3,083 research outputs found

    Preschool Children and the Media

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    Young children and media: a discussion paper

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    Impact of Television on the Language Development of Young Children

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    Today, children are growing up immersed in television screen media, which has been shown to have both positive and negative effects on language development. Young children are considered developmentally vulnerable, and today, they are growing up highly immersed in digital media. Strict guidelines by the American Academy of Pediatrics (AAP) suggest that limiting the use of screen time. However, there is limited current research on the effect of coviewing while watching television programs on the language development of children. This investigation sought to contribute to efforts aimed at understanding the impact of coviewing on language output

    Media Exposure Early Childhood / 30 Million Words Early Childhood

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    Media Exposure Early Childhood / 30 Million Words Early Childhoo

    Media use and effects in childhood

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    Towards a Theoretical Framework for Understanding the Development of Media Related Needs

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    The question of why people select and prefer particular media activities has led to the development of a number of ‘needs’ approaches to media use. Whilst some frameworks have been developed within the context of media use (e.g. uses and gratifications), others (e.g. Tamborini et al, 2011) look to combine general theories of basic human needs, such as Self-Determination Theory (Deci &Ryan, 1985) with hedonic gratifications. Drawing on these approaches, a framework is proposed that maps findings from children’s and adolescents’ media use to four basic human needs: competence, autonomy, relatedness and hedonic needs. The current paper argues that a basic needs approach is useful for understanding how media-related needs emerge and are expressed through development

    Infants, Toddlers and Mobile Technology: Examining Parental Choices and the Impact of Early Technology Introduction on Cognitive and Motor Development

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    Despite recommendations of no screen time for children under the age of 2, parents are introducing mobile technology to their children at very young ages (Rideout, 2013). While research on television use has found negative impacts in all areas of development (Barr, Lauricella, Zack & Clavert, 2010), research has yet to investigate the impact of mobile technology use with very young children. The current set of 3 studies included interviews, a survey, and direct observations of parents using mobile technology with children 1 to 2 years of age. The main finding across all studies was that parents introduce mobile technology to their children at increasingly earlier ages. In particular, parents are using smartphones more frequently than tablets with their younger children. While parents indicated mixed opinions and a number of concerns about the use of mobile technology with very young children, this did not discourage them from using the devices with their young children. Rationales for providing mobile technology to their very young child were consistent across studies and included the need for parent time, avoidance or alleviation of the child’s boredom and potential educational benefits. While touchscreen technology is commonly perceived as easy to use, observations of children in this age group indicate a lack of necessary cognitive and fine motor skills to efficiently operate the devices. Parents compensated for children’s limitations by selecting passive activities such as watching videos or by taking control of the device which was consistent across all studies. The use of mobile technology for passive activities to preoccupy the child, is a concern that may result in similar negative developmental outcomes that are found for television viewing rather than enhancing children’s learning opportunities through technology. This study was a first to indicate that there may be a decrease in verbal interactions while using mobile technology, similar to the decrease in interactions found when children are exposed to television. Contradicting evidence was found to the common perception that mobile technology is inherently interesting. While children showed an initial interest in a novel device, this was not necessarily sustained. However, repeated exposure to mobile technology may be important for encouraging ongoing or further interest. When investigating potential developmental implications contradicting results were found among two of the studies. Self-reported developmental assessments from the survey showed higher fine-motor and problem solving scores in those that had also indicated that their child had been introduced to mobile technology versus those that had not been introduced. However, when using an objective assessment of development higher frequency of mobile technology use was related to lower scores in fine-motor development. Although observations of joint parent-child media play suggest that learning potential from mobile technology may best be supported when parents actively engage with their child, it is clear that parents may need more information to consistently promote this type of engagement. Extending beyond the confines of the study, outcomes do support the need to develop guidelines to ensure that parents know how to maximize the benefits from mobile technology and minimize potential deficits

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

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    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 association of early touchscreen media use with the development of visual attention and executive function

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    Attention plays a pivotal role in information processing by filtering the potential information available based on individual goals, states, and past experiences. Early attention control is thought to underpin and support executive functions (EFs), which in turn are predictive of later behavioural outcomes. The development of attention and EF is partly subject to environmental influences, such as the use of digital media. There is a rapid increase in accessibility and usability of mobile touchscreen devices (i.e. smartphones and tablets) in the family environment, but rigorous scientific research investigating the impact on the developing mind lags behind the widespread usage. To address this, children with different levels of touchscreen use were followed longitudinally at 12 months, 18 months, and 3.5 years, and tested on attention control (bottom-up, and top-down), and EF (updating, shifting, and inhibiting). Children with high touchscreen use were faster on single (i.e. pop-out) visual search, with the amount of concurrent use associated with the speed of bottom-up attention in a linear manner. This saliency bias was repeatedly found on saccadic control tasks, where steady longitudinal high use was associated with a quickening of attention to peripheral salient onsets with a resulting detriment to top-down performance, i.e. disengagement and inhibition of attention. Finally, top-down difficulties were also seen in EF tasks in high users at 3.5 years, particularly in processes of updating and shifting between abstract mental sets. These results point to an influence of touchscreens use on the emerging attention and EF systems, in a way that experience of salient and contingent digital content elicits automatic biases to bottom-up processing, and displaces competency of top-down control and/or increases reliance on stimulus-response pairings. Future studies are needed to demonstrate causality, and to understand long-term trajectories and the interplay between bottom-up and top-down processes over time
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