DOI:
https://doi.org/10.14483/22486798.24228Published:
2026-06-09Issue:
Vol. 31 No. 1 (2026): Language, audiovisual media and technologySection:
Research ArticleCategories
Videollamadas por celular: aprendizajes y desafíos en la infancia temprana
Mobile Video-Calls: Learning and Challenges in Early Childhood
Chamadas de vídeo por celular: aprendizados e desafios na primeira infancia
Keywords:
Interacción social, Lenguaje hablado, Infancia, Desarrollo del lenguaje, Teléfono móvil (es).Keywords:
social interaction, spoken language, childhood, language development, mobile phones (en).Keywords:
interação social, linguagem falada, infancia, desenvolvimento da linguagem, telefones móveis (pt).Downloads
Abstract (es)
El acceso extendido a distintas tecnologías ha dado lugar a nuevas formas de interacción. Si bien el uso pasivo de pantallas ha sido asociado negativamente al desarrollo lingüístico infantil, se ha señalado que las videollamadas implican un uso distinto que podría suponer una participación favorable para los intercambios comunicativos. Este estudio analizó cómo niños y niñas de entre dos y seis años de edad utilizan la cámara del celular durante videollamadas familiares, con el objetivo de describir las estrategias multimodales que emplean para sostener la comunicación. Se realizó un análisis cualitativo de 24 videollamadas, segmentadas y codificadas con el software ELAN, a partir del cual se identificaron distintas configuraciones en el uso del dispositivo: celular apoyado, sostenido por un adulto o sostenido por el niño. Los resultados muestran que, en todas las configuraciones, los niños integran información visual a la interacción—acercando objetos, moviendo la cámara o dando indicaciones al interlocutor—, aunque el grado de autonomía y control del dispositivo aumenta con la edad. Los más pequeños tienden a perder la noción del encuadre y requieren mayor mediación adulta, mientras que los más grandes presentan un uso más consciente y coordinado. Estos hallazgos dan cuenta de cómo las videollamadas, cuando son acompañadas por un otro más experto, pueden propiciar interacciones con una participación activa de los niños y las niñas.
Abstract (en)
Widespread access to various technologies has led to new forms of interaction. While passive screen use has been negatively associated with children’s language development, video calls may involve a type of engagement that could support communicative exchanges. This study analyzes how children aged 2 to 6 use the cellphone camera during family video-calls, aiming to describe the multimodal strategies employed to sustain communication. A qualitative analysis was conducted on 24 video-calls, which were segmented and coded using ELAN software. Different configurations of device use were identified: phone resting on a surface, held by an adult, or held by the child. Across all configurations, children integrate visual information into the interaction—bringing objects closer, moving the camera, or giving directions to the interlocutor—although the level of autonomy and control over the device increases with age. Younger children tend to lose track of framing and require more adult mediation, while older children demonstrate a more conscious and coordinated use. These findings indicate that video-calls, when supported by a more experienced partner, can foster interactions in which children participate actively.
Abstract (pt)
O amplo acesso a diversas tecnologias levou a novas formas de interação. Embora o uso passivo de telas tenha sido associado negativamente ao desenvolvimento da linguagem infantil, as videochamadas podem envolver um tipo de engajamento que favoreça trocas comunicativas. Este estudo analisa como crianças de 2 a 6 anos utilizam a câmera do celular durante videochamadas familiares, com o objetivo de descrever as estratégias multimodais empregadas para sustentar a comunicação. Foi realizada uma análise qualitativa de 24 videochamadas, que foram segmentadas e codificadas com o software ELAN. Identificaram-se diferentes configurações de uso do dispositivo: celular apoiado sobre uma superfície, segurado por um adulto ou segurado pela própria criança. Em todas as configurações, as crianças integram informações visuais à interação—aproximando objetos, movimentando a câmera ou dando instruções ao interlocutor—embora o nível de autonomia e controle sobre o dispositivo aumente com a idade. Crianças mais jovens tendem a perder a noção do enquadramento e requerem maior mediação adulta, enquanto crianças mais velhas apresentam um uso mais consciente e coordenado. Esses achados indicam que as videochamadas, quando apoiadas por um parceiro mais experiente, podem favorecer interações nas quais as crianças participam ativamente.
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