Pub Date : 2022-04-04DOI: 10.1080/17482798.2022.2059536
J. T. Piotrowski, F. Broekman
ABSTRACT This study investigated how app design features in educational apps affect app usability (i.e. effectiveness, efficiency, and satisfaction during use) and subsequent learning for Dutch children aged 4–5 years old. Guided by the Capacity Model 2.0 and Cognitive Load Theory, a 2 × 2 between-subjects experiment was conducted with 128 children (Mage = 4.73, SD = .40) to investigate how tactile (i.e. haptic movement: dragging versus tapping) and visual (i.e. hotspots: salient (moving) versus non-salient (non-moving) features in an educational app (M = 4.97 minutes game play) influence app usability and children’s learning – namely, receptive vocabulary acquisition. Results lent partial support to study hypotheses. Although children learned nearly five new Dutch words after playing the seeking game only once, the manipulated features did not explain this acquisition. In line with expectations, features did influence usability with salient hotspots proving to be a key predictor of usability. Implications are discussed. Impact Summary Prior State of Knowledge: Although there is much speculation regarding the impact of app design on the usability of and subsequent learning from children’s educational apps, empirical knowledge on this topic is lacking. Novel Contributions: This study is the first empirical investigation to combine predictions of the Capacity Model and Cognitive Load Theory to investigate how educational app design features (haptic and visual) predict app usability and subsequent learning for preschool-aged children. Practical Implications: For designers, results suggest that the thoughtful use of salient hotspots can lead to improved app usability. But, as demonstrated in the study, usability is not a guarantee for learning. It is crucial to consider how to use such features to support learning.
{"title":"Haptics and hotspots: creating usable and educational apps for children in the Netherlands","authors":"J. T. Piotrowski, F. Broekman","doi":"10.1080/17482798.2022.2059536","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059536","url":null,"abstract":"ABSTRACT This study investigated how app design features in educational apps affect app usability (i.e. effectiveness, efficiency, and satisfaction during use) and subsequent learning for Dutch children aged 4–5 years old. Guided by the Capacity Model 2.0 and Cognitive Load Theory, a 2 × 2 between-subjects experiment was conducted with 128 children (Mage = 4.73, SD = .40) to investigate how tactile (i.e. haptic movement: dragging versus tapping) and visual (i.e. hotspots: salient (moving) versus non-salient (non-moving) features in an educational app (M = 4.97 minutes game play) influence app usability and children’s learning – namely, receptive vocabulary acquisition. Results lent partial support to study hypotheses. Although children learned nearly five new Dutch words after playing the seeking game only once, the manipulated features did not explain this acquisition. In line with expectations, features did influence usability with salient hotspots proving to be a key predictor of usability. Implications are discussed. Impact Summary Prior State of Knowledge: Although there is much speculation regarding the impact of app design on the usability of and subsequent learning from children’s educational apps, empirical knowledge on this topic is lacking. Novel Contributions: This study is the first empirical investigation to combine predictions of the Capacity Model and Cognitive Load Theory to investigate how educational app design features (haptic and visual) predict app usability and subsequent learning for preschool-aged children. Practical Implications: For designers, results suggest that the thoughtful use of salient hotspots can lead to improved app usability. But, as demonstrated in the study, usability is not a guarantee for learning. It is crucial to consider how to use such features to support learning.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"493 - 513"},"PeriodicalIF":3.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47450574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17482798.2021.1970599
Shayl F. Griffith, Katie C. Hart, Athena A. Mavrakis, D. Bagner
ABSTRACT Few studies have examined the impact of co-use of educational apps on child learning. Co-use may be especially important for children at higher risk of poor outcomes, including children from economically disadvantaged families and those with behavior problems; however existing studies on co-use have not utilized at-risk samples. Thus, the current study examined whether parent co-use of interactive media facilitates learning in a sample of 40 low-income 4- and 5-year old children at risk for behavior problems. Using an experimental design, this study examined whether children’s performance improved on a coding app game (Coding Safari) either with or without a parent, compared to a control condition in which in which dyads played with a coloring app. Children in the parent-child condition performed significantly better on the task at posttest than children in the control condition, controlling for pretest scores, child age, child general cognitive ability, behavior problem severity, and parent education. Additionally, there was a significant linear trend, with children in the parent-child condition performing the best followed by children in the solo play and control conditions, respectively. Results provide some of the first experimental evidence that parent-child co-use of educational apps may be beneficial for children’s learning. IMPACT SUMMARY a. Prior State of Knowledge: Previous studies have demonstrated that parents play an important role in supporting young children’s learning from books and television. However, little direct evidence is available about the extent to which parent co-use may promote learning from educational app games. b. Novel Contributions: This study was the first to provide experimental evidence that co-use of educational apps with parents may be advantageous for young children’s learning from apps. c. Practical Implications: The findings support current guidelines that recommend that parents co-use media, including interactive media containing features intended to provide instructional support and feedback to children.
