% 12.3% 5.5% 22.2% 31.9% 33.3% 9.7% 2.8% 25.7% 25.0% 30.7% 10.7% 7.9% 24.3% 22.2% 33.4% 16.6% 3.5% 24.2% 23.1% 33.0% 17.0% 2.7% 35.7% 21.4% 17.9% 14.3% 10.7% ABC1 32.8% 20.4% 26.8% 15.9% 4.1% 34.8% 29.2% 22.7% 9.9% 3.4% 30.4% 31.4% 27.7% 8.9% 1.6% 32.5% 20.4% 32.8% 11.8% 2.5% 30.9% 21.6% 32.2% 13.2% 2.1% 26.7% 23.9% 31.5% 16.1% 1.8% 27.0% 25.4% 28.6% 14.3% 4.8% Ethnicity C2DE 44.6% 23.4% 19.6% 8.2% 4.3% 32.5% 27.8% 24.1% 9.9% 5.7% 36.1% 26.8% 25.9% 6.8% 4.4% 38.4% 19.5% 25.0% 10.3% 6.8% 29.0% 26.0% 27.4% 13.0% 4.6% 31.8% 23.8% 26.8% 13.8% 3.8% 33.3% 24.6% 23.2% 13.0% 5.8% White 36.4% 20.8% 23.6% 14.4% 4.7% 33.5% 27.5% 24.5% 9.6% 4.9% 34.7% 28.3% 26.4% 7.1% 3.5% 34.8% 20.3% 28.8% 11.2% 4.8% 30.3% 22.8% 29.8% 13.8% 3.4% 29.8% 24.0% 27.7% 15.7% 2.8% 36.0% 20.2% 24.7% 14.6% 4.5% BME 41.3% 25.3% 26.7% 5.3% 1.3% 34.6% 33.3% 18.5% 11.1% 2.5% 28.2% 31.8% 28.2% 10.6% 1.2% 37.8% 18.4% 30.6% 10.2% 3.1% 28.9% 27.0% 32.9% 9.2% 2.0% 24.2% 23.2% 38.4% 12.1% 2.0% 18.6% 34.9% 27.9% 11.6% 7.0% 170 Technology and Play Weekends Gender All Before 9am (Breakfast time) Between 9am and 12pm Between 12pm and 2pm Between 2pm and 4pm Between 4pm and 6pm Between 6pm and 8pm After 8pm Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision Me (parent) on my own Mostly my (parent's) decision Joint decision with my child Mostly my child’s decision Child’s decision 27.7% 20.7% 27.7% 18.0% 5.8% 28.2% 22.1% 30.2% 14.7% 4.8% 26.8% 25.5% 28.6% 13.8% 5.2% 28.1% 22.4% 29.9% 14.4% 5.2% 27.6% 23.3% 32.6% 12.7% 3.9% 26.3% 21.9% 31.4% 15.8% 4.6% 26.9% 25.8% 25.8% 17.6% 3.8% Male 30.5% 21.6% 23.9% 18.1% 5.8% 29.7% 22.9% 25.9% 17.0% 4.5% 30.5% 24.6% 25.7% 15.0% 4.2% 28.8% 22.2% 28.6% 15.4% 4.9% 29.0% 25.3% 30.1% 11.9% 3.7% 27.9% 23.8% 27.5% 16.8% 4.0% 29.6% 25.0% 26.9% 14.8% 3.7% Age (in years) Female 24.6% 19.6% 32.1% 17.9% 5.8% 26.5% 21.4% 34.6% 12.3% 5.2% 22.9% 26.5% 31.6% 12.7% 6.3% 27.3% 22.6% 31.2% 13.3% 5.6% 26.2% 21.3% 35.1% 13.4% 4.0% 24.7% 19.9% 35.4% 14.8% 5.2% 23.0% 27.0% 24.3% 21.6% 4.1% Under 1 45.2% 21.4% 21.4% 11.9% 0.0% 47.4% 19.2% 25.6% 3.8% 3.8% 31.3% 32.8% 31.3% 1.6% 3.1% 51.4% 20.3% 20.3% 6.8% 1.4% 46.6% 24.7% 21.9% 5.5% 1.4% 48.3% 13.8% 25.9% 5.2% 6.9% 50.0% 21.4% 21.4% 7.1% 0.0% Social Class 1 year 32.9% 27.1% 23.5% 12.9% 3.5% 30.1% 27.1% 29.3% 12.0% 1.5% 28.3% 27.4% 28.3% 13.3% 2.7% 35.1% 24.5% 27.2% 10.6% 2.6% 32.6% 28.0% 27.3% 9.8% 2.3% 35.6% 19.5% 24.1% 18.4% 2.3% 28.2% 23.1% 30.8% 15.4% 2.6% 2 years 28.2% 27.1% 25.9% 15.3% 3.5% 30.9% 24.7% 25.9% 13.6% 4.9% 25.2% 27.6% 24.4% 17.9% 4.9% 28.6% 28.0% 26.9% 12.0% 4.6% 28.3% 25.6% 26.1% 16.1% 3.9% 25.7% 25.7% 32.7% 11.5% 4.4% 27.6% 41.4% 17.2% 6.9% 6.9% 3 years 27.5% 18.3% 30.8% 14.2% 9.2% 25.4% 21.2% 33.3% 15.9% 4.2% 32.2% 21.8% 28.7% 10.9% 6.3% 25.1% 18.6% 36.8% 15.6% 3.9% 26.9% 21.2% 36.5% 10.6% 4.8% 22.1% 25.7% 32.1% 15.7% 4.3% 17.6% 25.5% 33.3% 17.6% 5.9% 4 to 5 19.9% 15.2% 30.5% 27.2% 7.3% 21.9% 19.7% 32.3% 19.0% 7.1% 21.2% 24.1% 30.2% 17.9% 6.6% 19.9% 21.4% 30.1% 19.2% 9.4% 21.2% 21.2% 38.3% 14.9% 4.4% 18.8% 20.4% 35.1% 20.4% 5.2% 28.6% 20.4% 20.4% 28.6% 2.0% ABC1 26.9% 20.2% 27.9% 20.2% 4.7% 27.8% 23.9% 30.5% 14.4% 3.4% 24.7% 26.6% 30.6% 13.6% 4.6% 26.8% 21.0% 34.2% 14.2% 3.8% 26.9% 22.8% 34.4% 13.6% 2.3% 23.4% 23.1% 33.6% 16.1% 3.8% 25.5% 24.5% 27.6% 18.4% 4.1% Ethnicity C2DE 29.0% 21.5% 27.4% 14.5% 7.5% 28.7% 19.8% 29.8% 15.0% 6.7% 29.3% 24.3% 26.2% 14.2% 6.0% 29.7% 24.2% 24.4% 14.6% 7.1% 28.8% 24.2% 29.6% 11.1% 6.3% 30.4% 20.2% 28.3% 15.4% 5.7% 28.6% 27.4% 23.8% 16.7% 3.6% White 29.2% 20.0% 26.6% 18.6% 5.6% 30.1% 20.6% 28.8% 15.2% 5.3% 26.8% 24.8% 28.5% 14.0% 5.9% 28.0% 21.8% 30.2% 14.6% 5.4% 27.1% 23.3% 32.1% 13.1% 4.3% 27.3% 21.3% 29.5% 17.2% 4.7% 29.8% 23.7% 24.4% 19.8% 2.3% BME 17.2% 25.9% 36.2% 13.8% 6.9% 18.0% 30.1% 37.6% 12.0% 2.3% 27.1% 28.7% 28.7% 13.2% 2.3% 28.8% 25.9% 28.1% 12.9% 4.3% 30.1% 23.3% 34.9% 10.3% 1.4% 21.8% 24.8% 40.6% 8.9% 4.0% 19.6% 31.4% 29.4% 11.8% 7.8% 171 Technology and Play B-Q2e: Which of the following statements are most true when the child is using the tablet at this time? Notes: Percentages only out of those who are using the tablets at each time-point, e.g. 21.5% of children who use their tablets before 9am do so for ‘distraction or quiet time’ Weekday All Before 9am (breakfast time) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 9am‐ 12noon (mornings) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 12noon and 2pm (lunchtime) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Male Gender Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White Ethnicity BME 59.8% 59.9% 59.7% 60.0% 59.8% 61.6% 60.2% 58.3% 59.2% 60.9% 60.0% 58.7% 39.4% 38.3% 40.7% 38.0% 41.1% 33.3% 44.7% 38.8% 39.2% 39.7% 37.1% 52.0% 46.6% 48.0% 44.8% 42.0% 46.7% 42.4% 52.4% 46.8% 46.2% 47.3% 46.1% 49.3% 21.7% 23.1% 19.9% 12.0% 20.6% 24.2% 26.2% 20.9% 18.8% 26.6% **18.0% **42.7% 39.4% 38.3% 40.7% 32.0% 34.6% 39.4% 45.6% 41.0% 39.5% 39.1% 41.4% 28.0% 17.1% 17.3% 16.7% 18.0% 18.7% 16.2% 19.4% 14.4% 14.3% 21.7% 15.8% 24.0% 2.2% 2.5% 1.8% 2.0% 0.9% 2.0% 1.9% 3.6% 2.5% 1.6% 2.6% 0.0% 49.2% 49.8% 48.6% 39.7% 43.8% 53.1% 52.1% 54.8% 44.2% 54.7% 47.3% 58.0% 42.7% 44.2% 41.1% 34.5% 43.8% 39.8% 49.0% 43.8% 39.1% 46.7% 40.1% 54.3% 59.3% 59.7% 58.9% 51.7% 60.0% 60.2% 64.6% 56.2% 63.5% 54.7% 59.6% 58.0% 22.0% 22.5% 21.5% 25.9% 21.0% 24.8% 20.8% 17.8% 23.2% 20.8% 20.1% 30.9% 55.1% 57.6% 52.3% 39.7% 51.4% 57.5% 63.5% 57.5% 55.4% 54.7% 57.1% 45.7% 17.1% 19.5% 14.5% 20.7% 15.2% 18.6% 17.7% 13.7% 12.9% 21.7% 15.9% 22.2% 0.9% 0.4% 1.4% 1.7% 0.0% 1.8% 1.0% 0.0% 0.9% 0.9% 0.8% 1.2% 46.2% 48.3% 43.8% 43.5% 45.6% 50.0% 44.8% 45.8% 44.5% 47.8% 43.1% 57.6% 40.2% 39.8% 40.5% 43.5% 39.8% 38.6% 39.1% 41.7% 39.3% 41.0% 39.9% 41.2% 61.4% 61.6% 61.1% 60.9% 62.1% 61.4% 63.2% 58.3% 56.5% 65.9% 62.7% 56.5% 23.5% 28.9% 17.3% *19.6% *20.4% *23.9% *28.7% *23.6% 23.0% 23.9% 22.5% 27.1% 49.2% 46.4% 52.4% 37.0% 47.6% 47.7% 56.3% 52.8% 44.5% 53.7% 50.8% 43.5% 15.7% 18.0% 13.0% 13.0% 14.6% 14.8% 18.4% 16.7% 11.0% 20.0% 15.4% 16.5% 0.5% 0.0% 1.1% 0.0% 0.0% 1.1% 1.1% 0.0% 0.5% 0.5% 0.3% 1.2% 172 Technology and Play Between 2 and 4pm (afternoon) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 4 and 6pm (tea/dinner time) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 6 and 8pm (evening – before/ around bedtime) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 48.0% 44.6% 50.9% 38.3% 48.5% 51.2% 43.6% 47.1% 45.5% 46.0% 48.0% 40.3% 43.3% 37.2% 52.8% 34.2% 35.1% 40.5% 45.7% 40.2% 40.4% 40.0% 41.8% 63.4% 60.5% 66.6% 58.5% 51.7% 70.1% 66.1% 65.7% 65.9% 60.6% 64.0% 60.2% 23.1% 25.4% 20.6% 34.0% 21.7% 22.4% 20.8% 23.6% 24.1% 21.9% 22.2% 27.6% 56.7% 53.9% 59.8% 47.2% 50.8% 54.5% 63.7% 59.3% 54.8% 58.9% 58.2% 49.0% 14.5% 14.7% 14.2% 15.1% 15.0% 13.4% 16.7% 12.1% 12.7% 16.4% 13.5% 19.4% 1.0% 0.6% 1.4% 3.8% 0.8% 1.5% 0.6% 0.0% 0.9% 1.0% 1.2% 0.0% 50.0% 49.9% 50.1% 44.4% 44.4% 48.2% 55.6% 50.8% 50.1% 49.9% 49.0% 55.9% 39.7% 42.0% 37.2% 40.7% 42.5% 40.1% 39.4% 38.2% 38.9% 40.8% *37.9% *50.0% 55.4% 56.4% 54.3% 46.9% 47.1% 56.9% 57.3% 58.6% 57.2% 52.7% 55.8% 52.6% 20.5% 22.0% 18.8% 24.7% 22.2% 21.8% 21.2% 17.6% 19.8% 21.3% 19.6% 25.7% 52.4% 50.8% 54.1% *32.1% *47.1% *51.3% *61.8% *53.5% 52.4% 52.4% 53.1% 48.0% 20.1% 20.3% 19.8% 18.5% 23.5% 20.3% 19.5% 19.3% 18.4% 22.5% *18.7% *28.3% 2.3% 2.0% 2.6% 0.0% 1.3% 4.1% 2.5% 2.1% 2.8% 1.6% 2.5% 1.3% 42.2% 44.6% 39.6% 57.1% 34.8% 46.2% 44.3% 37.9% 40.9% 43.9% 39.8% 53.5% 41.8% 42.2% 41.5% 24.5% 35.9% 44.3% 48.6% 42.9% 40.3% 43.9% 41.3% 44.4% 44.6% 46.6% 42.5% 42.9% 37.0% 42.5% 46.4% 48.9% 41.5% 49.0% 44.0% 47.5% 23.7% 25.5% 21.8% 22.4% 23.9% 27.4% 27.1% 19.2% 24.8% 22.2% **20.4% **39.4% 42.9% 46.3% 39.3% 26.5% 34.8% 44.3% 50.0% 45.1% 41.5% 44.8% 42.8% 43.4% 37.1% 35.4% 38.9% 32.7% 37.0% 45.3% 27.1% 41.2% 33.9% 41.4% 38.7% 29.3% 1.4% 1.0% 1.8% 0.0% 2.2% 0.9% 1.4% 1.6% 1.5% 1.3% 1.3% 2.0% All Male 46.3% Gender Ethnicity BME 173 Technology and Play After 8pm Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 48.6% 38.7% 38.1% 43.3% 60.0% 39.4% 42.9% 42.9% 44.9% 39.3% 53.5% 44.7% 45.7% 43.5% 52.4% 43.3% 40.0% 54.5% 32.1% 39.7% 49.3% 44.9% 44.2% 45.5% 51.4% 38.7% 38.1% 53.3% 45.0% 51.5% 35.7% 49.2% 42.0% 43.8% 48.8% 40.2% 41.4% 38.7% 38.1% 36.7% 35.0% 39.4% 50.0% 38.1% 42.0% 39.3% 41.9% 32.6% 32.9% 32.3% 23.8% 43.3% 35.0% 36.4% 21.4% 27.0% 37.7% 33.7% 30.2% 37.1% 38.6% 35.5% 38.1% 30.0% 40.0% 30.3% 50.0% 39.7% 34.8% 37.1% 37.2% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% All Male 43.9% Gender Ethnicity BME 174 Technology and Play B-Q2e: Which of the following statements are most true when the child is using the tablet at this time? Notes: Percentages only out of those who are using the tablets at each time-point, e.g. 21.5% of children who use their tablets before 9am do so for ‘distraction or quiet time’ Weekends Before 9am (breakfast time) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 9am‐ 12noon (mornings) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 12noon and 2pm (lunchtime) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 54.8% 56.7% 57.1% 54.1% 56.5% 59.2% 53.0% 55.9% 55.4% 56.2% 51.7% 40.2% 42.5% 37.5% 23.8% 40.0% 38.8% 44.2% 42.4% 40.1% 40.3% 38.8% 50.0% 44.3% 42.5% 46.4% 38.1% 42.4% 38.8% 50.0% 45.7% 42.8% 46.8% 42.6% 56.9% 