Pub Date : 2021-09-21DOI: 10.1080/17482798.2021.1978675
Koeun Choi
Sesame Street characters sparked curiosity and the joy of learning in me as a young child as they have helped children around the world for over 50 years. Years later, the large body of research on Sesame Street inspired me to study educational media in graduate school and has continued to guide me as a researcher who grapples with the opportunities and challenges presented by new media technologies for young children’s learning. It is my great privilege to honor and look beyond Sesame Street’s 50 anniversary. This commentary comes at a particularly critical time, as the COVID-19 pandemic has made understanding the role of screen media in children’s education an even more pressing question. I review how the show revolutionized television for young children and became the model for conducting internal research on children’s learning through media. The personal anecdotes incorporated throughout this commentary are from Sesame Workshop “alumni,” chosen because their insights and expertise reflect leadership in varied areas across the organization that produces Sesame Street. Their favorite memories of their time on “the longest street in the world” reinforce that the unique and special contribution Sesame Street has made to young children and to the television landscape also leaves an indelible mark on the people who create the Sesame magic for children around the world. I conclude by looking forward to Sesame Street’s evolution into new media technologies.
{"title":"Sesame Street: Beyond 50","authors":"Koeun Choi","doi":"10.1080/17482798.2021.1978675","DOIUrl":"https://doi.org/10.1080/17482798.2021.1978675","url":null,"abstract":"Sesame Street characters sparked curiosity and the joy of learning in me as a young child as they have helped children around the world for over 50 years. Years later, the large body of research on Sesame Street inspired me to study educational media in graduate school and has continued to guide me as a researcher who grapples with the opportunities and challenges presented by new media technologies for young children’s learning. It is my great privilege to honor and look beyond Sesame Street’s 50 anniversary. This commentary comes at a particularly critical time, as the COVID-19 pandemic has made understanding the role of screen media in children’s education an even more pressing question. I review how the show revolutionized television for young children and became the model for conducting internal research on children’s learning through media. The personal anecdotes incorporated throughout this commentary are from Sesame Workshop “alumni,” chosen because their insights and expertise reflect leadership in varied areas across the organization that produces Sesame Street. Their favorite memories of their time on “the longest street in the world” reinforce that the unique and special contribution Sesame Street has made to young children and to the television landscape also leaves an indelible mark on the people who create the Sesame magic for children around the world. I conclude by looking forward to Sesame Street’s evolution into new media technologies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"597 - 603"},"PeriodicalIF":3.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44735578","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 : 2021-09-08DOI: 10.1080/17482798.2021.1974502
N. Sakr, J. Steemers
ABSTRACT The material challenges of funding, commissioning and distribution that are well known to inhibit production of children’s factual content about other countries and cultures operate in parallel with challenges arising from the moral responsibilities inherent in what Roger Silverstone called “the problem of proper distance”. By that he signified a “moral category” requiring filmmakers to provide “context as well as imagination” and be willing to “recognise the other in her sameness and difference”. “Distance” and “difference” have become at once more significant but also more ambiguous at a time of mass forced migration, in which traditions, religions and cultures from distant places are brought together in physical proximity. Based on input from cross-cultural dialogues, screenings and interviews involving European producers of children’s documentaries, this article explores dilemmas and experiences faced in representing the backgrounds and stories of children who arrived in Europe from Syria, Iraq, Afghanistan and elsewhere in the mid-2010s. It shows the resonance of Silverstone’s thinking by revealing that many practitioners themselves apply notions of closeness and distance, both physically and metaphorically, in their choices about combining the familiar and unfamiliar and co-creating content with child participants. IMPACT SUMMARY a. Prior State of Knowledge: Existing power imbalances between filmmaker and subject/participant are accentuated when documentaries are made about vulnerable children. Studies have pinpointed competing pressures to tell a compelling story, respect privacy and provide background, while avoiding exoticism, didacticism and cultural preconceptions. b. Novel Contributions: Practitioners’ spontaneous references to “distance” when discussing their filming of refugee children demonstrate that Silverstone’s concept of “proper distance” as a “moral category” can be operationalised in co-creating content with documentary participants and evaluating the merits of such documentaries. c. Practical Implications: Creatives and commissioning editors responsible for children’s factual content about other cultures can use the findings to calibrate how they convey children’s “sameness” and “difference” with empathy and respect. Such content’s relevance for promoting social cohesion also matters to policymakers.