{"title":"Making the best of app use: The impact of parent-child co-use of interactive media on children’s learning in the U.S","authors":"Shayl F. Griffith, Katie C. Hart, Athena A. Mavrakis, D. Bagner","doi":"10.1080/17482798.2021.1970599","DOIUrl":"https://doi.org/10.1080/17482798.2021.1970599","url":null,"abstract":"ABSTRACT Few studies have examined the impact of co-use of educational apps on child learning. Co-use may be especially important for children at higher risk of poor outcomes, including children from economically disadvantaged families and those with behavior problems; however existing studies on co-use have not utilized at-risk samples. Thus, the current study examined whether parent co-use of interactive media facilitates learning in a sample of 40 low-income 4- and 5-year old children at risk for behavior problems. Using an experimental design, this study examined whether children’s performance improved on a coding app game (Coding Safari) either with or without a parent, compared to a control condition in which in which dyads played with a coloring app. Children in the parent-child condition performed significantly better on the task at posttest than children in the control condition, controlling for pretest scores, child age, child general cognitive ability, behavior problem severity, and parent education. Additionally, there was a significant linear trend, with children in the parent-child condition performing the best followed by children in the solo play and control conditions, respectively. Results provide some of the first experimental evidence that parent-child co-use of educational apps may be beneficial for children’s learning. IMPACT SUMMARY a. Prior State of Knowledge: Previous studies have demonstrated that parents play an important role in supporting young children’s learning from books and television. However, little direct evidence is available about the extent to which parent co-use may promote learning from educational app games. b. Novel Contributions: This study was the first to provide experimental evidence that co-use of educational apps with parents may be advantageous for young children’s learning from apps. c. Practical Implications: The findings support current guidelines that recommend that parents co-use media, including interactive media containing features intended to provide instructional support and feedback to children.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"271 - 287"},"PeriodicalIF":3.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47482962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1080/17482798.2022.2059538
E. Daskalaki, C. Panagiotakis, H. Papadakis, P. Fragopoulou
ABSTRACT Parents may rely on media content classification systems such as those on the Common Sense Media website to help make decisions about what films are appropriate for their child. In this paper, we examine the relationships between Common Sense Media “expert” age/content ratings for 7132 films and the age recommendations made by parents commenting on the site. In addition to examining the extent of correspondence between these two sources of age classification, we examine whether “expert” ratings of the level of particular types of content in each film was associated with parents’ age classifications. Our research results indicate that age ratings of one out of five parents of our sample data cannot be predicted by the expert ratings. In general, parents tended to have stricter age recommendations than the Common Sense Media experts. Regression analyses indicate that parent age ratings showed (successively weaker) associations with expert ratings of the extent to which each film contained adult language, sex, violence, scary content, educational value, substance use, and consumerism. Impact Summary Prior State of Knowledge: Information and communication technologies have modified the way children entertain themselves, but also the complexity of parental mediation. Parents rely on content classification systems to help them make informed decisions about audiovisual content in linear TV but also on video-on-demand. Novel Contributions: We show that a percentage of parents cannot rely on experts’ age ratings, because they have different views on what is appropriate for their children. In addition, we try to explore how several factors influence parents’ views on age classification. Practical Implications: The study draws parents’ and policymakers’ attention, as we elucidate that audiovisual classification systems should follow a more personalized, parent-centric approach, so that parents are able to make informed decisions following their parenting views, without being suppressed by the norm.