20.9% 23.2% 18.3% 11.9% 23.5% 23.5% 24.2% 17.9% 21.2% 20.4% 19.3% 32.8% 38.7% 36.7% 41.1% *35.7% *29.4% *34.1% *53.3% *35.8% 38.4% 39.2% *36.5% *55.2% 11.8% 12.0% 11.6% 9.5% 15.3% 9.4% 15.8% 8.6% 9.1% 16.1% *9.4% *29.3% 2.7% 2.7% 2.7% 0.0% 1.2% 2.4% 3.3% 4.0% 2.7% 2.7% 2.8% 1.7% 47.2% 46.0% 48.4% 42.3% 42.1% 50.6% 48.7% 48.0% 47.0% 47.4% *45.1% *57.9% 41.2% 44.6% 37.6% 44.9% 35.3% 43.8% 37.0% 44.2% 40.5% 42.1% 39.4% 50.4% 61.6% 61.1% 62.2% *48.7% *56.4% *54.3% *66.7% *68.8% 60.4% 63.2% 61.6% 61.7% 24.1% 23.8% 24.3% 29.5% 25.6% 20.4% 26.5% 22.3% 25.0% 22.8% **21.3% **38.3% 50.2% 49.1% 51.4% **33.3% **39.8% **48.1% **58.7% **55.4% 50.4% 49.9% 50.9% 46.6% 10.7% 10.8% 10.6% 9.0% 11.3% 13.0% 11.6% 8.9% *8.1% *14.2% 9.7% 15.8% 1.6% 1.9% 1.2% 1.3% 0.0% 1.2% 2.6% 1.9% 1.5% 1.7% 1.7% 0.8% 42.7% 41.2% 44.3% 42.2% 42.5% 44.7% 41.4% 42.9% *38.2% *47.9% 43.6% 38.8% 45.3% 46.6% 44.0% 39.1% 44.2% 45.5% 42.5% 50.0% 43.9% 47.0% 44.5% 48.8% 56.4% 54.8% 58.1% 46.9% 51.3% 54.5% 58.0% 61.8% 53.9% 59.3% 57.1% 53.5% 28.3% 28.0% 28.6% 32.8% 26.5% 30.1% 25.9% 28.8% 27.9% 28.7% 27.6% 31.0% 48.4% 47.5% 49.4% 42.2% 46.9% 46.3% 55.2% 46.7% 45.8% 51.4% 47.8% 51.2% 12.5% 12.4% 12.7% 9.4% 11.5% 14.6% 14.9% 10.8% 9.8% 15.8% 12.2% 14.0% 1.5% 1.4% 1.5% 0.0% 2.7% 1.6% 0.6% 1.9% 1.4% 1.6% 1.3% 2.3% All Male 55.7% Gender Ethnicity BME 175 Technology and Play Between 2 and 4pm (afternoon) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 4 and 6pm (tea/dinner time) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Between 6 and 8pm (evening – before/ around bedtime) Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 41.9% 41.5% 43.2% 38.4% 37.1% 48.9% 39.8% 40.4% 43.3% 41.2% 44.6% 41.8% 44.2% 39.2% 45.9% 36.4% 39.4% 39.4% 47.4% 39.6% 44.6% 41.4% 43.9% 63.0% 59.6% 66.7% 52.7% 60.3% 58.9% 65.8% 67.7% 64.2% 61.5% 63.5% 60.4% 26.9% 27.4% 26.3% 25.7% 25.2% 23.4% 28.6% 28.9% 26.4% 27.5% 25.5% 34.5% 55.2% 52.6% 58.0% 41.9% 50.3% 52.6% 60.6% 58.6% 55.0% 55.4% 55.3% 54.7% 11.0% 10.9% 11.2% 14.9% 11.9% 13.1% 9.5% 9.4% 8.0% 14.9% 10.0% 16.5% 1.2% 0.9% 1.6% 0.0% 0.7% 1.1% 2.2% 1.1% 1.6% 0.8% 1.2% 1.4% 41.8% 39.2% 44.5% 38.4% 41.7% 43.9% 42.3% 41.1% 41.4% 42.5% 42.3% 39.0% 43.0% 44.8% 41.2% 50.7% 34.1% 41.1% 41.3% 47.2% 43.2% 42.7% 42.5% 45.9% 52.4% 52.2% 52.6% *37.0% *42.4% *50.6% *55.3% *59.2% 52.2% 52.7% 51.9% 54.8% 25.9% 26.6% 25.1% 27.4% 25.8% 24.4% 24.5% 27.2% 26.5% 24.8% 25.3% 28.8% 47.3% 46.8% 47.9% **21.9% **45.5% **46.7% **53.8% **50.0% 45.7% 49.9% 48.4% 41.8% 18.5% 19.7% 17.2% 17.8% 27.3% 18.9% 16.8% 15.8% 16.3% 21.9% *17.3% *24.7% 1.9% 1.5% 2.2% 0.0% 0.8% 3.3% 2.4% 1.6% 2.0% 1.7% 2.0% 1.4% 37.7% 39.3% 36.1% 41.4% 36.8% 38.9% 37.9% 36.1% 36.5% 39.3% 37.5% 38.6% 41.1% 40.3% 41.9% 24.1% 39.1% 37.2% 47.1% 45.0% 42.4% 39.3% 39.8% 47.5% 40.2% 40.9% 39.5% 29.3% 36.8% 35.4% 45.7% 44.0% 37.7% 43.7% 38.9% 46.5% 24.1% 24.8% 23.4% 24.1% 28.7% 26.5% 23.6% 20.9% 24.6% 23.5% *21.9% *34.7% 39.6% 40.6% 38.5% 22.4% 42.5% 39.8% 44.3% 39.8% 37.7% 42.1% 38.7% 43.6% 40.7% 42.3% 39.2% 46.6% 41.4% 46.0% 33.6% 40.8% 40.9% 40.5% 40.0% 44.6% 1.5% 1.0% 2.1% 0.0% 3.4% 1.8% 0.7% 1.6% 1.5% 1.6% 1.4% 2.0% All Male 41.7% Gender Ethnicity BME 176 Technology and Play After 8pm Distraction or quiet time, whilst I complete other tasks or relax Sit‐back experience e.g. watching video Encouraging my child to be creative and/or play Social device e.g. co‐usage with adults or other children Educational purposes (e.g. learning the alphabet) Bedtime stories Other reasons Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 37.0% 32.4% 42.9% 43.6% 34.5% 31.4% 30.6% 30.6% 40.5% 34.4% 37.3% 36.8% 38.0% 35.1% 28.6% 35.9% 27.6% 45.1% 36.7% 33.7% 40.5% 38.2% 33.3% 35.2% 33.3% 37.8% 35.7% 35.9% 31.0% 45.1% 26.5% 36.7% 33.3% 32.1% 43.1% 27.5% 27.8% 27.0% 35.7% 28.2% 27.6% 29.4% 22.4% 34.7% 19.0% *22.1% *41.2% 31.9% 29.6% 35.1% 35.7% 41.0% 27.6% 35.3% 22.4% 33.7% 29.8% 28.2% 41.2% 45.6% 38.9% 55.4% 42.9% 43.6% 48.3% 52.9% 38.8% 50.0% 40.5% 43.5% 51.0% 1.1% 0.0% 2.7% 0.0% 0.0% 3.4% 0.0% 2.0% 1.0% 1.2% 0.0% 3.9% All Male 35.2% Gender Ethnicity BME B3: How often does your child watch more than one screen at the same time e.g. using a tablet whilst watching TV Percentages out of each demographic group, e.g. 8.3% of the male children in the sample use more than one screen at once ‘all the time’. Statistically significant associations between response and each demographic group noted in the column headers (including Cramer’s V effect sizes). All the time Often Occasionally Rarely Never Female Under 1 1 year Age*.066 2 years 3 years 4 to 5 Social Class**.160 ABC1 C2DE Ethnicity**.130 White BME 8.3% 5.8% 8.6% 10.9% 5.3% 5.6% 6.7% 4.8% 10.2% 6.0% 12.6% 17.7% 19.0% 16.3% 18.4% 17.5% 15.3% 18.7% 18.6% 16.4% 19.6% 16.6% 23.5% 26.1% 24.4% 27.9% 18.9% 21.2% 26.1% 32.0% 26.6% 25.4% 27.2% 26.0% 26.8% 25.8% 24.6% 27.1% 29.7% 26.4% 25.4% 23.2% 26.6% 25.4% 26.4% 27.0% 19.4% 23.4% 23.7% 23.0% 24.3% 24.1% 28.0% 20.6% 21.5% 28.1% 16.6% 24.4% 17.7% All Male 7.0% Gender 177 Technology and Play Section C: Decision Making C-Q1. We would like you to count the number of apps there are which your child uses on the tablet device they use. Percentages out of each demographic group, e.g. 41.7% of 0 to 2 year olds in the study use 0 to 5 apps on their tablet device. Statistical significance noted in column headers for associations between number of apps and demographic group (including Cramer’s V effect sizes) Section C: Decision Making Percentages out of each demographic group, e.g. 41.7% of 0 to 2 year olds in the study use 0 to 5 apps on their tablet device. Statistical significance noted in column headers for associations between number of apps and demographic group (including Cramer’s V effect sizes) Gender Male All Female Age**.115 Under 1 1 year 2 years 3 years 4 to 5 Social Class ABC1 Ethnicity White C2DE BME 0 to 5 33.4% 32.5% 34.3% 37.3% 41.5% 43.8% 30.0% 22.3% 34.2% 32.2% 34.2% 28.7% 6 to 10 20.3% 19.0% 21.7% 18.9% 15.2% 14.8% 22.7% 25.9% 21.0% 19.4% 19.9% 22.6% 11 to 15 6.6% 7.1% 6.1% 7.0% 3.4% 5.3% 7.5% 8.6% 6.9% 6.2% 6.4% 7.4% 16 to 20 3.2% 3.4% 2.9% 1.1% 1.7% 2.6% 4.7% 3.8% 3.4% 2.8% 3.4% 1.6% 20 or more 4.1% 4.0% 4.2% 1.6% 2.6% 2.2% 5.2% 6.4% 4.2% 3.9% 4.1% 4.2% Don't know 32.5% 34.0% 30.8% 34.1% 35.5% 31.3% 29.8% 33.0% 30.3% 35.6% 31.9% 35.5% C-Q2. Of all the apps that you have downloaded to the tablet device used by your child, please could you estimate the proportion that you have purchased, subscribed to or paid for through an in-app purchase? Percentages out of each demographic group, e.g. 2.9% of 0 to 2 year olds in the study use 0 to 20% paid‐for apps on their tablet device. Statistical significance noted in column headers for associations between number of apps and demographic group (including Cramer’s V effect sizes) Non‐paid‐for apps Gender Male All Female Age*.075 Under 1 1 year 2 years 3 years 4 to 5 Social Class**.125 ABC1 C2DE Ethnicity**.143 White BME 0 to 20% 3.2% 2.9% 3.4% 2.7% 3.4% 2.6% 3.4% 3.3% 3.6% 2.6% 3.0% 3.9% 21 to 40% 2.6% 2.0% 3.1% 3.8% 1.4% 3.8% 2.6% 1.9% 2.8% 2.2% 2.7% 1.9% 41 to 60% 7.9% 8.5% 7.3% 12.4% 7.7% 6.7% 8.2% 7.2% 7.8% 8.0% 7.0% 12.6% 61 to 80% 9.5% 10.3% 8.5% 7.0% 7.4% 8.1% 8.4% 13.2% 11.0% 7.2% 9.4% 9.7% 81 to 100% 50.6% 47.8% 53.7% 43.2% 45.8% 53.3% 52.4% 52.6% 52.7% 47.7% 53.4% 35.8% Don't know 26.3% 28.5% 24.0% 30.8% 34.1% 25.4% 25.1% 21.8% 22.1% 32.3% 24.5% 36.1% 178 Technology and Play Paid‐for apps Gender Male All Age Under 1 Female 1 year 2 years 3 years Social Class**.138 ABC1 C2DE 4 to 5 Ethnicity**.137 White BME 0 to 20% 55.9% 53.1% 58.8% 47.0% 51.0% 57.2% 56.7% 60.0% 58.2% 52.5% 58.6% 21 to 40% 6.2% 7.2% 5.1% 7.6% 4.0% 6.0% 5.6% 7.7% 7.9% 3.8% 5.9% 7.7% 41 to 60% 7.1% 7.1% 7.2% 10.3% 6.6% 6.7% 7.7% 6.4% 6.7% 7.8% 6.6% 10.3% 61 to 80% 2.5% 2.4% 2.5% 2.2% 2.9% 3.1% 2.6% 1.7% 2.9% 1.8% 2.2% 3.5% 81 to 100% 2.1% 1.7% 2.4% 2.2% 1.4% 1.7% 2.4% 2.4% 2.2% 1.8% 2.1% 1.6% Don't know 26.3% 28.5% 24.0% 30.8% 34.1% 25.4% 25.1% 21.8% 22.1% 32.3% 24.5% 36.1% 40.6% C-Q3. How often do you download new apps for your child to the tablet device used by your child? Gender**.141 Male Female All Age**.094 Under 1 1 year 2 years 3 years 4 to 5 Social Class**.153 ABC1 C2DE Ethnicity**.144 White BME Once a day 4.7% 6.8% 2.5% 3.8% 9.7% 3.6% 4.7% 2.7% 3.1% 7.1% 4.2% 7.4% Two or three times a week 9.2% 11.5% 6.8% 8.1% 8.9% 8.1% 9.9% 10.0% 8.1% 10.7% 8.2% 14.8% Once a week 11.1% 10.7% 11.5% 14.6% 9.5% 8.9% 11.6% 12.2% 10.1% 12.5% 10.6% 13.9% Two or three times a month 16.9% 16.8% 17.0% 18.4% 13.8% 16.5% 18.5% 17.4% 15.6% 18.8% 17.5% 13.9% Once a month 16.2% 14.3% 18.2% 14.1% 13.8% 14.8% 14.8% 20.4% 16.5% 15.7% 16.4% 14.8% Once every two or three months 18.6% 17.1% 20.2% 14.6% 17.2% 18.9% 20.0% 19.4% 21.3% 14.7% 19.8% 11.9% 6.0% 5.6% 6.4% 5.4% 7.4% 6.5% 5.4% 5.5% 7.4% 4.0% 6.5% 3.2% 13.2% 13.1% 13.2% 15.1% 15.8% 16.5% 11.4% 10.0% 13.4% 12.8% 12.5% 16.8% 4.2% 4.1% 4.2% 5.9% 4.0% 6.2% 3.9% 2.4% 4.5% 3.7% 4.3% 3.2% Once every six months Less often Never C-Q4. How often do you delete apps from the tablet device used by your child? Gender**.119 Male Female All Age*.084 Under 1 1 year 2 years 3 years 4 to 5 Social Class**.130 ABC1 C2DE Ethnicity*.118 White BME Once a day 4.1% 5.5% 2.6% 4.9% 6.3% 2.4% 4.9% 3.1% 2.9% 5.8% 3.8% 5.5% Two or three times a week 7.1% 8.8% 5.3% 8.6% 7.2% 5.7% 6.4% 8.1% 6.6% 7.8% 6.1% 12.6% Once a week 8.8% 9.9% 7.6% 9.7% 9.7% 6.5% 9.7% 8.9% 7.9% 10.1% 8.2% 12.3% Two or three times a month 11.1% 10.4% 11.7% 11.4% 10.3% 11.7% 10.1% 11.7% 9.6% 13.2% 11.2% 10.0% Once a month 12.2% 11.5% 12.9% 9.2% 10.3% 12.0% 11.2% 15.1% 11.4% 13.3% 12.4% 11.0% Once every two or three months 14.5% 13.6% 15.6% 12.4% 14.9% 13.2% 15.7% 15.1% 15.4% 13.3% 15.1% 11.3% 8.0% 7.2% 8.8% 4.3% 7.7% 6.9% 10.9% 7.6% 9.0% 6.5% 8.2% 6.8% Less often 21.0% 20.5% 21.5% 19.5% 19.2% 24.4% 20.8% 20.3% 23.1% 18.0% 21.5% 18.4% Never 13.3% 12.5% 14.1% 20.0% 14.3% 17.2% 10.3% 10.1% 14.2% 12.1% 13.5% 12.3% Once every six months 179 Technology and Play C-Q5. Of all the different types of apps your child uses, we’d like you to tell us which one(s) are YOUR favourite(s) and which are THEIR favourite(s)? Notes: Percentages out of each demographic group. 