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<p>There has been growing interest in how digital technology affects children and young people, often based on adult perspectives and quantitative data, like screen time and wellbeing. However, recent research and policy highlight the importance of children’s own views on their digital lives (Barnardos, <CitationRef CitationID="CR2">2024</CitationRef>; OECD, <CitationRef CitationID="CR72">2025</CitationRef>). Despite this shift, few studies explore how adult representations align with children’s lived experiences. This study addresses that gap by analysing 63 qualitative studies using Corpus Linguistics to compare language used by children and parents. Two corpora—Children and Parent—were examined for thematic patterns. While both groups frequently used similar nouns and adjectives, their framing differed. For instance, the word <i>time</i> appeared in both, but parents focused on control and limits, whereas children emphasized activities and relationships. These findings reveal contrasting contextual understandings of digital engagement between adults and children.</p>

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“I Don’t Really Trust My Parents They’ll Just Take My iPad”: Children’s and Parents’ Perspectives of Digital Experiences Online, a Corpus-Assisted Analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月26日

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  • Emma O. Brien,
  • Joan O. Sullivan,
  • Karen Ni Chlochasaigh,
  • Lydia Mannion

摘要

There has been growing interest in how digital technology affects children and young people, often based on adult perspectives and quantitative data, like screen time and wellbeing. However, recent research and policy highlight the importance of children’s own views on their digital lives (Barnardos, 2024; OECD, 2025). Despite this shift, few studies explore how adult representations align with children’s lived experiences. This study addresses that gap by analysing 63 qualitative studies using Corpus Linguistics to compare language used by children and parents. Two corpora—Children and Parent—were examined for thematic patterns. While both groups frequently used similar nouns and adjectives, their framing differed. For instance, the word time appeared in both, but parents focused on control and limits, whereas children emphasized activities and relationships. These findings reveal contrasting contextual understandings of digital engagement between adults and children.