What are we downloading for our children? Best-selling children’s apps in four European countries

The present article provides an overview of the best-selling apps for the age range of 0–8 years under various categories, including ‘Kids’, ‘Books’, ‘Educational games’, ‘Family games’ and ‘Word games’ in the two major application stores (Google Play and iTunes App Store) in four economically diverse European countries: Hungary, Turkey, Greece and the Netherlands. As tablets seem to be a substantial part of children’s leisure activities, and thus apps might play an important role in their development, we conducted a content analysis to highlight two issues: the educational value of the most popular children’s apps and the fine-tuning of apps to the local culture and language of non-English speaking countries. There is a large overlap between the best-selling apps in the four countries; in fact, half of the apps appear among the most popular lists in more than one country. Consequently, most children’s apps do not include any oral language and, if they do, they are not available in the local language. Furthermore, the results show that a substantial part of the apps supported early literacy skills. In the majority of apps teaching literacy, although advertised for the youngest, the focus of instruction was more suited for school-age children

How and Why Parents Guide the Media Use of Young Children

Abstract Children use electronic screens at ever younger ages, but there is still little empirical research on howand why parents mediate this media use. In line with Vygotsky’s zone of proximal development, we explored whether children’s media skills and media activities, next to parents’ attitudes about media for children, and several child and parent-family characteristics, predicted parental mediation practices. Furthermore, we investigated children’s use and ownership of electronic screens in the bedroomin relationship to the child’s media skills. Data from an online survey among 896 Dutch parents with young children (0–7 years) showed that children’s use and ownership of TV, game consoles, computers and touchscreens, primarily depended on their media skills and age, not on parent’s attitudes about media for children. Only touchscreens were used more often by children, when parents perceived media as helpful in providing moments of rest for the child. In line with former studies, parents consistently applied co-use, supervision, active mediation, restrictive mediation, and monitoring, depending on positive and negative attitudes about media. The child’s media skills andmedia activities, however, had stronger relationshipswith parental mediation styles, whereas age was not related. Canonical discriminant analysis, finally, captured how the five mediation strategies varied among infants, toddlers, preschoolers, and early childhood children, predominantly as a result of children’s media skills, and media activities, i.e., playing educational games and passive entertainment use

Transabdominal ultrasonographic evaluation of fetal well-being in the late-term mare and cow

In the equine practice, attempts have been made to examine the fetus in the second and third trimester of pregnancy but all of the available methods have limitations. Until now, transabdominal ultrasonography has been regarded as the most informative examination. This method allows us to measure fetal heart rate, fetal activity as well as the quality and quantity of the fetal fluids. A modified biophysical profile for horses was used by several researchers in the USA from the 1990s as a gold standard. However, it is not sensitive enough and, in the authors’ experience, professionals can face difficulties during its application (e.g. for measuring aortic diameter and fetal breathing movements). In cows, this method was first used for this purpose by a Canadian research group in 2007. They reported that transabdominal ultrasound was promising but showed low sensitivity in this species. The present studies show that birth weight cannot be predicted from fetal aortic diameter measurement in cows as suggested by other researchers. Transabdominal ultrasound needs special equipment (2–3.5 MHz convex transducer) and basic ultrasonographic knowledge; however, we suggest that in most cases it can be performed with the dam placed in a stock and without shaving the examination area. The method provides useful information within 30–40 minutes, enabling the examiner to determine whether or not the fetus is alive and to recognise placentitis or twins. This technique also allows measuring the combined thickness of the uteroplacental unit, and the authors’ ongoing study showed higher normal values in Lipizzaner mares compared to values in other breeds. In conclusion, with the help of advanced techniques, simple and low-cost methods should be developed for the evaluation of the pregnant dam and its fetus to assess fetal viability in the veterinary practice

"From the moment i wake up i will use it?every day, very hour": A qualitative study on the patterns of adolescents' mobile touch screen device use from adolescent and parent perspectives

Background: The use of mobile touch screen devices, e.g. smartphones and tablet computers, has become increasingly prevalent among adolescents. However, little is known about how adolescents use these devices and potential influences on their use. Hence, this qualitative study explored adolescents' perceptions on their patterns of use and factors influencing use, and perceptions and concerns from parents. Methods: Semi-structured interviews were conducted with adolescents (n = 36; 11 to 18 years) and their parents/caregivers (n = 28) in Singapore recruited to represent males and females across a range of ages from different socioeconomic groups. Prompts covered weekday and weekend use patterns, types of activities, perspectives on amount of use, parental control measures and concerns. Interviews were recorded and transcribed. Transcripts were coded and thematic analysis was carried out. Results: Smartphone was the most common mobile device owned and used by many of the adolescents, while only some used a tablet. Many adolescents and their parents felt that adolescents' MTSD use was high, frequent and ubiquitous, with frequent checking of device and multitasking during use. Reported influences of use included functional, personal and external influences. Some of the influences were irresistibility of mobile devices, lack of self-control, entertainment or relaxation value, and high use by peers, family and for schoolwork that contributed to high use, or school/parental control measures and lack of internet availability that limited use. Most adolescents were generally unconcerned about their use and perceived their usage as appropriate, while most parents expressed several concerns about their adolescents' use and perceived their usage as excessive. Conclusions: This study has provided rich insights into the patterns and influences of contemporary mobile device use by adolescents. Mobile device use has become an integral part of adolescents' daily routines, and was affected by several functional, personal and external influences which either facilitated or limited their use. There also seemed to be a strong inclination for adolescents to frequently check and use their mobile devices. There is an urgent need to understand the implications of these common adolescent behaviours to inform advice for wise mobile device use by adolescents

A Critical Examination of Feedback in Early Reading Games

Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children's reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning the game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games