27.2% of parents felt that learning apps were their favourite, 50.9% of respondents felt that these were the child’s favourite and 21.9% reported not using this type of app. Statistical significance noted in cells for association between response and demographic group. was one of their child’s favourite types of activity. Parents could select that it was their favourite, their child’s favourite or both so column sums may exceed 100%. Learning (e.g. matching shapes, learning numbers/letters/words/a nimal names etc) Social Networking (e.g. WhatsApp) Parent favourite Child favourite Do not play this type of game Parent favourite Child favourite Style Creation (e.g. Stardoll, Fashion Icon) Do not play this type of game Parent favourite Child favourite Escape and Obstacles (e.g. Temple Run) Do not play this type of game Parent favourite Child favourite Sports (e.g. FIFA, Flick Kick Rugby, Tiger Woods) Do not play this type of game Parent favourite Child favourite Do not play this type of game 3 years 4 to 5 Social Class ABC1 C2DE White 60.0% 63.9% 61.3% 62.0% 59.1% *62.6% *51.0% 56.9% 65.6% 65.6% 60.9% 60.6% 65.3% 62.4% 63.2% *5.3% *8.2% *3.5% *2.2% *3.4% 4.9% 2.9% **3.2% **8.7% 49.3% 50.0% 48.7% 40.7% 39.0% 50.6% *37.8% *55.6% 46.4% 44.2% 42.3% 39.3% 50.0% 40.8% 40.7% 44.2% 34.5% 45.7% 35.3% 41.8% 39.4% 20.2% 20.4% 20.0% 14.3% 15.8% 25.4% 22.1% 21.8% 22.9% 17.0% 19.4% 22.1% 26.6% *33.9% *20.5% 20.0% 37.6% 30.0% 28.2% 19.8% 24.1% 29.2% 25.3% 30.6% 65.0% **55.2% **72.9% *72.0% *51.6% *53.8% *71.8% *70.1% 66.2% 63.6% 67.6% 56.5% 16.4% 19.7% 13.7% 12.0% 18.3% 21.3% 11.5% 18.1% 16.9% 15.8% 15.0% 21.0% 32.5% 33.1% 31.7% 38.9% 34.0% 39.8% 31.7% 27.9% 29.0% 36.5% 30.6% 39.4% 65.1% 66.1% 63.8% **48.1% **59.6% **53.8% **69.5% **72.9% 67.2% 62.9% 67.2% 57.7% 13.5% 11.6% 16.2% 18.5% 16.0% 16.1% 12.6% 10.9% 13.9% 13.0% 13.0% 15.3% 39.8% 37.5% 43.8% 47.2% 41.3% 34.8% 45.5% 34.9% 41.9% 37.3% 39.1% 41.4% 50.2% *55.3% *41.1% *25.0% *42.5% *51.5% *49.5% *62.0% 47.9% 52.8% 51.7% 46.6% 18.5% 15.9% 23.3% 27.8% 20.0% 21.2% 16.2% 15.5% 18.0% 19.2% 17.3% 21.6% All Male 60.8% Gender Female Under 1 1 year 61.3% 60.2% 50.9% 60.3% 62.6% *59.4% *65.8% 63.2% 4.1% 4.6% 3.5% 45.7% 43.3% 41.1% Age (in years) 2 years Ethnicity BME 180 Technology and Play Basic Strategy (e.g. Angry Birds) Parent favourite Child favourite Creating virtual worlds (e.g. Minecraft) Do not play this type of game Parent favourite Child favourite Nurture and mimics (e.g. My Horse, Talking Tom, Pou, Toca Pet Doctor) Audio play/musical play (e.g. nursery rhymes, keyboards) Visual play/drawing/colouring in (e.g. Draw; Faces iMake HD) Do not play this type of game Parent favourite Child favourite Do not play this type of game Parent favourite Child favourite Do not play this type of game Parent favourite Child favourite Do not play this type of game Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 ABC1 31.8% 31.2% 26.0% 33.3% 28.2% 34.7% 31.0% 68.5% *72.2% *63.4% *66.0% *62.4% *64.1% *62.6% 11.9% *9.0% *15.7% 16.0% 14.5% 16.8% 28.9% 29.4% 28.2% 38.5% 31.8% 62.5% 64.4% 59.4% *53.8% 17.8% 16.9% 19.3% 27.1% 28.5% 71.6% All Male 31.5% Gender Social Class Ethnicity C2DE White BME 34.9% 27.4% 29.6% 39.1% *76.1% 67.6% 69.5% *70.9% *58.6% 13.7% 7.4% 10.9% 13.1% 11.9% 11.5% 36.3% 28.7% 22.1% 28.9% 29.0% 27.2% 34.7% *59.1% *46.3% *63.6% *72.6% 63.4% 61.4% 65.3% 53.2% 15.4% 20.5% 25.0% 18.6% 13.7% 17.4% 18.3% 17.1% 20.2% 25.6% 31.3% 31.5% 24.4% 28.2% 24.8% 27.7% 26.4% *24.7% *37.9% 68.9% 74.6% *64.2% *61.1% *75.0% *77.1% *72.3% 70.2% 73.1% **74.4% **59.2% 10.9% 11.8% 9.9% 14.9% 15.4% 10.1% 7.0% 11.1% 11.7% 9.9% 10.4% 13.0% 36.7% 38.8% 34.5% 38.7% 39.9% 36.3% 32.4% 38.0% 39.2% 33.2% 36.3% 38.3% 73.1% *69.2% *77.0% 74.8% 73.8% 73.9% 76.1% 68.7% **69.2% **78.5% 72.8% 74.2% 9.1% 9.4% 8.8% 9.2% 7.6% 9.2% 9.0% 10.1% 10.4% 7.4% 8.9% 10.0% 37.6% 40.5% 34.6% 38.5% 41.6% 37.6% 36.0% 36.5% 39.5% 35.0% 38.0% 35.0% 74.0% **69.9% **78.2% *64.8% *67.4% *72.6% *80.2% *75.1% 72.0% 76.6% 74.7% 70.1% 7.8% 9.1% 6.4% 7.7% 10.4% 11.3% 5.0% 6.6% 8.3% 7.1% 7.2% 11.2% 181 Technology and Play Video apps (e.g. YouTube) Parent favourite Child favourite Story apps/interactive books (e.g. Nighty Night, Cinderella) Role play (e.g. Princess Dress‐Up; Pet Shop) Do not play this type of game Parent favourite Child favourite Do not play this type of game Parent favourite Child favourite Creative production (e.g. First Camera, Video Star) Do not play this type of game Parent favourite Child favourite Augmented reality (e.g. Mattel Apptivity apps; ColAR Mix; AR Flashcards) Do not play this type of game Parent favourite Child favourite Do not play this type of game Female Under 1 1 year Age (in years) 2 years 3 years 4 to 5 Social Class ABC1 C2DE White 33.6% 37.5% *45.1% *44.2% *35.0% *31.8% *30.8% 33.6% 38.0% *33.7% *42.7% 74.8% 73.4% 76.3% 67.3% 69.4% 75.2% 79.8% 75.7% 75.2% 74.2% 74.9% 74.4% 7.3% 7.6% 6.9% 11.5% 7.8% 9.3% 5.3% 5.9% 7.9% 6.5% 7.5% 6.4% 48.7% 47.6% 49.7% 47.4% 52.1% 47.3% 49.8% 47.2% 48.7% 48.7% 49.6% 44.1% 67.2% 65.6% 68.8% 67.0% 66.0% 63.3% 70.0% 68.4% 67.0% 67.7% 67.8% 64.8% 8.5% 9.9% 7.2% 9.3% 7.7% 12.2% 6.6% 7.8% 8.9% 7.9% 7.6% 12.7% 24.1% **31.3% **18.5% 27.7% 31.3% 25.7% 23.6% 20.0% 23.9% 24.2% **21.6% **35.0% 71.7% **62.6% **78.8% 66.2% 67.8% 67.1% 74.2% 74.9% 70.8% 72.9% 73.2% 65.0% 13.6% *17.1% *10.8% 18.5% 13.0% 17.1% 11.8% 12.2% 14.1% 12.9% 13.4% 14.0% 38.2% 37.0% 39.6% 33.3% 37.0% 42.9% 41.7% 34.7% 35.8% 40.7% 37.1% 42.1% 60.2% 59.8% 60.8% 54.2% 52.9% 58.0% 69.9% 59.9% 62.1% 58.4% 61.7% 55.0% 16.3% 17.7% 14.7% 16.7% 20.2% 16.0% 9.6% 19.3% 16.5% 16.1% 15.7% 18.6% 36.1% 39.7% 31.0% 25.0% 40.9% 35.9% 43.0% 31.3% 34.1% 38.6% 36.3% 35.7% 49.1% 45.9% 53.8% 47.7% 48.4% 45.7% 47.4% 53.5% 48.5% 49.8% 49.7% 47.0% 24.0% 24.5% 23.4% 27.3% 23.7% 27.2% 21.1% 23.6% 25.8% 22.0% 23.9% 24.3% All Male 35.5% Gender Ethnicity BME 182 Technology and Play C-Q5b – Parent/child favourite types of apps by respondent age breakdown Percentages out of each age group and app-type combination, e.g. out of participants aged under 30, 23.2% said that learning apps were the parent’s favourite, 55.9% types that it was the child’s favourite and age 20% that it wasn’t a favourite or the child does not use that app C‐Q5b – Parent/child favourite of apps by respondent breakdown Percentages out of each age group and app‐type combination, e.g. out of participants aged under 30, 23.2% said that learning apps were the parent’s favourite, 55.9% that it was the child’s favourite and 20% that it wasn’t a favourite or the child does not use that app. Age of parent respondent All 1. Learning (e.g. matching shapes, learning numbers/ letters/ words / animal names etc) 2. Social Networking (e.g. What’s App) 4. Escape and Obstacles (e.g. temple run) 5. Sports (e.g. FIFA, Flick Kick Rugby, Tiger Woods) 6. Basic Strategy (e.g. Angry Birds) 7. Creating virtual worlds (e.g. Minecraft) 8. Nurture and mimics (e.g. My Horse, Talking Tom, Pou, Toca Pet Doctor) 9. Audio play/ musical play/ (e.g. nursery rhymes, keyboards) 10. Visual play/ drawing/ colouring in (e.g. Draw; Faces iMake HD) 30 and over 27.2% *23.2% *29.0% Child favourite 50.9% *55.9% *48.7% Neither/do not play 21.9% *20.8% *22.3% Parent favourite 6.6% a 10.7% a 4.7% Child favourite 7.0% a 11.2% a 5.1% 86.4% a 78.0% a 22.4% Neither/do not play 3. Style Creation e.g. Stardoll, Fashion Icon) Under 30 Parent favourite Parent favourite 5.0% Child favourite 17.3% Neither/do not play 77.8% Parent favourite a a a 90.2% a 14.9% 8.5% 69.1% a a 3.3% 81.8% 6.8% **10.4% **5.2% Child favourite 20.8% **26.0% **18.4% Neither/do not play 72.5% **63.6% **76.5% 6.4% **10.1% **4.7% Child favourite 10.3% **15.9% **7.8% Neither/do not play 83.3% **74.0% **87.5% 8.6% **12.3% **6.8% Child favourite 29.8% **32.9% **28.3% Neither/do not play 61.7% **54.8% **64.8% Parent favourite Parent favourite Parent favourite 5.3% Child favourite 16.9% Neither/do not play 77.9% Parent favourite a 7.4% a 23.7% a 68.9% a 4.4% a 13.7% a 81.9% 8.1% **11.1% **6.7% Child favourite 32.9% **36.9% **31.0% Neither/do not play 59.1% **52.1% **62.3% Parent favourite 12.7% **13.6% **12.3% Child favourite 52.1% 54.6% 50.9% Neither/do not play 35.2% 31.7% 36.8% Parent favourite 12.5% 13.1% 12.2% Child