sj-pdf-1-erp-10.1177_08902070211012920 - Supplemental material for A less evaluative measure of Big Five personality: Comparison of structure and criterion validity

Supplemental material, sj-pdf-1-erp-10.1177_08902070211012920 for A less evaluative measure of Big Five personality: Comparison of structure and criterion validity by Joshua K Wood, Jeromy Anglim and Sharon Horwood in European Journal of Personality</p

Digital play in the early years: From ACMI to classrooms at St James Primary School

Digital play in the early years: From ACMI to classrooms at St James Primary Schoo

Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition

Many museums have begun to integrate digital technologies as a way of providing opportunities for children to play, explore, and make meaning of artworks. However, little is known about the specific ways children interact with digital artworks in museum spaces. This paper presents findings from a study that explored young children’s interactions with digital artworks at the Beings by Universal Everything exhibition, held at ACMI (formerly known as the Australian Centre for the Moving Image) in Melbourne, Victoria. Data was collected from 22 Years one and two children, aged 6–8 years, from a primary school located in regional Victoria. Qualitative data were generated from video recordings of children’s verbal and non-verbal interactions as they engaged with the digital artworks, researcher observations, and focus groups with the children after the exhibition. Transcripts of children's interactions were deductively coded for pretend play abilities and play elements. Three main themes were identified in relation to the contexts in which the children interacted with the artworks: (1) as individuals, (2) with their peers about the artwork, and (3) as characters within the artwork. Findings showed the different play elements and pretend play abilities evident as the children interacted with the selected artworks. The findings highlight the unique ways to observe, document and analyse children’s interactions and meaning making as they participate in museum spaces, and adds insights into the growing body of research around the affordances of digital museum spaces in fostering children’s learning through play, particularly pretend play

Early Childhood Screen Use Contexts and Cognitive and Psychosocial Outcomes: A Systematic Review and Meta-analysis

Importance: The multifaceted nature of screen use has been largely overlooked in favor of a simplistic unidimensional measure of overall screen time when evaluating the benefits and risks of screen use to early childhood development. Objective: To conduct a systematic review and meta-analysis to examine associations of screen use contexts in early childhood with cognitive and psychosocial outcomes. Data Sources: PsycINFO, Embase, MEDLINE Ovid, ProQuest, CINAHL, Web of Science, and Scopus were searched from inception to December 31, 2023. Study Selection: A total of 7441 studies were initially identified. Studies were included if they examined associations between a contextual factor of screen use among children aged 0 to 5.99 years and cognitive or psychosocial development. Observational, experimental, and randomized clinical trial study designs were included. Data Extraction and Synthesis: All studies were independently screened in duplicate following PRISMA guidelines. Effect sizes of associations (r) from observational studies were pooled using random-effects 3-level meta-analyses. The remaining study designs were narratively synthesized. Main Outcomes and Measures: Screen use contexts included content (child directed and age inappropriate), type (program viewing and game or app use), co-use (or solo use), background television, caregiver screen use during child routines, and purpose. Outcomes were cognitive (executive functioning, language, and academic skills) or psychosocial (internalizing and externalizing behavior problems and socioemotional competence). Results: Overall, 100 studies (176742 participants) were included, and of these, 64 observational studies (pooled sample sizes ranging from 711 to 69232) were included in meta-analyses. Program viewing (n = 14; k = 48; r, -0.16; 95% CI, -0.24 to -0.08) and background television (n = 8; k = 18; r, -0.10; 95% CI, -0.18 to -0.02) were negatively associated with cognitive outcomes, while program viewing (n = 6; k = 31; r, -0.04; 95% CI, -0.07 to -0.01), age-inappropriate content (n = 9; k = 36; r, -0.11; 95% CI, -0.17 to -0.04), and caregiver screen use during routines (n = 6; k = 14; r, -0.11; 95% CI, -0.20 to -0.03) were negatively associated with psychosocial outcomes. Co-use was positively associated with cognitive outcomes (n = 8; k = 28; r, 0.14; 95% CI, 0.03 to 0.25). Conclusions and Relevance: Findings show small to moderate effect sizes that highlight the need to consider screen use contexts when making recommendations for families, clinicians, and educators beyond screen time limits; including encouraging intentional and productive screen use, age-appropriate content, and co-use with caregivers