Mobile Device Use Among Rural, Low-Income Families and the Feasibility of an App to Encourage Preschoolers' Physical Activity: Qualitative Study.

BackgroundAs mobile devices are becoming ubiquitous, technology-based interventions provide a promising strategy to positively influence health behaviors of families with young children. However, questions remain about the feasibility and acceptability of intervention delivery via mobile apps in low-income, rural settings and among families with preschoolers.ObjectiveThe aims of this study were to understand the content and context of mobile device use for preschoolers; explore parent beliefs on this topic, including the acceptability of intervention delivery via mobile devices; and test a prototype of an app to encourage preschoolers' physical activity with both parents and children.MethodsParents (n=29) were recruited from 5 preschool centers in eastern, rural Colorado to complete a semistructured telephone interview regarding preschoolers' mobile device use. A second sample of parents (n=31) was recruited from the same preschool centers to view the app prototype independently and provide feedback. A third sample of preschool children (n=24) was videotaped using the app in small groups to measure engagement and record their responses to the app.ResultsFive key content areas emerged from the telephone interviews: (1) mobile devices are an important part of families' everyday routines, and parents have parameters governing their use; (2) parents often use mobile devices as a tool for behavior management; (3) parents clearly distinguish between mobile device use for learning versus entertainment; (4) parents have an overarching desire for balance in regard to their child's mobile device use; and (5) parents were generally supportive of the idea of using mobile apps for intervention delivery. From the app prototype testing with parents, participants reacted positively to the app and felt that it would be useful in a variety of situations. Testing with preschoolers showed the children were highly engaged with the app and a majority remained standing and/or actively moving through the entire length of the app.ConclusionsMobile devices are already integrated into most families' daily routines and appear to be an acceptable method of intervention delivery in low-income families in rural Colorado. The physical activity app represents an innovative way to reach these families and, with further improvements based on participant feedback, will provide children with a unique opportunity to practice key movement skills

A Teacher in the Living Room? Educational Media for Babies, Toddlers, and Preschoolers

Examines available research, and arguments by proponents and critics, of electronic educational media use by young children. Examines educational claims in marketing and provides recommendations for developing research and product standards

Digital Entertainment to Support Toddlers' Language and Cognitive Development

This current research aimed at seeing how English nursery rhymes and kids' songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two subjects after 15 month treatments (from age 10-24 months). The results show that the media and the co-watching activity are able to support the toddlers' understanding of the English words spoken and their ability to produce the intelligent pronunciation of those words. The interesting fact reveals that English which is normatively learned merely as a foreign language to most Indonesian people is no longer something far-off to the toddlers who are exposed to it through English nursery rhymes and kids' songs online since they are at the very young age. They naturally tend to be bilingual since at the same time they learn their mother tongue

The use of ICT in preschool music education

AbstractThis study has been carried out in order to evaluate the music perception and creativity of preschoolers by using two different means of ICTs. Children were tested on computer based music activities with a most efficient method for a common educational goal. An interactive music environment was used for children aged four to six years old (N=28) in order to stimulate their inherent musical skills through interaction with the computer and other additional audiovisual mediums. Specifically, there were two cases:Case I: Use of computer mouse by the preschoolers.Case II: Use of automatic movement recognition technology.The second case appeared to be more effective in preschoolers as they provided better results in concentration and interest. Such results have further implications concerning the use of alternative technological equipment in preschool music education

Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers

Presents the findings of a national study of more than 1,000 parents of children ages six months through six years, conducted from April 11 to June 9, 2003. Includes the impact of TV on reading, and parent's views on the educational value of media

The Media Family: Electronic Media in the Lives of Infants, Toddlers, Preschoolers, and Their Parents

Electronic media is a central focus of many very young children's lives, used by parents to help manage busy schedules, keep the peace, and facilitate family routines such as eating, relaxing, and falling asleep, according to a new national study by the Kaiser Family Foundation. Many parents also express satisfaction with the educational benefits of TV and how it can teach positive behaviors.The report, The Media Family: Electronic Media in the Lives of Infants, Toddlers, Preschoolers, and Their Parents, is based on a national survey of 1,051 parents with children age six months to six years old and a series of focus groups across the country

A Qualitative Case Study: Adults as Contributing Factors to Artistic and Aesthetic Development in Early Childhood

Abstract This qualitative case study investigated the question, “What insights can be gained by examining the role of parents and preschool teachers as contributing factors to artistic and aesthetic development in early childhood?” To build a foundation for this study, my review of literature gave a detailed account of past research that substantiates the benefits of the arts in early childhood development, the role of adults as vital to the enhancement of artistic and aesthetic development in early childhood, and the influence that home and preschool environments have on the artistic and aesthetic development of young children. The participants of this study were the teacher and the parents of preschoolers at a rural New York preschool. Over an eight week period data was collected and analyzed using a constructivist lens centered on Vygotsky’s theories of the more knowledgeable other and the zone of proximal development. Data collection methods included interviews, a questionnaire, and on-site observations. My analysis of data revealed that many adults were apathetic regarding artistic and aesthetic development in early childhood, as well as under-informed of the benefits of the arts in early childhood development. Some adults’ perspectives towards early arts education could be attributed to present changes in technology and culture, along with multiple other explanations that deterred adults from stimulating artistic and aesthetic development. Finally, my research revealed that an increase in knowledge and awareness resulted in increased adult interest to facilitate an early arts education. The overarching theme which correlated all of my findings was the need for education and advocacy on behalf of the arts in early childhood. Further study could examine the actions and perspectives of other preschools or daycare centers in regards to early childhood artistic and aesthetic development

Curricular Goals, Music and Pacing: The Case Study for Hip Hop Music in Children\u27s Educational Television

As an answer to the McCollum and Bryant (2003) charge for scholars to use the pacing index that they created to measure the pace of current children\u27s programs, this paper examines the use of Hip Hop music in a children\u27s television show, Hip Hop Harry, and the relationship that this show has with the eighty-five shows that were analyzed in McCollum and Bryant\u27s initial study. Hip Hop Harry is an Emmy award nominated show on The Learning Channel, which prides itself on using Hip Hop culture and music as a medium to educate preschoolers from diverse backgrounds. Through content analysis, the paper highlights the curriculum goals presented in eight of the show\u27s episodes, reveals the pacing index of the show, and exposes the difference between traditional curriculum-based programming and the use of the Hip Hop format of curriculum-based programming as a tool to educate children

Curricular Goals, Music and Pacing: The Case Study for Hip Hop Music in Children\u27s Educational Television

As an answer to the McCollum and Bryant (2003) charge for scholars to use the pacing index that they created to measure the pace of current children\u27s programs, this paper examines the use of Hip Hop music in a children\u27s television show, Hip Hop Harry, and the relationship that this show has with the eighty-five shows that were analyzed in McCollum and Bryant\u27s initial study. Hip Hop Harry is an Emmy award nominated show on The Learning Channel, which prides itself on using Hip Hop culture and music as a medium to educate preschoolers from diverse backgrounds. Through content analysis, the paper highlights the curriculum goals presented in eight of the show\u27s episodes, reveals the pacing index of the show, and exposes the difference between traditional curriculum-based programming and the use of the Hip Hop format of curriculum-based programming as a tool to educate children