favourite 50.8% 55.0% 49.0% Neither/do not play 36.7% 31.9% 38.8% a invalid statistical test due to large number of cells with expected frequencies below 5 183 Technology and Play Age of parent respondent All 10. Visual play/ drawing/ colouring in (e.g. Draw; Faces iMake HD) 11. Video apps (e.g. YouTube) 12. Story apps/ interactive books (e.g. Nighty Night, Cinderella) 13. Role play (e.g. Princess Dress‐Up; Pet Shop) 14. Creative production (e.g. First Camera, Video Star) 15. Augmented reality (e.g. Mattel Apptivity apps; ColAR Mix; AR Flashcards) Under 30 30 and over Parent favourite 12.5% 13.1% 12.2% Child favourite 50.8% 55.0% 49.0% Neither/do not play 36.7% 31.9% 38.8% Parent favourite 11.0% **16.8% **8.3% Child favourite 45.7% **46.8% **45.1% Neither/do not play 43.4% **36.4% **46.6% Parent favourite 14.7% **14.9% **14.6% Child favourite 40.8% **50.0% **36.6% Neither/do not play 44.6% **35.1% **48.8% Parent favourite 6.3% **10.3% **4.5% Child favourite 30.7% **35.4% **28.6% Neither/do not play 63.0% **54.3% **66.9% Parent favourite 7.6% **10.7% **6.1% Child favourite 19.4% **25.8% **16.5% Neither/do not play 73.1% **63.5% **77.4% **5.8% Parent favourite 6.6% **8.2% Child favourite 12.0% **19.2% **8.6% Neither/do not play 81.5% **72.6% **85.5% 184 Technology and Play C-Q6. Of all the different types of apps you indicated were THEIR favourite(s), we’d like to know how long on average they’ve been using each type. Notes: Percentages out of demographic group and app-type, e.g. 9.7% of male children who use learning apps have been doing so for approximately a week. Statistical significance tests omitted due to a large number of cells with expected frequencies less than 5. Notes: Percentages out of demographic group and app‐type, e.g. 9.7% of male children who use learning apps have been doing so for approximately a week. Statistical significance tests omitted due to a large number of cells with expected frequencies less than 5. Gender All Male Age (in years) Female < 1 year Social Class 1 year 2 years 3 years 4 ‐5 years ABC1 Ethnicity C2DE White BME 1. Learning (e.g. matching shapes, learning numbers/ letters/ words / animal names etc) A week A month 2 months 3 months 4 months 5 months 6‐12 months 1 year 2 years More than 2 years 8.9% 11.6% 11.9% 17.2% 7.9% 4.9% 16.2% 12.2% 6.6% 2.7% 9.7% 12.5% 14.1% 16.4% 7.5% 4.6% 14.1% 11.3% 6.7% 3.0% 8.2% 10.7% 9.7% 17.9% 8.2% 5.2% 18.1% 13.0% 6.5% 2.5% 13.9% 29.2% 18.1% 18.1% 4.2% 5.6% 5.6% 2.8% 2.8% 0.0% 17.1% 17.8% 14.5% 23.0% 8.6% 6.6% 7.9% 2.6% 0.7% 1.3% 7.2% 10.3% 15.7% 22.4% 7.2% 5.8% 19.7% 8.1% 3.1% 0.4% 7.5% 9.1% 7.5% 16.2% 8.7% 4.9% 19.2% 15.5% 7.5% 3.8% 6.2% 7.5% 10.1% 11.1% 8.1% 3.3% 17.6% 19.2% 12.1% 4.9% 6.3% 11.5% 12.2% 15.0% 8.7% 5.4% 17.1% 13.3% 7.2% 3.1% 12.3% 11.6% 11.4% 19.9% 6.7% 4.3% 15.0% 10.7% 5.8% 2.2% 8.1% 11.1% 11.8% 17.2% 7.7% 4.4% 17.3% 12.7% 6.6% 3.0% 13.1% 14.4% 12.5% 16.9% 8.8% 7.5% 10.0% 9.4% 6.3% 1.3% 2. Social Networking (e.g. What’s App) A week A month 2 months 3 months 4 months 5 months 6‐12 months 1 year 2 years More than 2 years 20.0% 15.0% 20.0% 13.6% 15.0% 5.7% 4.3% 3.6% 2.1% 0.7% 24.7% 12.9% 22.4% 10.6% 16.5% 2.4% 4.7% 4.7% 1.2% 0.0% 12.7% 18.2% 16.4% 18.2% 12.7% 10.9% 3.6% 1.8% 3.6% 1.8% 19.0% 33.3% 23.8% 14.3% 4.8% 0.0% 0.0% 4.8% 0.0% 0.0% 29.0% 16.1% 12.9% 3.2% 19.4% 6.5% 3.2% 3.2% 6.5% 0.0% 16.7% 8.3% 25.0% 25.0% 12.5% 8.3% 4.2% 0.0% 0.0% 0.0% 14.7% 8.8% 26.5% 14.7% 17.6% 2.9% 5.9% 5.9% 0.0% 2.9% 20.0% 13.3% 13.3% 13.3% 16.7% 10.0% 6.7% 3.3% 3.3% 0.0% 17.4% 14.0% 23.3% 10.5% 16.3% 8.1% 2.3% 4.7% 2.3% 1.2% 24.1% 16.7% 14.8% 18.5% 13.0% 1.9% 7.4% 1.9% 1.9% 0.0% 18.2% 17.2% 23.2% 13.1% 12.1% 6.1% 5.1% 3.0% 1.0% 1.0% 24.4% 9.8% 12.2% 14.6% 22.0% 4.9% 2.4% 4.9% 4.9% 0.0% 3. Style Creation e.g. Stardoll, Fashion Icon) A week A month 2 months 3 months 4 months 5 months 6‐12 months 1 year 2 years More than 2 years 13.0% 15.1% 18.6% 15.4% 11.9% 4.3% 12.8% 6.4% 1.4% 1.2% 13.6% 21.2% 19.7% 15.9% 13.6% 2.3% 9.1% 4.5% 0.0% 0.0% 12.7% 11.3% 17.8% 15.0% 10.8% 5.6% 15.0% 7.5% 2.3% 1.9% 19.4% 13.9% 30.6% 13.9% 11.1% 2.8% 5.6% 0.0% 2.8% 0.0% 27.1% 18.8% 12.5% 6.3% 18.8% 6.3% 10.4% 0.0% 0.0% 0.0% 18.6% 16.3% 27.9% 14.0% 7.0% 2.3% 9.3% 4.7% 0.0% 0.0% 9.6% 12.8% 17.0% 17.0% 17.0% 4.3% 12.8% 8.5% 0.0% 1.1% 6.5% 15.3% 15.3% 18.5% 7.3% 4.8% 16.9% 9.7% 3.2% 2.4% 10.9% 13.0% 19.0% 17.4% 13.6% 5.4% 12.0% 6.0% 1.1% 1.6% 15.5% 17.4% 18.0% 13.0% 9.9% 3.1% 13.7% 6.8% 1.9% 0.6% 10.2% 15.6% 18.9% 16.4% 11.6% 3.6% 14.2% 6.2% 1.8% 1.5% 24.3% 12.9% 17.1% 11.4% 12.9% 7.1% 7.1% 7.1% 0.0% 0.0% C‐Q6 continued Gender All 4. Escape and Obstacles A week Male 8.0% 9.8% Age (in years) Female 5.3% < 1 year 0.0% Social Class 1 year 17.9% 2 years 14.0% 3 years 6.9% 4 ‐5 years 4.8% ABC1 5.7% Ethnicity C2DE 10.6% White BME 7.7% 8.9% 185 Technology and Play C-Q6. continued (e.g. temple run) A month 11.8% 10.6% 13.6% 23.1% 14.3% 12.0% 10.3% 10.2% 14.1% 9.0% 12.5% 8.9% 2 months 11.6% 13.0% 9.5% 15.4% 16.1% 10.0% 10.3% 10.8% 11.0% 12.2% 11.9% 10.1% 3 months 16.4% 14.6% 18.9% 23.1% 14.3% 24.0% 17.2% 13.2% 17.2% 15.4% 17.0% 13.9% 4 months 11.8% 11.0% 13.0% 15.4% 12.5% 12.0% 13.8% 9.6% 11.9% 11.7% 11.3% 13.9% 5 months 8.4% 9.3% 7.1% 0.0% 3.6% 8.0% 8.6% 11.4% 7.5% 9.6% 8.6% 7.6% 16.9% 15.4% 18.9% 7.7% 17.9% 12.0% 15.5% 20.4% 18.1% 15.4% 15.2% 24.1% 1 year 9.4% 10.6% 7.7% 11.5% 1.8% 4.0% 10.3% 12.6% 8.4% 10.6% 10.7% 3.8% 2 years 4.6% 5.3% 3.6% 3.8% 0.0% 2.0% 5.2% 6.6% 4.8% 4.3% 4.2% 6.3% 6‐12 months More than 2 years 5. Sports (e.g. FIFA, Flick Kick Rugby, Tiger Woods) 6. Basic Strategy (e.g. Angry Birds) 1.2% 0.4% 2.4% 0.0% 1.8% 2.0% 1.7% 0.6% 1.3% 1.1% 0.9% 2.5% A week 15.0% 15.1% 15.0% 22.2% 26.5% 17.6% 16.3% 7.5% 8.7% 21.6% 14.5% 16.7% A month 11.7% 11.6% 11.7% 11.1% 17.6% 14.7% 10.2% 8.8% 12.5% 10.8% 12.5% 9.3% 2 months 19.4% 17.1% 25.0% 22.2% 17.6% 23.5% 22.4% 16.3% 18.3% 20.6% 21.1% 14.8% 3 months 12.6% 13.0% 11.7% 11.1% 8.8% 17.6% 8.2% 15.0% 13.5% 11.8% 13.2% 11.1% 4 months 11.2% 11.6% 10.0% 22.2% 11.8% 5.9% 14.3% 10.0% 11.5% 10.8% 11.8% 9.3% 5 months 7.8% 6.8% 10.0% 0.0% 5.9% 0.0% 8.2% 12.5% 8.7% 6.9% 6.6% 11.1% 6‐12 months 7.8% 9.6% 3.3% 0.0% 2.9% 8.8% 10.2% 8.8% 10.6% 4.9% 5.9% 13.0% 1 year 9.2% 9.6% 8.3% 11.1% 8.8% 8.8% 8.2% 10.0% 12.5% 5.9% 9.2% 9.3% 2 years 4.4% 4.8% 3.3% 0.0% 0.0% 2.9% 0.0% 10.0% 2.9% 5.9% 4.6% 3.7% More than 2 years 1.0% 0.7% 1.7% 0.0% 0.0% 0.0% 2.0% 1.3% 1.0% 1.0% 0.7% 1.9% A week 7.9% 7.8% 8.1% 18.2% 13.7% 9.5% 5.8% 5.6% 6.8% 9.2% 7.3% 10.8% A month 12.3% 11.4% 13.7% 21.2% 17.8% 17.9% 10.9% 8.6% 14.5% 9.6% 12.0% 13.7% 2 months 14.3% 13.6% 15.4% 18.2% 21.9% 15.5% 14.6% 11.2% 13.0% 15.9% 14.6% 12.7% 3 months 13.3% 14.7% 11.1% 9.1% 11.0% 16.7% 14.6% 12.7% 10.8% 16.2% 13.6% 11.8% 4 months 10.1% 10.0% 10.3% 12.1% 16.4% 14.3% 8.8% 7.5% 7.7% 12.9% 9.3% 13.7% 9.8% 5 months 7.4% 6.6% 8.5% 3.0% 2.7% 4.8% 9.5% 9.0% 10.8% 3.3% 6.9% 6‐12 months 16.3% 15.5% 17.5% 3.0% 8.2% 14.3% 18.2% 19.8% 15.7% 17.0% 17.8% 8.8% 1 year 11.6% 13.9% 8.1% 6.1% 4.1% 4.8% 10.2% 17.2% 12.3% 10.7% 12.4% 7.8% 2 years 5.5% 5.5% 5.6% 9.1% 1.4% 1.2% 6.6% 7.1% 6.5% 4.4% 5.1% 7.8% More than 2 years 1.3% 1.1% 1.7% 0.0% 2.7% 1.2% 0.7% 1.5% 1.9% 0.7% 1.0% 2.9% 186 Technology and Play C-Q6. continued CQ‐6 continued Gender All 7. Creating virtual worlds (e.g. Minecraft) < 1 year Social Class 1 year 2 years 3 years 4 ‐5 years ABC1 Ethnicity C2DE White BME 9.5% 10.1% 8.3% 17.9% 21.2% 10.8% 7.3% 4.3% 8.5% 10.8% 8.5% 13.6% A month 13.9% 13.8% 14.2% 21.4% 17.3% 13.5% 9.8% 13.8% 10.6% 18.2% 14.8% 10.6% 2 months 13.4% 12.9% 14.2% 10.7% 13.5% 21.6% 12.2% 12.3% 15.9% 10.1% 14.4% 9.1% 3 months 17.8% 19.8% 14.2% 14.3% 11.5% 21.6% 13.4% 22.5% 17.5% 18.2% 17.0% 21.2% 4 months 12.8% 11.5% 15.0% 17.9% 11.5% 5.4% 17.1% 11.6% 14.8% 10.1% 12.5% 13.6% 5 months 10.1% 8.8% 12.5% 0.0% 13.5% 10.8% 14.6% 8.0% 9.5% 10.8% 10.0% 10.6% 6‐12 months 12.8% 11.5% 15.0% 7.1% 3.8% 8.1% 13.4% 18.1% 13.8% 11.5% 13.7% 9.1% 6.5% 9.2% 1.7% 7.1% 3.8% 2.7% 8.5% 7.2% 6.9% 6.1% 6.3% 7.6% 2 years 2.4% 1.8% 3.3% 3.6% 1.9% 5.4% 1.2% 2.2% 1.6% 3.4% 2.2% 3.0% More than 2 years 0.9% 0.5% 1.7% 0.0% 1.9% 0.0% 2.4% 0.0% 1.1% 0.7% 0.7% 1.5% A week 7.8% 9.6% 5.9% 14.0% 12.1% 7.1% 6.3% 6.3% 5.2% 10.6% 6.6% 14.0% A month 11.0% 11.4% 10.5% 16.3% 17.6% 11.1% 12.0% 6.3% 9.5% 12.6% 9.9% 17.0% 2 months 14.9% 14.7% 15.2% 23.3% 20.9% 23.8% 11.4% 8.6% 16.4% 13.2% 15.1% 14.0% 3 months 14.9% 13.8% 16.1% 25.6% 20.9% 15.9% 13.7% 10.8% 15.6% 14.2% 15.1% 14.0% 4 months 11.4% 11.4% 11.5% 4.7% 16.5% 9.5% 9.1% 13.5% 11.8% 11.0% 11.5% 11.0% 5 months 9. Audio play/ musical play/ (e.g. nursery rhymes, keyboards) Age (in years) Female A week 1 year 8. Nurture and mimics (e.g. My Horse, Talking Tom, Pou, Toca Pet Doctor) Male 5.6% 6.6% 4.6% 7.0% 4.4% 4.8% 5.7% 6.3% 4.9% 6.5% 5.7% 5.0% 6‐12 months 16.0% 14.1% 18.0% 7.0% 4.4% 16.7% 20.0% 18.9% 15.9% 16.1% 16.9% 11.0% 1 year 12.5% 12.3% 12.7% 0.0% 2.2% 7.1% 16.0% 19.4% 13.5% 11.3% 12.9% 10.0% 2 years 4.6% 5.4% 3.7% 2.3% 1.1% 3.2% 4.0% 7.7% 6.1% 2.9% 5.0% 2.0% More than 2 years 1.4% 0.9% 1.9% 0.0% 0.0% 0.8% 1.7% 2.3% 1.2% 1.6% 1.3% 2.0% A week 6.1% 6.6% 5.7% 10.1% 9.8% 5.2% 5.7% 3.4% 3.8% 9.0% 5.6% 9.0% A month 9.6% 9.2% 9.9% 19.1% 14.9% 8.2% 5.4% 7.9% 8.9% 10.5% 10.0% 7.9% 2 months 13.8% 15.8% 12.0% 20.2% 18.0% 15.9% 12.6% 