{"title":"Age recommendations for children’s films: associations between advisories on a U.S. site and parents’ ratings","authors":"E. Daskalaki, C. Panagiotakis, H. Papadakis, P. Fragopoulou","doi":"10.1080/17482798.2022.2059538","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059538","url":null,"abstract":"ABSTRACT Parents may rely on media content classification systems such as those on the Common Sense Media website to help make decisions about what films are appropriate for their child. In this paper, we examine the relationships between Common Sense Media “expert” age/content ratings for 7132 films and the age recommendations made by parents commenting on the site. In addition to examining the extent of correspondence between these two sources of age classification, we examine whether “expert” ratings of the level of particular types of content in each film was associated with parents’ age classifications. Our research results indicate that age ratings of one out of five parents of our sample data cannot be predicted by the expert ratings. In general, parents tended to have stricter age recommendations than the Common Sense Media experts. Regression analyses indicate that parent age ratings showed (successively weaker) associations with expert ratings of the extent to which each film contained adult language, sex, violence, scary content, educational value, substance use, and consumerism. Impact Summary Prior State of Knowledge: Information and communication technologies have modified the way children entertain themselves, but also the complexity of parental mediation. Parents rely on content classification systems to help them make informed decisions about audiovisual content in linear TV but also on video-on-demand. Novel Contributions: We show that a percentage of parents cannot rely on experts’ age ratings, because they have different views on what is appropriate for their children. In addition, we try to explore how several factors influence parents’ views on age classification. Practical Implications: The study draws parents’ and policymakers’ attention, as we elucidate that audiovisual classification systems should follow a more personalized, parent-centric approach, so that parents are able to make informed decisions following their parenting views, without being suppressed by the norm.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"532 - 542"},"PeriodicalIF":3.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42053977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.1080/17482798.2022.2056994
Valerie Ellen Kretz
{"title":"Parasocial romantic relationships: falling in love with media figures","authors":"Valerie Ellen Kretz","doi":"10.1080/17482798.2022.2056994","DOIUrl":"https://doi.org/10.1080/17482798.2022.2056994","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"309 - 311"},"PeriodicalIF":3.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41461263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/17482798.2022.2054524
Dafna Lemish, M. Götz
Abstract Media play a significant role in children’s wellbeing during times of crisis. In this integrated commentary of our research and activism, we outline the challenges in providing media for children during such times and offer professionals guidelines for providing children with age-appropriate, context-sensitive, knowledge-enriching information, allowing them to raise their own questions and share their perspectives, and help them gain a sense of control over their lives.
{"title":"The next time is now! How children and media professionals must respond to Russia’s war in Ukraine","authors":"Dafna Lemish, M. Götz","doi":"10.1080/17482798.2022.2054524","DOIUrl":"https://doi.org/10.1080/17482798.2022.2054524","url":null,"abstract":"Abstract Media play a significant role in children’s wellbeing during times of crisis. In this integrated commentary of our research and activism, we outline the challenges in providing media for children during such times and offer professionals guidelines for providing children with age-appropriate, context-sensitive, knowledge-enriching information, allowing them to raise their own questions and share their perspectives, and help them gain a sense of control over their lives.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"303 - 308"},"PeriodicalIF":3.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44366134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/17482798.2022.2036211
Michelle F. Wright, Sebastian Wachs
ABSTRACT The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7th or 8th grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. Impact Summary Prior State of Knowledge: Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions: Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications: Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes.
