In research from the 1990s, very young children failed to use pictures as representations of real events. Today, many children in the "selfie generation" are constantly photographed by their families using smartphones. While family photos are created, children are exposed to live video on the phone screen that, with a screen touch, becomes an instant photo. Children also revisit these family photos in the phone's photo library. This study explored whether toddlers growing up around smartphone photography are more successful in applying information from a photo to a real event, compared to children in the earlier research. Sixty 2-year-old children (23.0 to 26.2 months; M = 24.5 months) were asked to use pictures of a toy's hiding place (printed photographs or digital photos on an iPhone) to search for the hidden toy in 5 conditions. Toddlers were not successful with printed or digital images, whether the digital photos were accessed from the phone photo library or the researcher took the photos during the study. However, after children collaborated with the researcher to create digital photos to help an adult confederate, they were significantly more likely to use photos themselves to solve the search task. Children who experienced this scaffolding with printed photos were somewhat more successful than those without training. As with traditional symbolic media, young children's learning from emerging technologies needs the support of an adult who co-views the medium and helps clarify the symbolic relation between screen and world.
Keywords: child; co-viewing; digital image; mobile phone; photo; picture; scaffolding; smartphone; symbol; toddler.