7.9% 14.5% 13.0% 14.5% 10.7% 3 months 18.4% 18.6% 18.2% 24.7% 27.8% 17.2% 15.3% 13.5% 18.1% 18.8% 18.8% 16.9% 4 months 8.9% 8.0% 9.8% 6.7% 7.2% 9.5% 8.8% 10.5% 8.4% 9.6% 8.8% 9.6% 5 months 7.9% 8.0% 7.7% 3.4% 6.2% 12.1% 8.4% 6.4% 7.3% 8.5% 6.8% 12.9% 6‐12 months 14.8% 14.2% 15.3% 9.0% 8.8% 19.8% 14.9% 16.5% 16.7% 12.4% 15.6% 10.7% 1 year 12.8% 12.0% 13.4% 4.5% 5.7% 7.8% 20.3% 17.7% 13.2% 12.2% 12.6% 13.5% 2 years 5.8% 6.0% 5.5% 1.1% 0.5% 3.4% 5.7% 13.2% 7.0% 4.3% 5.7% 6.2% More than 2 years 1.9% 1.4% 2.4% 1.1% 1.0% 0.9% 2.7% 3.0% 2.1% 1.7% 1.7% 2.8% 187 Technology and Play C-Q6. continued CQ‐6 continued Gender All 10. Visual play/ drawing/ colouring in (e.g. Draw; Faces iMake HD) 11. Video apps (e.g. YouTube) 12. Story apps/ interactive books (e.g. Nighty Night, Cinderella) Male Age (in years) Female < 1 year Social Class 1 year 2 years 3 years 4 ‐5 years ABC1 Ethnicity C2DE White BME A week 6.7% 7.7% 5.8% 22.0% 10.1% 7.3% 4.9% 3.6% 3.9% 10.2% 6.0% 10.7% A month 9.9% 10.6% 9.4% 16.9% 18.1% 11.4% 8.4% 5.5% 10.8% 8.8% 9.0% 15.3% 2 months 13.9% 14.1% 13.7% 13.6% 18.1% 23.8% 10.8% 8.8% 13.8% 13.9% 14.8% 8.7% 3 months 15.7% 17.6% 14.0% 25.4% 20.1% 13.5% 16.0% 13.1% 13.5% 18.5% 15.9% 14.7% 4 months 10.2% 9.3% 11.0% 8.5% 14.1% 8.8% 8.7% 10.9% 10.8% 9.5% 9.9% 12.0% 5 months 7.9% 7.0% 8.6% 1.7% 6.7% 8.3% 8.4% 8.8% 7.6% 8.2% 7.5% 10.0% 6‐12 months 14.4% 13.3% 15.4% 6.8% 7.4% 15.0% 17.8% 15.5% 15.4% 13.0% 15.0% 10.7% 1 year 13.5% 12.8% 14.0% 1.7% 3.4% 9.8% 17.4% 18.8% 16.1% 10.2% 14.1% 10.0% 2 years 5.8% 5.4% 6.2% 1.7% 0.7% 1.6% 5.9% 11.2% 5.3% 6.4% 5.9% 5.3% More than 2 years 2.1% 2.3% 1.9% 1.7% 1.3% 0.5% 1.7% 3.6% 2.7% 1.3% 2.0% 2.7% A week 6.2% 6.5% 6.0% 5.3% 12.6% 5.9% 4.6% 4.9% 5.5% 7.2% 5.8% 8.0% A month 8.1% 9.1% 7.1% 18.4% 9.8% 7.6% 7.5% 5.2% 7.4% 9.0% 8.0% 8.6% 2 months 11.8% 13.2% 10.4% 19.7% 16.8% 11.4% 10.8% 8.2% 10.3% 13.9% 12.3% 9.8% 3 months 15.0% 14.0% 16.0% 18.4% 22.4% 14.6% 10.8% 14.2% 14.9% 15.2% 15.6% 12.6% 4 months 9.5% 10.6% 8.4% 11.8% 14.7% 8.1% 7.5% 9.0% 9.9% 9.0% 9.7% 8.6% 5 months 8.5% 7.8% 9.3% 5.3% 6.3% 9.7% 8.7% 9.7% 9.0% 8.0% 7.3% 13.8% 6‐12 months 20.0% 19.0% 21.1% 13.2% 14.0% 23.2% 24.5% 19.0% 22.5% 16.7% 20.7% 17.2% 1 year 13.3% 12.3% 14.2% 2.6% 1.4% 13.0% 17.0% 19.4% 13.7% 12.6% 13.7% 11.5% 2 years 5.1% 5.4% 4.9% 2.6% 0.7% 4.9% 6.2% 7.5% 4.6% 5.9% 4.9% 6.3% More than 2 years 2.3% 2.2% 2.4% 2.6% 1.4% 1.6% 2.5% 3.0% 2.1% 2.6% 2.0% 3.4% A week 6.6% 7.8% 5.6% 10.8% 10.2% 5.8% 5.7% 5.1% 4.2% 9.9% 5.8% 10.9% A month 9.3% 10.6% 8.2% 23.1% 15.6% 11.0% 6.1% 4.3% 9.5% 9.0% 8.6% 13.0% 2 months 16.4% 17.6% 15.4% 18.5% 21.1% 17.4% 17.0% 12.5% 16.3% 16.6% 17.7% 10.1% 3 months 15.8% 16.3% 15.4% 16.9% 19.5% 20.0% 13.2% 13.3% 15.9% 15.7% 16.1% 14.5% 4 months 11.3% 11.4% 11.2% 15.4% 12.5% 10.3% 13.2% 8.6% 11.2% 11.4% 11.2% 11.6% 5 months 7.5% 8.3% 6.8% 4.6% 7.0% 9.0% 8.5% 6.7% 7.4% 7.6% 6.5% 12.3% 6‐12 months 15.8% 12.7% 18.6% 3.1% 9.4% 17.4% 17.0% 20.4% 16.7% 14.6% 16.0% 15.2% 1 year 10.1% 7.8% 12.1% 4.6% 2.3% 6.5% 13.7% 14.5% 10.6% 9.3% 10.6% 7.2% 2 years 4.4% 5.2% 3.7% 1.5% 0.8% 1.9% 2.8% 9.8% 5.1% 3.5% 5.2% 0.7% More than 2 years 2.7% 2.3% 3.0% 1.5% 1.6% 0.6% 2.8% 4.7% 3.0% 2.3% 2.4% 4.3% 188 Technology and Play C-Q6. continued CQ‐6 continued Gender All 13. Role play (e.g. Princess Dress‐Up; Pet Shop) 14. Creative production (e.g. First Camera, Video Star) Age (in years) Female < 1 year Social Class 1 year 2 years 3 years 4 ‐5 years ABC1 Ethnicity C2DE White BME A week 7.8% 12.4% 5.0% 14.0% 12.8% 7.8% 7.6% 5.0% 5.3% 10.8% 7.2% 10.8% A month 11.1% 10.3% 11.6% 14.0% 20.5% 11.8% 7.1% 10.0% 13.1% 8.7% 11.1% 10.8% 2 months 13.8% 16.2% 12.4% 25.6% 14.1% 22.5% 8.8% 11.3% 14.2% 13.4% 13.3% 16.7% 3 months 14.3% 15.4% 13.7% 18.6% 17.9% 16.7% 13.5% 11.8% 16.0% 12.3% 14.5% 13.7% 4 months 11.1% 10.3% 11.6% 11.6% 11.5% 11.8% 14.1% 8.1% 8.3% 14.4% 11.1% 10.8% 5 months 7.8% 7.3% 8.2% 4.7% 9.0% 3.9% 12.4% 6.3% 8.0% 7.6% 8.0% 6.9% 6‐12 months 17.8% 14.5% 19.7% 7.0% 10.3% 14.7% 20.0% 22.2% 18.7% 16.6% 18.0% 16.7% 1 year 10.4% 9.0% 11.3% 2.3% 2.6% 5.9% 12.4% 15.4% 10.4% 10.5% 11.1% 6.9% 2 years 4.2% 3.0% 5.0% 2.3% 0.0% 4.9% 2.4% 7.2% 3.6% 5.1% 4.3% 3.9% More than 2 years 1.6% 1.7% 1.6% 0.0% 1.3% 0.0% 1.8% 2.7% 2.4% 0.7% 1.4% 2.9% A week 8.2% 10.0% 6.2% 7.7% 15.9% 7.2% 6.4% 6.6% 6.4% 10.3% 7.1% 13.0% A month 11.9% 12.4% 11.2% 19.2% 9.5% 13.0% 11.0% 11.6% 11.3% 12.4% 11.6% 13.0% 2 months 18.0% 19.5% 16.3% 15.4% 30.2% 27.5% 13.8% 10.7% 19.7% 16.2% 19.0% 14.3% 3 months 13.4% 12.9% 14.0% 11.5% 4.8% 15.9% 15.6% 14.9% 14.3% 12.4% 14.1% 10.4% 4 months 14.2% 14.3% 14.0% 11.5% 12.7% 8.7% 21.1% 12.4% 14.8% 13.5% 13.2% 18.2% 5 months 8.8% 9.0% 8.4% 23.1% 7.9% 11.6% 5.5% 7.4% 8.4% 9.2% 9.0% 7.8% 11.6% 10.0% 13.5% 7.7% 9.5% 8.7% 11.9% 14.9% 11.3% 11.9% 12.2% 9.1% 1 year 9.5% 8.1% 11.2% 3.8% 6.3% 2.9% 10.1% 15.7% 9.9% 9.2% 10.3% 6.5% 2 years 3.1% 2.9% 3.4% 0.0% 0.0% 4.3% 2.8% 5.0% 2.0% 4.3% 2.6% 5.2% More than 2 years 1.3% 1.0% 1.7% 0.0% 3.2% 0.0% 1.8% 0.8% 2.0% 0.5% 1.0% 2.6% 12.1% 12.0% 12.3% 19.0% 11.1% 16.7% 9.3% 10.4% 8.6% 16.2% 10.8% 16.7% 6‐12 months 15. Augmented reality (e.g. Mattel Apptivity apps; ColAR Mix; AR Flashcards) Male A week A month 10.5% 11.3% 9.4% 23.8% 15.6% 9.5% 1.9% 10.4% 12.5% 8.1% 10.8% 9.3% 2 months 15.1% 13.5% 17.0% 19.0% 20.0% 26.2% 5.6% 11.7% 18.0% 11.7% 15.1% 14.8% 3 months 13.4% 12.8% 14.2% 4.8% 15.6% 19.0% 9.3% 14.3% 14.8% 11.7% 14.1% 11.1% 4 months 14.6% 15.8% 13.2% 28.6% 20.0% 11.9% 14.8% 9.1% 14.1% 15.3% 13.5% 18.5% 5 months 11.3% 10.5% 12.3% 4.8% 6.7% 7.1% 9.3% 19.5% 11.7% 10.8% 9.7% 16.7% 6‐12 months 13.0% 12.8% 13.2% 0.0% 6.7% 7.1% 29.6% 11.7% 10.2% 16.2% 13.5% 11.1% 1 year 5.9% 7.5% 3.8% 0.0% 0.0% 2.4% 9.3% 10.4% 4.7% 7.2% 7.6% 0.0% 2 years 2.1% 1.5% 2.8% 0.0% 0.0% 0.0% 7.4% 1.3% 3.1% 0.9% 2.7% 0.0% More than 2 years 2.1% 2.3% 1.9% 0.0% 4.4% 0.0% 3.7% 1.3% 2.3% 1.8% 2.2% 1.9% 189 Technology and Play C-Q7. Please write your child’s favourite five apps at this moment in time? (10 most frequently mentioned apps listed below) Notes: Percentages out of complete dataset (or demographic subset), e.g. 18.8% of respondents listed YouTube as one of their child’s favourite five apps. Statistical significant associations between app preferences (in child’s favourite five apps or not) and demographic group noted in corresponding cells. Notes: Percentages out of complete dataset (or demographic subset), e.g. 18.8% of respondents listed YouTube as one of their child’s favourite five apps. Statistical significant associations between app preferences (in child’s favourite five apps or not) and demographic group noted in corresponding cells. Gender Male All Female Age Under 1 1 year 2 years 3 years 4 to 5 Social Class ABC1 Ethnicity White C2DE BME Youtube 18.8% 18.4% 19.2% 18.4% 16.3% 21.1% 22.3% 15.8% 18.2% 19.5% 18.4% 20.6% Cbeebies apps 16.7% 15.5% 17.8% 13.5% 14.0% 19.6% 19.1% 15.1% 17.6% 15.3% **18.4% **7.1% Angry Birds 12.6% 14.4% 10.7% **8.1% **6.9% **7.4% **13.5% **20.4% 13.2% 11.7% 12.8% 11.6% Peppa's Paintbox 10.5% *8.6% *12.6% 8.1% 9.2% 12.0% 12.2% 9.6% 10.4% 10.6% 11.0% 7.7% Talking Tom Cat (and similar) 8.8% 8.2% 9.4% 8.1% 7.4% 8.4% 8.8% 10.0% **6.4% **12.2% 8.6% 9.4% Temple Run 5.5% 6.3% 4.6% **2.2% **2.0% **3.3% **8.4% **7.9% 5.1% 6.1% 5.3% 6.5% Minecraft 4.7% 5.7% 3.5% **2.7% **1.7% **2.4% **4.1% **9.1% 4.9% 4.3% 5.1% 2.3% Disney apps 4.0% 3.1% 4.9% 4.9% 2.0% 4.5% 4.1% 4.5% 4.1% 3.9% 4.4% 1.9% Candy Crush Saga 2.8% 3.4% 2.2% 3.8% 2.3% 3.1% 1.5% 3.6% 2.6% 3.0% 2.6% 3.9% TOCA games 2.3% 2.1% 2.4% 0.5% 1.1% 3.1% 2.4% 2.7% 2.8% 1.5% 2.2% 2.3% 190 Technology and Play C-Q8. Thinking of the last app your child discovered, which of these ways influenced the way they found out about it? Please rank in order of importance if there was more than one influence Notes: Percentage of respondents within each demographic group listing each option in their top 3 ranked in order of importance. E.g. 13.2% of respondents answering in relation to a male child felt that TV adverts were one of the top 3 influences for their child’s last app discovery. Notes: Percentage of respondents within each demographic group listing each option in their top 3 ranked in order of importance. E.g. 13.2% of respondents answering in relation to a male child felt that TV adverts were one of the top 3 influences for their child’s last app discovery. All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME Through TV adverts 12.9% 13.2% 12.5% 13.0% 13.2% 12.7% 12.0% 13.4% 11.8% 14.4% 12.3% 15.8% Through in‐app adverts 16.0% 15.1% 17.0% **12.4% **13.2% **10.8% **17.6% **21.3% 14.6% 18.0% 16.0% 15.8% 4.7% 5.7% 3.5% 8.1% 5.7% 3.1% 5.2% 3.6% *3.6% *6.2% 4.5% 5.5% 6.1% Through other mobile adverts e.g. text messages At a cinema 4.5% 5.1% 3.9% 7.0% 6.0% 4.5% 4.1% 3.1% 4.7% 4.3% 4.2% Through social media 9.1% 10.2% 7.9% 12.4% 10.6% 10.5% 6.9% 7.9% 8.0% 10.7% 9.1% 9.4% Online blogs or forums 7.4% 8.5% 6.3% 11.9% 9.2% 8.4% 5.2% 6.0% *8.8% *5.4% 7.3% 8.1% Online video platforms such as YouTube 11.5% 11.0% 11.9% 11.9% 11.2% 10.3% 13.3% 10.8% 9.9% 13.6% *10.6% *16.1% On other websites 11.6% 11.7% 11.5% 9.2% 10.6% 10.8% 12.2% 13.1% 10.8% 12.8% 11.1% 14.2% 5.4% 5.7% 5.0% 7.0% 7.4% 4.8% 4.3% 5.0% 5.3% 5.5% 5.0% 7.7% Through friends 22.1% 20.9% 23.4% 