随着科学技术的日益发展，信息通信技术也逐渐成熟起来，数字技术不再 是成人世界的专属工具，学龄前幼儿也开始成为 ICT 的使用者，幼儿早期学习 方式与生活环境也随之发生变化。国外越来越多的研究开始关注幼儿在家中使 用信息技术的情况。但国内学者对此问题的实证研究相对欠缺，探索幼儿在家 使用 ICT 的情况对家长了解如何正确引导幼儿使用 ICT 有一定的启发，也有助 于家长了解如何创造适宜的家庭媒体环境。为此本研究通过实证研究的方式了 解 2-6 岁幼儿在家中使用 ICT 的基本情况，探究其与家庭媒体生态间的相关关 系。 本研究中包含两个研究问题。研究问题一旨在以 808 位 2-6 岁幼儿家长为 对象，通过问卷调查了解幼儿在家庭中 ICT 的使用现状，包括幼儿 ICT 的使用 时长、使用频率、使用内容，分析幼儿 ICT 使用现状在幼儿性别、年龄上的差 异情况。研究问题二旨在了解幼儿家庭媒体生态的现状及 2-6 岁幼儿在家 ICT 使用现状与家庭媒体生态间的关系，家庭媒体生态包括家长本身的 ICT 使用时 长、家长对幼儿使用 ICT 的态度、家长的媒体规则、家庭中 ICT 的可用性及普 及程度等五个因素。 研究结果发现:1.幼儿从出生起便处于媒介饱和的家庭环境中，现在的幼 儿比过去的幼儿更有可能使用 ICT，ICT 正在越来越早走进幼儿的生活中。 2.性别只影响幼儿使用 ICT 的内容，在 ICT 使用其他方面无性别差异。男 孩比女孩更倾向于“玩游戏”，女孩比男孩更倾向于“听故事或音乐”、“拍 照或摄影”或使用“教育或学习类内容”。 3.年龄不影响幼儿 ICT 的使用时长和频率。这一结果与已有研究不一致的 原因可能是:第一，现今幼儿从出生起便生活在媒体饱和的环境中，2-6 岁幼 儿无论年幼还是年长均有较多机会接触、获取和使用某类 ICT。第二，低年龄 幼儿的家长相对也更年轻，家长自身的媒体使用和媒体态度会对幼儿 ICT 使用 产生直接影响。第三，3 岁以下幼儿更容易“被动使用”ICT，这在一定程度上 也缩短了与年龄较大幼儿的使用时间差距。 4.比起家长对幼儿使用 ICT 的态度，家长自身的 ICT 使用时长是影响幼儿 使用时长的关键决定性因素。 5.家庭 ICT 的可用性、普及程度、家长态度会影响幼儿 ICT 使用频率，对 幼儿智能手机、电脑、iPad 等平板、电视的使用频率都具有预测作用， 6.家长关注和担忧幼儿 ICT 使用程度，但自身却有过度使用情况。 7.家长希望幼儿使用 ICT 时能实现其教育价值，并会设置媒体规则来确保 这一过程的实现。

With the development of science and technology, information and communication technologies have gradually matured and turned into the market. Digital technology is no longer the exclusive tool of the adult world, and preschool children have begun to become users of ICT. As the number and types of ICTs such as TVs, computers, smart phones, iPads, and game consoles in the family increase, the early childhood learning methods and living environment also change. More and more foreign studies have begun to focus on the use of information technology in young children at home. However, domestic scholars' empirical research on this issue is relatively lacking. Exploring the use of ICTs by children at home has some inspiration for parents to understand how to correctly guide children to use ICT, and also helps parents to understand how to create a suitable home media environment. To this end, this study uses empirical research to understand the basic situation of the use of ICT in children at home for 2-6 years old, and explore the relationship between it and the family media ecology. Two research questions were included in this study. The research question 1 aims to understand the current situation of the use of ICT in children in the home by 808 parents of 2-6 years old children, including the use time, frequency of use and content of children's ICT, and analyze the current situation of ICT use in children. Gender and age differences. Study Question 2 aims to understand the current situation of children's family media ecology and the relationship between the current use of ICTs in children aged 2-6 years and the family media ecology. The family media ecology includes the duration of ICT use by parents, the attitude of parents to children using ICT, and parents. Five factors, such as the use of ICT setting rules for young children, the availability of ICTs in the home, and the popularity of ICTs in the home. The results of the study found that: 1. Children are born in a media-saturated family environment from birth. Nowadays, children are more likely to use ICT than children in the past. ICT is entering the life of young children earlier and later. 4 2. Gender only affects the use of ICT by young children, and there is no gender difference in other aspects of ICT use. Boys are more inclined to “play games” than girls. Girls are more likely than boys to “listen to stories or music”, “photograph or photography” or use “education or learning content”. 3. Age does not affect the duration and frequency of ICT use in young children. The reason for this inconsistency with existing research may be: First, today's children live in a media-saturated environment from birth, and children aged 2-6 have more opportunities to contact, acquire, and get young and old. Use some type of ICT. Second, parents of younger children are relatively younger. Parents' own media use and media attitudes have a direct impact on children's ICT use. Third, children under the age of 3 are more likely to “passively use” ICT, which to some extent shortens the time gap between older children and older children. 4. Compared with parents' attitude towards children's use of ICT, parents' own ICT use time is a key determinant factor affecting children's use time. 5. The availability, popularity and parental attitude of family ICT will affect the frequency of ICT use in young children, and have a predictive effect on the frequency of use of children's smart phones, computers, iPads, etc. 6. Parents pay attention to and worry about the use of ICT in children, but they have excessive use. 7. Parents hope that children can achieve their educational value when using ICT, and will set media rules to ensure the realization of this process.