{"title":"Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States: the role of console-gaming aggression","authors":"Michelle F. Wright, Sebastian Wachs","doi":"10.1080/17482798.2022.2036211","DOIUrl":"https://doi.org/10.1080/17482798.2022.2036211","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7th or 8th grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. Impact Summary Prior State of Knowledge: Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions: Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications: Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"451 - 460"},"PeriodicalIF":3.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43315672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-13DOI: 10.1080/17482798.2022.2038223
M. Kalman-Halevi, R. Tutian, Y. Peled
ABSTRACT This study examined the discrepancies between the perceptions of fathers, mothers and children’s perceptions regarding internet use mediation strategies (enabling and restrictive) and their relations with child disclosure. Fifty families participated in the study (father, mother, and child). It was found that there were discrepancies between children’s perception of their parents’ restrictive and enabling mediation strategies, and their parents’ reporting of those mediation strategies. Child disclosure of his/her browsing experiences with the mother was positively related with her use of both restrictive and enabling mediation strategies, but not with the father’s use of these strategies, nor for mother–father discrepancies. This study makes an important contribution by measuring all three members of the triad and explores the family unit and its implication on children’s disclosure. IMPACT SUMMARY Prior State of Knowledge: Most of the research on mediation strategies has focused on mothers’ behaviours, with most data gathered either by child or mother reports. This ignores the role of the father. Novel Contributions: We relied on both parents and their child to report on mediation strategies, the discrepancies between the parents and examine how those discrepancies explain the extent to which their child discloses his/her browsing experiences. Practical Implications: The ability to disclose difficulties may be a primary resource for the ability to benefit from social support at times of need. It is of great importance for the children to share their experiences with their parents.
{"title":"What do parents really know about their child’s online behaviour? Discrepancies between parents and their children in Israel","authors":"M. Kalman-Halevi, R. Tutian, Y. Peled","doi":"10.1080/17482798.2022.2038223","DOIUrl":"https://doi.org/10.1080/17482798.2022.2038223","url":null,"abstract":"ABSTRACT This study examined the discrepancies between the perceptions of fathers, mothers and children’s perceptions regarding internet use mediation strategies (enabling and restrictive) and their relations with child disclosure. Fifty families participated in the study (father, mother, and child). It was found that there were discrepancies between children’s perception of their parents’ restrictive and enabling mediation strategies, and their parents’ reporting of those mediation strategies. Child disclosure of his/her browsing experiences with the mother was positively related with her use of both restrictive and enabling mediation strategies, but not with the father’s use of these strategies, nor for mother–father discrepancies. This study makes an important contribution by measuring all three members of the triad and explores the family unit and its implication on children’s disclosure. IMPACT SUMMARY Prior State of Knowledge: Most of the research on mediation strategies has focused on mothers’ behaviours, with most data gathered either by child or mother reports. This ignores the role of the father. Novel Contributions: We relied on both parents and their child to report on mediation strategies, the discrepancies between the parents and examine how those discrepancies explain the extent to which their child discloses his/her browsing experiences. Practical Implications: The ability to disclose difficulties may be a primary resource for the ability to benefit from social support at times of need. It is of great importance for the children to share their experiences with their parents.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"471 - 480"},"PeriodicalIF":3.0,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-09DOI: 10.1080/17482798.2021.2007967
Hermano Alexandre Lima Rocha, L. Correia, Á. J. Leite, M. T. Tavares Machado, A. Lindsay, Sabrina Gabriele Maia Oliveira Rocha, J. S. Campos, A. C. Silva, C. Sudfeld
ABSTRACT In the present study, we assessed changes in screen time exposure among 3–6-year-old children in Ceará, Brazil, in 2017 and in 2020 during the pandemic. We analyzed data from a state-wide repeated cross-sectional survey. The COVID impact research was conducted by phone interviews. American Academy of Pediatrics (AAP) and World Health Organization (WHO) guidelines were used to define elevated screen exposure. During the COVID-19 pandemic, the proportion of children with screen exposure above recommended levels was 96.8% among 3–4-year-old and 84.2% among 5–6-year-old children. There was a significant increase in proportion of 3–4-year-old children with elevated screen time (risk difference 15.8%; 95% confidence interval (CI): 12.3–19.2; p-value < 0.001). Children participating in remote learning activities had significantly lower television