20.5% 22.3% 23.2% 18.9% 24.2% 22.5% 21.6% 22.5% 20.0% Through parents 24.2% 24.1% 24.2% 20.0% 23.2% 28.0% 24.7% 22.9% 23.4% 25.2% 24.2% 23.9% Through other adults 13.9% 14.1% 13.6% 13.5% 14.6% 14.4% 13.3% 13.6% 15.5% 11.4% 14.0% 12.9% Through brothers or sisters 18.9% 20.6% 17.0% 13.0% 16.3% 18.9% 20.8% 20.6% 17.8% 20.3% 18.6% 20.0% In magazines C‐Q8 continued Through viral videos Through outdoor advertising e.g. billboards, posters Through a celebrity Searching the Apple app store or Google Play General word of mouth Articles in the newspaper Schools/Nursery/Playgroups Other All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME 4.9% 5.7% 3.9% 7.0% 5.2% 3.6% 5.6% 4.3% 4.4% 5.5% 4.3% 7.7% 3.5% 4.1% 2.9% 3.2% 4.9% 2.4% 3.9% 3.3% 3.3% 3.8% 3.1% 5.5% 2.7% 3.2% 2.2% 4.9% 2.9% 2.6% 2.6% 2.1% 2.8% 2.6% 2.3% 4.8% 36.8% 34.7% 38.9% 29.2% 34.4% 37.3% 40.8% 36.9% 37.9% 35.1% *38.0% *29.7% 17.8% 17.5% 18.1% 18.9% 16.9% 18.2% 17.2% 18.2% 19.1% 16.0% 18.1% 16.1% 4.6% 4.4% 4.7% 7.6% 5.4% 4.5% 3.6% 3.8% 5.2% 3.7% 4.3% 6.1% 18.5% 17.2% 19.8% 21.1% 18.1% 16.5% 18.9% 18.9% 18.4% 18.5% 17.6% 22.9% 3.9% 3.6% 4.2% 4.9% 4.6% 4.5% 3.2% 3.3% 4.2% 3.5% 4.0% 3.2% “all” colum second row Have also where pos 191 Technology and Play C-Q9. Rank order in importance the following features of apps that you look for when choosing for your child Notes: Percentages of participants (within each demographic group) who ranked each feature in the top 3 of those looked for when choosing apps for their child. Notes: Percentages of participants (within each demographic group) who ranked each feature in the top 3 of those looked for when choosing apps for their child. All Male Female Under 1 1 year 2 years 3 years 4 to 5 ABC1 C2DE White BME Educational 75.2% *72.7% *77.9% 70.3% 73.6% 75.6% 77.7% 75.4% 76.4% 73.4% 75.9% 71.6% Fun 80.1% 80.7% 79.4% 77.8% 75.6% 80.4% 81.1% 82.3% 78.5% 82.3% 80.8% 76.1% Easy to use 61.6% 60.1% 63.2% **53.0% **59.0% **70.3% **56.9% **63.4% 62.0% 61.0% 62.5% 56.8% Instructions for parents included 16.6% *19.0% *14.0% 22.2% 16.6% 12.9% 19.3% 15.1% 15.6% 17.9% *15.6% *21.6% 25.2% Parental controls 25.9% 25.2% 26.6% 24.3% 21.2% 25.4% 29.4% 26.6% 26.0% 25.7% 26.0% Colourful/ attractive to look at 21.6% 21.9% 21.2% **28.1% **29.8% **19.1% **20.0% **17.5% 22.9% 19.6% 21.1% 24.2% Games 8.5% 9.7% 7.1% 6.5% 8.0% 6.9% 8.2% 10.7% 8.1% 9.0% 7.9% 11.3% Videos 5.9% 6.4% 5.5% *9.2% *9.2% *4.8% *4.3% *5.2% 5.9% 6.1% 5.5% 8.4% Stories 4.8% 4.5% 5.1% 8.6% 6.9% 4.5% 3.2% 3.8% 4.7% 4.9% 4.8% 4.8% C-Q10. To what extent does your child influence the decision to download an app? Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a child of 0 – 2 years old, 44.0% decide which apps their child will download, 29.9% mostly decide with some input from the child etc. Statistically significant relationships between responses and demographic group noted in column headers. All All my decision Mostly my decision with some input from my child A joint decision Mostly my child’s decision with some input from me All my child’s decision 33.0% Gender Male 31.5% Female 34.6% Age**.137 Under 1 47.0% 1 year 46.7% 2 years 40.4% 3 years 28.1% 4 to 5 18.9% Social Class**.118 ABC1 C2DE 35.7% 29.1% Ethnicity White 32.9% BME 33.5% 29.9% 29.6% 30.2% 20.5% 22.3% 33.7% 33.7% 31.6% 30.7% 28.7% 30.9% 24.5% 21.5% 21.7% 21.2% 18.9% 16.0% 17.2% 22.5% 27.7% 21.2% 21.8% 20.5% 26.5% 11.1% 12.5% 9.5% 8.6% 8.3% 6.0% 11.4% 16.8% 8.4% 14.9% 11.4% 9.0% 4.6% 4.7% 4.5% 4.9% 6.6% 2.6% 4.3% 5.0% 4.0% 5.5% 4.3% 6.5% 192 Technology and Play C-Q11. What are your motivations for downloading an app/apps for your child? Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a male child, 33.2% download an app as a reward for achievement/good behaviour. Participants may select multiple motivations hence percentages sum to over 100%. Statistical tests for significance of associations between demographic group and selecting each motivation (yes/no) noted within cells Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a male child, 33.2% download an app as a reward for achievement/good behaviour. Participants may select multiple motivations hence percentages sum to over 100%. Statistical tests for significance of associations between demographic group and selecting each motivation (yes/no) noted within cells. Gender Male All Female Age Under 1 1 year 2 years 3 years 4 to 5 Social Class ABC1 C2DE Ethnicity White BME As a reward for achievement/good behaviour 30.8% 33.2% 28.2% **24.3% **20.6% **26.1% **38.6% **36.1% 29.3% 33.0% 30.9% 30.3% A gift/present 14.5% 14.3% 14.6% 17.3% 13.5% 11.5% 17.0% 14.3% 13.8% 15.3% **13.1% **21.9% 59.0% To support their learning 61.9% 59.7% 64.2% 55.7% 57.3% 62.7% 66.3% 62.4% 62.5% 60.9% 62.4% To encourage play and creativity 61.6% *58.6% *64.8% **51.9% **54.4% **62.2% **63.7% **66.8% 63.9% 58.3% 62.4% 57.1% To satisfy an interest/passion 28.3% 29.4% 27.1% 25.9% 24.9% 27.3% 31.5% 29.2% 29.3% 26.8% 28.3% 28.4% 29.0% *26.4% *31.7% 25.4% 26.4% 31.3% 28.5% 30.4% 29.3% 28.6% 29.2% 27.7% 27.3% 26.9% 27.7% *25.4% *22.6% *23.2% *29.2% *32.1% 26.4% 28.6% 27.3% 27.4% 12.6% 14.2% 10.9% 11.4% 10.6% 10.3% 16.3% 12.9% 12.0% 13.4% 11.8% 16.8% Another way to interact with a character from TV, book Prefer them to use apps rather than web browser They have completed all the other apps they use 193 Technology and Play C-Q12. What are the main barriers to the downloading of apps for your children on tablets? Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a male child, 14.1% feel that one of the main barriers to the downloading of apps for their children on tables is that they are not as educational as alternatives such as books. Participants may select multiple motivations hence percentages sum to over 100%. Statistical tests for significance of associations between demographic group and selecting each motivation (yes/no) noted within cells. Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a male child, 14.1% feel that one of the main barriers to the downloading of apps for their children on tables is that they are not as educational as alternatives such as books. Participants may select multiple motivations hence percentages sum to over 100%. Statistical tests for significance of associations between demographic group and selecting each motivation (yes/no) noted within cells. Gender Male All They are not as educational as alternatives such as books Too much screen time 13.8% 14.1% Female 13.5% Age Under 1 16.2% 1 year 11.5% 2 years 13.6% 3 years 12.9% 4 to 5 Social Class ABC1 Ethnicity White C2DE BME 15.3% 14.5% 12.8% 13.6% 14.8% 28.2% 28.2% 28.1% 31.9% 25.8% 29.2% 31.8% 24.7% **31.4% **23.5% 28.6% 25.5% Poor value for money 22.4% 22.9% 21.7% 21.1% 20.6% 25.1% 21.5% 22.5% 22.9% 21.6% 23.1% 18.1% My child might get bored of them quickly 19.4% 19.2% 19.6% 19.5% 17.8% 17.2% 20.4% 21.1% 18.4% 20.8% 18.5% 24.5% 6.5% 6.5% 6.4% 9.7% 4.3% 6.0% 6.9% 6.7% 6.6% 6.2% **5.6% **11.0% We cannot find our favourite characters and shows We don’t know whether it is suitable for my child 26.6% 26.5% 26.7% 24.3% 20.9% 26.3% 29.8% 28.4% 27.0% 26.1% 27.5% 21.9% We have a free version of the app already 15.1% 14.5% 15.8% 13.5% 13.8% 13.6% 17.6% 15.5% 14.6% 15.8% 15.0% 15.8% Worry about in‐app payment 34.1% 32.2% 36.0% 28.1% 28.1% 35.4% 35.2% 37.6% 34.3% 33.7% *35.5% *26.1% Not knowing whether it’s good quality or not 28.8% 28.8% 28.8% 25.4% 25.8% 28.9% 31.8% 29.2% *31.0% *25.6% 29.4% 25.5% Too expensive 35.2% 34.0% 36.5% *35.1% *27.5% *35.4% *35.0% *39.9% 34.8% 35.8% *36.5% *28.1% 24.8% 23.9% 25.7% 20.0% 20.6% 23.4% 25.1% 29.6% *27.1% *21.6% 25.6% 20.3% 25.9% 23.8% 28.0% 23.2% 26.6% 24.6% 26.4% 26.6% 26.5% 24.8% 26.7% 21.0% If the app requires a subscription rather than a one‐off payment Advertising Not enough content 12.8% 12.2% 13.3% 15.1% 14.3% 12.0% 12.9% 11.5% 13.4% 11.8% 12.0% 17.1% I find it hard to find the right stuff 13.9% 13.4% 14.3% 17.8% 12.6% 12.4% 13.3% 14.8% 13.2% 14.7% *13.0% *18.7% Don’t feel digital is the right place for children to learn Length of time to cancel subscription 7.7% 7.7% 7.7% 9.7% 8.3% 7.2% 7.3% 7.4% 8.0% 7.3% 7.2% 10.6% 9.8% 10.2% 9.3% 13.0% 10.6% 9.8% 6.9% 10.5% 9.8% 9.6% 9.2% 12.6% None of these 7.1% 6.7% 7.5% 7.0% 4.9% 9.8% 6.0% 7.4% 6.1% 8.5% 7.2% 6.5% 194 Technology and Play SECTION D: CHILD’S USE OF TABLETS Section D: Child’s use of D-Q1. tablets We want to understand how comfortable your child is using a tablet. Notes: Percentages out of each combination of demographic group and action type, e.g. out of those responding in relation to a male child, 52% say their child is able to turn their device on and off unassisted,out 27.3% say that their child requires some assistance andaction 20.6%type, say that us unable to do this or is unaware of such functionality. Notes: Percentages of each combination of demographic group and e.g.their outchild of those responding in relation to a male child, 52% sayStatistically their significant associations between competence in each skill and demographic group are noted within cells. child is able to turn their device on and off unassisted, 27.3% say that their child requires some assistance and 20.6% say that their child us unable