Technology is becoming increasingly important in children's lives, as it is connected to education, socialization, and entertainment. As children transition to school, they develop new skills and adapt to new environments, with parents playing a crucial role. Interactive use of information and communication technology (ICT) can enhance reading skills and foster creativity, while excessive use can negatively impact speech, cognition, and social skills. In my thesis, I aimed to explore the beliefs, experiences, and attitudes of children transitioning to school regarding ICT use, including their preferences, access to technology, and the connection between ICT use and their social relationships, family interactions, and parental restrictions. The study involved 17 children aged 6 to 8 years from rural environments. I collected data through semi-structured interviews and analyzed them using thematic analysis. The children reported using ICT for entertainment, learning, and communication, such as playing games, watching cartoons, listening to songs, and communicating with friends. Most of the interviewed children do not yet have their own devices, so they use those belonging to family members. They use ICT at various times of the day, mostly in the evening or after school. They mentioned that parents often limit their use. Although children viewed devices as fun and educational, they also mentioned issues like sleep disturbances and health concerns. Despite having access to and using ICT, children reported valuing reading, playing, and social interactions with peers, parents, and siblings. The research provides insight into children’s experiences and perspectives on ICT use, offering information that could not be captured through questionnaires or parental reports. Moreover, the study raises new questions and opportunities for further research focusing on digital technology use within this age group.
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