time with a mean difference of −0.8 hours daily (95% CI −0.3 – −1.3; p-value: 0.003) as compared to children not participating in remote learning. The necessary COVID-19 response measures appear to increase screen time among 3–6-year-old children in Ceará, Brazil. Interventions to reduce excess screen time, potentially participation in remote early learning activities should be developed and evaluated in Brazil. IMPACT SUMMARY Prior State of Knowledge: The necessary COVID-19 response measures appear to increase sedentary time in children in developed countries. Novel contributions: COVID-19 response measures (social distancing and school closures) appear to increase screen time among 3–6-year-old children in Ceará, Brazil. In addition, children participating in remote learning activities had significantly lower television time than children not participating in remote learning. Practical implications: Public health officials should engage in helping support parents by creating safe areas for children to increase physical activity and reduce screen time, monitoring/setting limits on screen time that does not promote learning, and counsel and promote parents to be creative to engage children at home in active play during the COVID-19 pandemic. ABBREVIATIONS: Coronavirus Disease-19 (COVID-19)
{"title":"COVID-19 and children’s screen time in Ceará, Brazil: a repeated cross-sectional survey","authors":"Hermano Alexandre Lima Rocha, L. Correia, Á. J. Leite, M. T. Tavares Machado, A. Lindsay, Sabrina Gabriele Maia Oliveira Rocha, J. S. Campos, A. C. Silva, C. Sudfeld","doi":"10.1080/17482798.2021.2007967","DOIUrl":"https://doi.org/10.1080/17482798.2021.2007967","url":null,"abstract":"ABSTRACT In the present study, we assessed changes in screen time exposure among 3–6-year-old children in Ceará, Brazil, in 2017 and in 2020 during the pandemic. We analyzed data from a state-wide repeated cross-sectional survey. The COVID impact research was conducted by phone interviews. American Academy of Pediatrics (AAP) and World Health Organization (WHO) guidelines were used to define elevated screen exposure. During the COVID-19 pandemic, the proportion of children with screen exposure above recommended levels was 96.8% among 3–4-year-old and 84.2% among 5–6-year-old children. There was a significant increase in proportion of 3–4-year-old children with elevated screen time (risk difference 15.8%; 95% confidence interval (CI): 12.3–19.2; p-value < 0.001). Children participating in remote learning activities had significantly lower television time with a mean difference of −0.8 hours daily (95% CI −0.3 – −1.3; p-value: 0.003) as compared to children not participating in remote learning. The necessary COVID-19 response measures appear to increase screen time among 3–6-year-old children in Ceará, Brazil. Interventions to reduce excess screen time, potentially participation in remote early learning activities should be developed and evaluated in Brazil. IMPACT SUMMARY Prior State of Knowledge: The necessary COVID-19 response measures appear to increase sedentary time in children in developed countries. Novel contributions: COVID-19 response measures (social distancing and school closures) appear to increase screen time among 3–6-year-old children in Ceará, Brazil. In addition, children participating in remote learning activities had significantly lower television time than children not participating in remote learning. Practical implications: Public health officials should engage in helping support parents by creating safe areas for children to increase physical activity and reduce screen time, monitoring/setting limits on screen time that does not promote learning, and counsel and promote parents to be creative to engage children at home in active play during the COVID-19 pandemic. ABBREVIATIONS: Coronavirus Disease-19 (COVID-19)","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"415 - 423"},"PeriodicalIF":3.0,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-05DOI: 10.1080/17482798.2021.2015413
J. Shawcroft, S. Coyne, P. Brubaker, Jessica D. Zurcher
ABSTRACT This paper examines depictions of SES in Disney animated films to learn about the stereotypes of different socioeconomic status (SES) groups that these films reinforce or dispel. As Disney films are frequently watched by children, and may have important developmental implications for the internalization of stereotypes. Sixty-one animated Disney films were coded f (323 characters). Characters were coded for their SES and various roles and behaviors. Results suggest low SES characters are underrepresented compared to the US population, and that Disney’s portrayal of SES both reinforces and contradicts stereotypes. IMPACT SUMMARY Prior State of Knowledge: Socioeconomic status is a significant factor in children’s development. As Disney media is often watched by children, the stereotypes of SES in Disney films are important to understand. Novel Contributions: Overall, this research indicates that low SES characters are underrepresented compared to the general US population and are more often racial minorities than mid and high SES characters. Few other characteristics examined, however, were significantly different based on SES. Practical Implications: Parents should be aware of and discuss the racial differences in socioeconomic status in Disney films with children. Furthermore, future research should examine the effect of depictions of socioeconomic status in children’s media on children’s stereotypes.