to do this or is unaware of such functionality. Statistically significant associations between competence in each skill and demographic group are noted within cells. Gender All Turn the device off and on Is able to do unassisted Needs some assistance Unlock the device Is unable to do / unaware of Is able to do unassisted Needs some assistance Open their apps Is unable to do / unaware of Is able to do unassisted Needs some assistance Use gaming apps Is unable to do / unaware of Is able to do unassisted Needs some assistance Use reading apps Is unable to do / unaware of Is able to do unassisted Needs some assistance Use video apps Is unable to do / unaware of Is able to do unassisted Needs some assistance Use learning apps Is unable to do / unaware of Is able to do unassisted 53.9% Male 52.1% Age (in years) Female 55.9% Social Class < 1 year 1 year 2 years 3 years 4 to 5 **32.4% **34.7% **49.0% **59.9% **71.1% ABC1 51.7% Ethnicity C2DE 57.1% White *54.4% BME *51.3% 25.8% 27.3% 24.1% **23.8% **29.8% **27.0% **27.7% **21.5% 26.7% 24.4% *24.4% *33.2% 20.3% 20.6% 20.0% **43.8% **35.5% **23.9% **12.4% **7.4% 21.5% 18.5% *21.2% *15.5% 48.4% *48.7% *48.2% **29.2% **33.8% **44.0% **55.2% **61.2% *45.8% *52.3% *49.4% *43.2% 26.4% *28.8% *23.8% **23.2% **30.7% **26.8% **27.0% **23.9% *26.6% *25.9% *25.0% *33.5% 25.2% *22.5% *28.0% **47.6% **35.5% **29.2% **17.8% **14.9% *27.6% *21.8% *25.6% *23.2% 60.2% 58.7% 61.8% **31.4% **38.4% **54.3% **71.5% **77.7% 58.8% 62.2% **61.8% **51.6% 24.1% 25.5% 22.7% **21.6% **33.2% **29.4% **21.7% **17.5% 24.8% 23.1% **22.2% **34.2% 15.7% 15.8% 15.6% **47.0% **28.4% **16.3% **6.9% **4.8% 16.5% 14.6% **16.0% **14.2% 42.7% 44.5% 40.7% **27.6% **22.3% **33.0% **50.9% **60.0% *39.6% *47.0% 43.3% 39.4% 33.3% 32.9% 33.7% **29.2% **36.4% **37.8% **32.8% **29.9% *33.9% *32.4% 32.2% 39.4% 24.1% 22.5% 25.6% **43.2% **41.3% **29.2% **16.3% **10.1% *26.5% *20.6% 24.6% 21.3% 29.6% 29.2% 30.1% **20.0% **15.2% **19.6% **31.8% **46.7% 29.6% 29.6% 28.7% 34.5% 38.5% 39.4% 37.5% **28.1% **35.8% **40.2% **41.6% **39.5% 36.5% 41.3% 38.3% 39.0% 32.0% 31.5% 32.4% **51.9% **49.0% **40.2% **26.6% **13.7% 33.9% 29.1% 33.0% 26.5% 34.8% 34.6% 34.9% **25.9% **17.2% **30.6% **41.6% **45.5% 34.8% 34.7% 34.1% 38.4% 34.5% 36.6% 32.2% **25.4% **38.7% **35.6% **34.8% **33.8% 33.6% 35.8% 34.0% 37.4% 30.8% 28.8% 32.9% **48.6% **44.1% **33.7% **23.6% **20.6% 31.6% 29.5% 32.0% 24.2% 49.3% 50.0% 48.6% **27.6% **27.5% **39.2% **59.0% **68.7% 47.8% 51.4% 50.0% 45.5% Needs some assistance 36.6% 36.8% 36.4% **30.8% **48.4% **45.9% **33.3% **27.3% 37.2% 35.8% 35.7% 41.3% Is unable to do / unaware of 14.1% 13.2% 15.0% **41.6% **24.1% **14.8% **7.7% **4.0% 15.0% 12.8% 14.3% 13.2% 195 Technology and Play Gender All Use creativity apps Is able to do unassisted Needs some assistance Find new apps in the app‐ store / market place Purchase new apps in the app‐store / market place Click on a cross in a box to get rid of a pop‐up Take photos Make videos Draw things 45.9% Female 48.9% Social Class < 1 year 1 year 2 years 3 years 4 to 5 **24.3% **26.4% **40.0% **54.1% **67.2% ABC1 46.5% Ethnicity C2DE 48.6% White 48.5% BME 41.0% 35.9% 37.8% 33.8% **36.8% **45.0% **41.4% **35.0% **26.8% 36.0% 35.7% 34.7% 41.9% Is unable to do / unaware of Is able to do unassisted 16.8% 16.3% 17.3% **38.9% **28.7% **18.7% **10.9% **6.0% 17.6% 15.7% 16.7% 17.1% 19.2% **22.5% **15.7% **18.4% **11.7% **13.9% **20.2% **27.0% *17.0% *22.4% **18.2% **24.5% Needs some assistance 27.4% **27.6% **27.2% **22.2% **26.6% **21.8% **29.4% **32.0% *26.3% *29.0% **25.8% **36.1% Is unable to do / unaware of Is able to do unassisted 53.4% **49.9% **57.2% **59.5% **61.6% **64.4% **50.4% **41.1% *56.7% *48.6% **56.0% **39.4% 14.2% *16.4% *11.8% *13.5% *13.5% *11.7% *14.2% *16.7% *12.6% *16.4% **12.9% **21.3% Needs some assistance 25.1% *25.8% *24.3% *24.3% *25.2% *20.3% *24.0% *29.4% *23.5% *27.3% **23.6% **33.2% 60.8% *57.8% *63.9% *62.2% *61.3% *67.9% *61.8% *54.0% *63.9% *56.3% **63.6% **45.5% Is unable to do / unaware of Is able to do unassisted Needs some assistance 44.6% 45.4% 43.7% **31.4% **22.3% **32.5% **53.0% **63.9% 43.7% 45.8% 45.1% 41.6% 29.7% 30.6% 28.6% **23.2% **34.7% **31.8% **31.5% **25.6% 29.8% 29.5% 28.6% 35.5% Is unable to do / unaware of Is able to do unassisted 25.8% 24.0% 27.7% **45.4% **43.0% **35.6% **15.5% **10.5% 26.5% 24.7% 26.3% 22.9% 47.2% 46.6% 47.7% **27.0% **32.1% **36.1% **54.7% **64.4% *44.3% *51.3% 47.5% 45.5% Needs some assistance 31.0% 31.1% 30.8% **24.9% **33.8% **37.6% **32.0% **25.6% *33.0% *28.0% 30.1% 35.5% Is unable to do / unaware of Is able to do unassisted 21.9% 22.3% 21.5% **48.1% **34.1% **26.3% **13.3% **10.0% *22.7% *20.7% 22.4% 19.0% 18.7% 19.5% 17.8% **16.2% **12.3% **15.8% **18.9% **25.3% 17.0% 21.1% **17.6% **24.8% Needs some assistance 31.0% 33.0% 28.8% **23.8% **28.9% **28.7% **33.7% **34.0% 31.0% 31.1% **29.7% **38.1% 50.3% 47.4% 53.3% **60.0% **58.7% **55.5% **47.4% **40.7% 52.0% 47.9% **52.7% **37.1% 59.0% 57.1% 61.0% **34.6% **39.0% **51.2% **68.7% **76.6% 56.4% 62.7% **60.4% **51.3% 29.5% 31.0% 28.0% **34.1% **41.3% **37.1% **24.7% **19.6% 31.6% 26.6% **27.8% **39.4% 11.5% 11.9% 11.0% **31.4% **19.8% **11.7% **6.7% **3.8% 12.0% 10.7% **11.8% **9.4% Is unable to do / unaware of Is able to do unassisted Needs some assistance Drag items across the screen 47.3% Male Age (in years) Is unable to do / unaware of Is able to do unassisted 59.6% 58.9% 60.2% **33.5% **36.1% **58.6% **68.5% **75.4% 59.1% 60.2% *60.9% *51.9% Needs some assistance 27.4% 29.1% 25.5% **31.4% **38.4% **29.4% **24.9% **19.9% 26.9% 28.0% *26.1% *34.2% Is unable to do / unaware of 13.1% 12.1% 14.2% **35.1% **25.5% **12.0% **6.7% **4.6% 14.0% 11.8% *13.0% *13.9% 196 Technology and Play Gender All Trace shapes with their fingers Exit apps and enter other apps Increase or decrease the volume Tap the screen to operate commands Swipe the screen (e.g. to change photos, turn the ‘page’ of an e‐book) Enlarge or decrease the size of objects by pinching and dragging Drag items and trace shapes Show others e.g. siblings how to use the device Male Age (in years) Female Social Class < 1 year 1 year 2 years 3 years 4 to 5 ABC1 Ethnicity C2DE White BME Is able to do unassisted 60.3% 59.6% 61.0% **35.1% **37.0% **53.3% **70.2% **79.2% 59.3% 61.6% *61.6% *52.9% Needs some assistance 27.7% 28.4% 26.9% **27.0% **44.4% **33.0% **24.2% **16.7% 27.3% 28.1% *26.1% *36.1% Is unable to do / unaware of 12.1% 12.1% 12.2% **37.8% **18.6% **13.6% **5.6% **4.1% 13.4% 10.2% *12.3% 11.0% Is able to do unassisted 55.3% 54.8% 55.7% **32.4% **32.1% **51.0% **63.1% **73.2% 54.4% 56.5% 55.7% 52.6% Needs some assistance 25.8% 26.7% 24.7% **18.9% **32.1% **30.1% **27.7% **19.4% 25.6% 25.9% 25.1% 29.4% Is unable to do / unaware of 19.0% 18.5% 19.6% **48.6% **35.8% **18.9% **9.2% **7.4% 20.0% 17.5% 19.2% 18.1% Is able to do unassisted 50.1% 49.2% 51.2% **33.0% **28.4% **37.6% **59.7% **70.1% **46.1% **55.9% 50.5% 48.4% Needs some assistance 27.5% 30.0% 24.7% **20.0% **29.5% **34.4% **29.4% **22.0% **28.5% **25.9% 26.3% 33.5% Is unable to do / unaware of 22.4% 20.8% 24.1% **47.0% **42.1% **28.0% **10.9% **7.9% **25.4% **18.1% 23.2% 18.1% Is able to do unassisted 58.8% 58.9% 58.6% **33.5% **36.4% **54.3% **68.2% **75.8% 58.7% 58.8% *60.5% *49.4% Needs some assistance 28.3% 27.9% 28.8% **30.8% **42.7% **31.6% **24.5% **19.8% 28.0% 28.9% *26.9% *36.1% Is unable to do / unaware of 12.9% 13.2% 12.6% **35.7% **20.9% **14.1% **7.3% **4.5% 13.3% 12.3% *12.6% *14.5% Is able to do unassisted 65.4% 64.7% 66.0% **35.1% **49.9% **65.1% **73.8% **77.7% 64.5% 66.6% **66.8% **57.4% Needs some assistance 22.9% 23.7% 22.0% **28.1% **32.4% **24.6% **19.3% **17.2% 24.0% 21.3% **20.8% **34.2% Is unable to do / unaware of 11.8% 11.6% 11.9% **36.8% **17.8% **10.3% **6.9% **5.2% 11.5% 12.1% **12.4% **8.4% Is able to do unassisted 38.3% 39.4% 37.1% **25.4% **21.2% **28.9% **45.1% **53.8% 38.3% 38.2% *37.6% *41.9% Needs some assistance 32.8% 32.1% 33.5% **26.5% **32.4% **34.0% **33.5% **33.5% 31.7% 34.2% *32.1% *36.5% Is unable to do / unaware of 29.0% 28.6% 29.5% **48.1% **46.4% **37.1% **21.5% **12.7% 30.0% 27.5% *30.4% *21.6% Is able to do unassisted 53.7% 53.4% 54.1% **32.4% **27.5% **45.9% **65.5% **72.3% 51.7% 56.5% *54.8% *47.7% Needs some assistance 30.5% 30.5% 30.5% **31.4% **43.8% **37.8% **25.8% **20.8% 31.6% 28.9% *29.1% *38.1% Is unable to do / unaware of 15.8% 16.1% 15.4% **36.2% **28.7% **16.3% **8.8% **6.9% 16.6% 14.6% *16.1% *14.2% Is able to do unassisted 37.5% 37.7% 37.3% **27.0% **18.3% **26.1% **43.1% **56.0% *34.8% *41.4% **37.8% **36.1% Needs some assistance 29.6% 31.7% 27.4% **20.5% **29.8% **30.9% **31.8% **29.7% *29.6% *29.6% **27.9% **38.7% Is unable to do / unaware of 32.9% 30.6% 35.3% **52.4% **51.9% **43.1% **25.1% **14.3% *35.6% *29.0% **34.3% **25.2% 197 Technology and Play D-Q2. Has your child ever? Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a male child, 9.2% say that their child has made an in-app purchase without permission. Tests for statistical significance (between action yes/no and demographic group) reported within cells. Notes: Percentages out of each demographic group, e.g. out of parents responding in relation to a male child, 9.2% say that their child has made an in‐app purchase without permission. Tests for statistical significance (between action yes/no and demographic group) reported within cells. Gender Male All Made an in‐app purchase without permission Female Age Under 1 1 year 2 years 3 years 4 to 5 Social Class ABC1 Ethnicity White C2DE BME 7.6% 9.2% 6.0% 6.5% 7.4% 5.7% 8.2% 9.1% 7.6% 7.7% 7.3% 9.4% Made an in‐app purchase by accident 10.0% *9.2% *6.0% 12.4% 8.9% 10.5% 10.3% 9.3% 8.6% 12.1% *9.1% *15.2% Bought something online by accident 7.6% 9.9% 10.1% 8.6% 9.2% 6.9% 7.1% 7.4% 7.5% 7.8% **6.7% **12.9% Bought something online without permission 6.6% 8.0% 7.3% 5.4% 7.7% 4.3% 8.2% 6.5% 6.7% 6.3% *5.8% *10.6% Been exposed to content that made them feel uncomfortable 6.4% *8.2% *4.8% 10.3% 7.2% 5.3% 6.2% 5.5% 6.4% 6.3% **4.9% **14.2% Been exposed to content that made you feel uncomfortable 9.2% 6.8% 5.9% **9.2% **7.7% **8.1% **10.9% **9.5% *10.7% *7.1% **7.8% **16.8% Asked you about something they saw online that was inappropriate 7.0% 10.7% 7.6% 7.6% 6.6% 6.5% 7.9% 6.5% 7.5% 6.2% **5.4% **15.5% Been exposed to advertising within mobile or tablet applications 17.4% *8.5% *5.4% 14.6% 12.3% 14.1% 22.7% 19.4% 18.5% 15.8% 17.6% 16.1% Clicked on a link when online that took them to inappropriate content 8.1% 18.4% 16.4% 7.0% 10.0% 6.5% 8.2% 8.4% 8.5% 7.6% **6.9% **14.5% Watched content (brand, characters shows) on more than one platform at the same time 12.2% 8.8% 7.3% *7.0% *12.9% *9.6% *16.3% *11.9% 11.6% 12.9% 12.0% 12.9% Seen an advert on a screen and asked you about it 23.1% 12.6% 11.6% **15.7% **15.2% **16.0% **29.0% **30.4% 22.9% 23.3% 22.7% 24.8% None of these 46.7% 24.3% 21.7% 53.0% 51.6% 53.8% 39.7% 42.1% 47.0% 46.2% **48.6% **35.8% 198 Technology and Play Section E: Safety/Issues Section E: Safety/Issues E-Q1. We want to understand how comfortable or uncomfortable you are with your child using the device Gender All The amount of time my child spends on the tablet 2 years 3 years 4 to 5 ABC1 Ethnicity C2DE White BME 3.5% 7.6% 4.9% 5.7% 4.1% 5.0% *4.3% *6.3% 4.9% 6.8% Quite uncomfortable 13.6% 12.5% 14.7% 11.9% 10.0% 13.6% 15.9% 14.4% *14.2% *12.8% 13.3% 15.5% 29.0% 28.5% 29.5% 34.1% 26.9% 28.7% 29.4% 28.4% *29.6% *28.0% 28.9% 29.0% 36.3% 36.4% 36.0% 31.4% 40.1% 34.4% 33.7% 38.8% *37.9% *33.9% 36.5% 34.8% Very comfortable 16.1% 15.8% 16.3% 15.1% 18.1% 17.5% 17.0% 13.4% *14.0% *19.0% 16.4% 13.9% Very uncomfortable 13.4% 14.2% 12.6% 15.7% 16.0% 15.6% 10.7% 11.7% *13.4% *13.4% 13.8% 11.3% Quite uncomfortable 21.8% 20.0% 23.7% 18.9% 22.9% 22.0% 23.8% 20.3% *23.4% *19.5% 21.8% 21.9% 27.4% 27.6% 27.2% 33.5% 28.4% 26.6% 26.6% 26.1% *27.4% *27.4% 26.8% 30.6% 25.3% 25.8% 24.8% 20.5% 20.1% 22.7% 26.2% 31.1% *25.8% *24.6% 25.0% 27.1% 12.1% 12.4% 11.7% 11.4% 12.6% 13.2% 12.7% 10.8% *10.0% *15.1% 12.7% 9.0% Very uncomfortable 5.9% 6.9% 4.9% **8.6% **8.0% **6.0% **4.1% **5.3% *5.3% *6.9% *5.9% *6.5% Quite uncomfortable 8.4% 8.0% 8.8% **6.5% **9.2% **7.7% **10.1% **7.6% *8.0% *8.9% *8.0% *10.0% 22.3% 23.3% 21.1% **35.7% **23.8% **19.4% **23.6% **18.0% *21.6% *23.1% *21.2% *27.7% 39.0% 37.4% 40.6% **27.0% **37.0% **39.5% **38.8% **43.6% *42.4% *34.0% *38.9% *39.4% 24.5% 24.4% 24.6% **22.2% **22.1% **27.5% **23.4% **25.4% *22.7% *27.0% *26.0% *16.5% Neither comfortable nor uncomfortable Quite comfortable Very comfortable Very uncomfortable 13.4% 13.5% 13.3% 15.7% 16.3% 14.1% 12.7% 11.0% 13.6% 13.2% 13.2% 14.5% Quite uncomfortable 28.3% 25.9% 30.9% 23.2% 22.1% 29.7% 28.3% 32.8% 30.0% 25.9% 28.9% 25.5% 29.8% 30.1% 29.6% 33.0% 30.9% 30.6% 29.6% 27.8% 29.0% 31.1% 29.9% 29.4% 20.4% 21.2% 19.6% 18.4% 21.5% 17.5% 21.5% 21.6% 20.0% 21.0% 20.0% 22.6% 8.0% 9.2% 6.7% 9.7% 9.2% 8.1% 7.9% 6.7% 7.4% 8.9% 8.0% 8.1% Neither comfortable nor uncomfortable Quite comfortable Very comfortable The types of videos they watch on the tablet Social Class 1 year 6.7% Very comfortable Things that they can be exposed to on the tablet e.g. in‐app advertising / types of content Under 1 5.1% Neither comfortable nor uncomfortable Quite comfortable The sorts of things my child does on the tablet Age (in years) Female Very uncomfortable Neither comfortable nor uncomfortable Quite comfortable My child using the device unobserved by me or another adult Male Very uncomfortable 6.1% 7.0% 5.1% 8.6% 7.4% 7.2% 4.3% 5.2% **5.2% **7.4% 5.7% 8.4% Quite uncomfortable 12.6% 12.8% 12.3% 10.3% 11.2% 10.5% 14.2% 14.3% **12.9% **12.1% 12.2% 14.2% 28.4% 27.9% 29.0% 36.2% 28.7% 24.9% 29.8% 27.3% **30.4% **25.6% 28.5% 28.4% 35.0% 34.9% 35.1% 28.6% 33.2% 37.6% 35.4% 35.9% **36.3% **33.1% 34.6% 37.4% 17.9% 17.4% 18.4% 16.2% 19.5% 19.9% 16.3% 17.4% **15.2% **21.8% 19.1% 11.6% Neither comfortable nor uncomfortable Quite comfortable Very comfortable 199 Technology and Play Gender All That they know when to ask for parental / other help Very uncomfortable Quite uncomfortable Neither comfortable nor uncomfortable Quite comfortable Very comfortable That they know where their content is Very uncomfortable Quite uncomfortable Neither comfortable nor uncomfortable Quite comfortable Very comfortable That they know how to avoid other content Very uncomfortable Quite uncomfortable Neither comfortable nor uncomfortable Quite comfortable Very comfortable That the tablet can be used for positive things e.g. learning or creativity Very uncomfortable Quite uncomfortable Neither comfortable nor uncomfortable Quite comfortable Very comfortable Male Age (in years) Female Under 1 Social Class 1 year 2 years 3 years 4 to 5 ABC1 Ethnicity C2DE White BME 6.8% 7.8% 5.8% **9.7% **6.6% **7.2% **6.7% **5.8% 5.9% 8.0% *6.5% *8.4% 8.2% 8.5% 7.8% **9.2% **10.3% **6.2% **8.8% **7.4% 8.2% 8.0% *7.9% *9.4% 23.5% 23.6% 23.4% **32.4% **28.9% **25.1% **23.0% **16.7% 24.3% 22.3% *23.6% *22.9% 34.8% 34.1% 35.6% **31.4% **33.5% **34.0% **34.8% **37.5% 36.5% 32.5% *33.7% *41.0% 26.7% 26.0% 27.4% **17.3% **20.6% **27.5% **26.8% **32.6% 25.0% 29.1% *28.2% *18.4% 6.7% 8.0% 5.4% **9.7% **7.7% **6.7% **5.2% **6.4% 6.1% 7.6% *6.3% *8.7% 9.6% 10.1% 9.0% **15.1% **10.3% **9.3% **9.4% **7.6% 9.2% 10.1% *9.3% *10.6% 27.3% 27.0% 27.5% **37.8% **32.1% **29.2% **26.0% **20.6% 26.9% 27.8% *27.3% *26.8% 34.8% 34.5% 35.2% **22.2% **32.1% **33.7% **37.1% **39.5% 37.3% 31.3% *34.0% *39.7% 21.7% 20.4% 23.0% **15.1% **17.8% **21.1% **22.3% **25.9% 20.5% 23.3% *23.0% *14.2% 9.4% 9.8% 8.9% 12.4% 9.7% 10.3% 7.7% 8.8% *9.2% *9.5% 9.4% 9.0% 21.2% 20.6% 21.7% 13.5% 22.3% 21.5% 24.7% 19.8% *21.3% *21.0% 21.4% 19.7% 37.6% 36.1% 39.1% 42.2% 38.4% 39.2% 34.5% 36.8% *39.1% *35.3% 38.3% 33.5% 21.8% 22.8% 20.6% 19.5% 18.6% 17.7% 24.7% 24.9% *22.3% *21.0% 20.4% 29.4% 10.2% 10.7% 9.7% 12.4% 10.9% 11.2% 8.4% 9.8% *8.1% *13.3% 10.5% 8.4% 5.8% 6.5% 4.9% *8.1% *7.2% *5.7% *5.2% *4.6% *4.8% *7.1% *5.6% *6.8% 6.9% 7.4% 6.3% *5.9% *6.6% *6.0% *7.7% *7.2% *6.7% *7.1% *6.5% *8.7% 18.5% 19.1% 17.8% *27.0% *20.3% *17.9% *19.3% *14.4% *17.4% *20.1% *17.8% *22.3% 35.7% 34.2% 37.2% *30.8% *39.0% *39.0% *32.6% *35.2% *38.8% *31.2% *35.3% *37.7% 33.3% 32.8% 33.8% *28.1% *26.9% *31.3% *35.2% *38.5% *32.3% *34.6% *34.9% *24.5% 200 Technology and Play E-Q2. We would like to understand your opinion on in-app adverts for your child. Using a scale of 1 to 5, where 1 is strongly disagree and 6 is strongly agree please indicate how you feel about each of the following statements Gender All I am not worried if there are relevant adverts in the apps my child plays I would pay for my child’s apps if it meant that there was no in‐ app adverts I don’t mind in‐app adverts if it means my child can play for free Male Age (in years) Female Under 1 Social Class 1 year 2 years 3 years 4 to 5 ABC1 Ethnicity C2DE White BME Strongly disagree 11.1% *11.9% *10.3% 10.8% 12.6% 14.1% 10.5% 8.6% *11.5% *10.6% 11.6% 8.4% Tend to disagree 20.2% *17.0% *23.5% 11.9% 15.8% 23.9% 22.3% 21.0% *21.5% *18.3% 20.8% 16.8% Neither agree/disagree 31.4% *33.3% *29.4% 33.5% 33.0% 29.2% 30.9% 31.8% *29.4% *34.2% 30.8% 34.5% Tend to agree 30.2% *30.0% *30.3% 36.2% 30.4% 25.8% 29.6% 31.6% *31.6% *28.0% 30.0% 31.0% Strongly agree 7.2% *7.8% *6.6% 7.6% 8.3% 6.9% 6.7% 7.0% *6.0% *8.9% 6.8% 9.4% Strongly disagree 7.6% 7.7% 7.6% 5.9% 7.4% 8.9% 6.4% 8.4% 7.0% 8.5% 8.2% 4.5% Tend to disagree 15.0% 14.4% 15.8% 13.0% 15.8% 15.8% 14.2% 15.5% 15.7% 14.1% 15.5% 12.6% Neither agree/disagree 31.9% 30.9% 32.9% 38.4% 29.2% 31.3% 33.7% 30.2% 31.6% 32.3% 31.8% 32.3% Tend to agree 34.2% 35.1% 33.2% 28.1% 34.4% 34.0% 34.1% 36.1% 36.1% 31.3% 33.6% 37.4% Strongly agree 11.3% 12.0% 10.6% 14.6% 13.2% 10.0% 11.6% 9.8% 9.6% 13.8% 10.9% 13.2% Strongly disagree 11.8% 11.2% 12.5% 9.2% 13.8% 15.1% 11.8% 9.1% **12.8% **10.4% 12.1% 10.3% Tend to disagree 19.1% 19.2% 18.9% 16.8% 17.2% 18.2% 20.2% 20.8% **21.8% **15.2% 19.8% 15.2% Neither agree/disagree 30.6% 30.0% 31.1% 33.0% 28.9% 29.2% 28.5% 33.3% **29.3% **32.4% 30.0% 33.5% Tend to agree 29.8% 28.9% 30.7% 29.7% 31.2% 30.4% 29.8% 28.4% **29.3% **30.3% 29.3% 31.9% Strongly agree 8.8% 10.7% 6.8% 11.4% 8.9% 7.2% 9.7% 8.4% **6.8% **11.7% 8.8% 9.0% www.techandplay.org Brand and design by www.vividcreative.com Exploring play through creativity and apps