{"title":"Princesses and paupers: a content analysis of socioeconomic status in animated Disney films","authors":"J. Shawcroft, S. Coyne, P. Brubaker, Jessica D. Zurcher","doi":"10.1080/17482798.2021.2015413","DOIUrl":"https://doi.org/10.1080/17482798.2021.2015413","url":null,"abstract":"ABSTRACT This paper examines depictions of SES in Disney animated films to learn about the stereotypes of different socioeconomic status (SES) groups that these films reinforce or dispel. As Disney films are frequently watched by children, and may have important developmental implications for the internalization of stereotypes. Sixty-one animated Disney films were coded f (323 characters). Characters were coded for their SES and various roles and behaviors. Results suggest low SES characters are underrepresented compared to the US population, and that Disney’s portrayal of SES both reinforces and contradicts stereotypes. IMPACT SUMMARY Prior State of Knowledge: Socioeconomic status is a significant factor in children’s development. As Disney media is often watched by children, the stereotypes of SES in Disney films are important to understand. Novel Contributions: Overall, this research indicates that low SES characters are underrepresented compared to the general US population and are more often racial minorities than mid and high SES characters. Few other characteristics examined, however, were significantly different based on SES. Practical Implications: Parents should be aware of and discuss the racial differences in socioeconomic status in Disney films with children. Furthermore, future research should examine the effect of depictions of socioeconomic status in children’s media on children’s stereotypes.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"441 - 450"},"PeriodicalIF":3.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42875884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17482798.2021.2022943
J. A. Bonus, Judy Watts, Daniel Stemen
Parents are an essential component of research conducted in the field of children, adolescents, and media (CAM). Not only do they determine whether their children will be allowed to participate in research studies, but they also frequently serve as research participants themselves. One prominent thread of CAM research has investigated how parents shape their children’s understanding of educational media. For example, Rasmussen et al. (2016) recruited parents and their 2to 6-year-old children to watch ten episodes of the socioemotional program Daniel Tiger’s Neighborhood (DTN) over two weeks. They found that children who watched the program demonstrated higher empathy at the end of the study, but only when parents regularly elaborated on educational TV programs at home. In a related study, Mares, Bonus, and Peebles (2018) asked parents of 2to 10-year-old children to recall an instance where media exposure had a positive impact on their child. Most parents (70%) were able to recall an instance. However, longer-lasting effects were reported by parents who discussed the content with their children at some point after exposure (e.g. encouraged their child to put those lessons into practice). Typically, CAM scholars interpret these results to mean that children need help connecting lessons to relevant experiences in their everyday lives. Although this view is wellsupported by research, there is an alternative (albeit compatible) way of understanding these findings. Specifically, it could be that the parents in these studies learned useful instructional techniques from educational television, which they later practiced with their children. For example, Mares et al. (2018) detailed one mother who used a song from DTN to manage the frustration that her daughter felt when exiting a toy store (presumably, without purchasing any toys): “I’ll say, ‘When you get so mad that you want to roar . . .’, She [my daughter] will say, ‘ . . . Take a deep breath and count to four – one, two three, four!’” Undoubtedly, this example demonstrates how a child might practice an angermanagement strategy that she gleaned from educational television (i.e. counting to four). However, this example simultaneously demonstrates how a mother might practice an instructional technique that she gleaned from the same program (i.e. assisting her daughter with emotion regulation). Considered under this alternative lens, this example seems especially noteworthy. Indeed, it was the mother who first used the technique modeled in the program, whereas the daughter simply followed suit. In other words, the mother’s learning facilitated the daughter’s learning.
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