{"title":"Children’s documentaries: distance and ethics in European storytelling about the wider world","authors":"N. Sakr, J. Steemers","doi":"10.1080/17482798.2021.1974502","DOIUrl":"https://doi.org/10.1080/17482798.2021.1974502","url":null,"abstract":"ABSTRACT The material challenges of funding, commissioning and distribution that are well known to inhibit production of children’s factual content about other countries and cultures operate in parallel with challenges arising from the moral responsibilities inherent in what Roger Silverstone called “the problem of proper distance”. By that he signified a “moral category” requiring filmmakers to provide “context as well as imagination” and be willing to “recognise the other in her sameness and difference”. “Distance” and “difference” have become at once more significant but also more ambiguous at a time of mass forced migration, in which traditions, religions and cultures from distant places are brought together in physical proximity. Based on input from cross-cultural dialogues, screenings and interviews involving European producers of children’s documentaries, this article explores dilemmas and experiences faced in representing the backgrounds and stories of children who arrived in Europe from Syria, Iraq, Afghanistan and elsewhere in the mid-2010s. It shows the resonance of Silverstone’s thinking by revealing that many practitioners themselves apply notions of closeness and distance, both physically and metaphorically, in their choices about combining the familiar and unfamiliar and co-creating content with child participants. IMPACT SUMMARY a. Prior State of Knowledge: Existing power imbalances between filmmaker and subject/participant are accentuated when documentaries are made about vulnerable children. Studies have pinpointed competing pressures to tell a compelling story, respect privacy and provide background, while avoiding exoticism, didacticism and cultural preconceptions. b. Novel Contributions: Practitioners’ spontaneous references to “distance” when discussing their filming of refugee children demonstrate that Silverstone’s concept of “proper distance” as a “moral category” can be operationalised in co-creating content with documentary participants and evaluating the merits of such documentaries. c. Practical Implications: Creatives and commissioning editors responsible for children’s factual content about other cultures can use the findings to calibrate how they convey children’s “sameness” and “difference” with empathy and respect. Such content’s relevance for promoting social cohesion also matters to policymakers.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"288 - 302"},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47499139","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 : 2021-08-17DOI: 10.1080/17482798.2021.1969254
Ong’ong’a Daniel Oloo
ABSTRACT This study explored internet use by adolescents, aged 12–14 years, who reported negative online experiences in Kenya. A qualitative case study method was employed, using in-depth interviews and thematic analysis. The study’s findings show that young people frequently used online platforms at night for entertainment (online gaming, betting, chatting, and streaming content) and educational purposes (searching for educational content). The challenges they encountered included fraud, stalking, pop-ups, and accidental access to adult content. They devised strategies for staying safe that included going offline, ignoring messages, deleting accounts, and hiding online (e.g. fake photos or IDs). Study findings indicate that female users more readily reported issues they encountered online than males. The study suggests the need for strategic partnerships between relevant international and local stakeholders to create awareness and empowerment programs (training, advocacy, and resourcing) to address online risks through the media, formal school programs, and parent–teacher associations. IMPACT SUMMARY a. Prior State of Knowledge: While adolescents’ digital platform use has been studied extensively in other countries, little is known about the online behaviors of African adolescents in general and Kenyan adolescents in particular. b. Novel Contributions: This study responds to the public dialogues on the security and safety of adolescents using internet resources in Kenya and elsewhere by providing empirical data on the internet safety of adolescents in Kenyan schools. c. Practical Implications: Stakeholders are encouraged to form strategic international and local partnerships to create awareness, implement empowering training programs, as well as advocate and provide resources through the media, parent–teacher associations, and formal school programs that address adolescents’ online risks.
{"title":"Online digital platform use by adolescents in Kenya","authors":"Ong’ong’a Daniel Oloo","doi":"10.1080/17482798.2021.1969254","DOIUrl":"https://doi.org/10.1080/17482798.2021.1969254","url":null,"abstract":"ABSTRACT This study explored internet use by adolescents, aged 12–14 years, who reported negative online experiences in Kenya. A qualitative case study method was employed, using in-depth interviews and thematic analysis. The study’s findings show that young people frequently used online platforms at night for entertainment (online gaming, betting, chatting, and streaming content) and educational purposes (searching for educational content). The challenges they encountered included fraud, stalking, pop-ups, and accidental access to adult content. They devised strategies for staying safe that included going offline, ignoring messages, deleting accounts, and hiding online (e.g. fake photos or IDs). Study findings indicate that female users more readily reported issues they encountered online than males. The study suggests the need for strategic partnerships between relevant international and local stakeholders to create awareness and empowerment programs (training, advocacy, and resourcing) to address online risks through the media, formal school programs, and parent–teacher associations. IMPACT SUMMARY a. Prior State of Knowledge: While adolescents’ digital platform use has been studied extensively in other countries, little is known about the online behaviors of African adolescents in general and Kenyan adolescents in particular. b. Novel Contributions: This study responds to the public dialogues on the security and safety of adolescents using internet resources in Kenya and elsewhere by providing empirical data on the internet safety of adolescents in Kenyan schools. c. Practical Implications: Stakeholders are encouraged to form strategic international and local partnerships to create awareness, implement empowering training programs, as well as advocate and provide resources through the media, parent–teacher associations, and formal school programs that address adolescents’ online risks.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"261 - 270"},"PeriodicalIF":3.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094297","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 : 2021-08-06DOI: 10.1080/17482798.2021.1962931
S. Mann, Drew P. Cingel, Alexis R. Lauricella, E. Wartella
ABSTRACT There has been a recent increase in television programming that aims to provide realistic portrayals of adolescent life in an effort to both entertain and educate adolescent viewers. Research on this entertainment-education programming has examined the effects on adolescent viewers; however, it has not considered the relationship between parent viewing of such programming and their perceived knowledge about adolescent life. Further, it is possible that parent viewing of entertainment-education programming can relate to parental efficacy indirectly via their perceived knowledge about adolescent life. We test these relationships using data from 1,880 parent viewers and non-viewers (adolescent children ages 13–17) of the series 13 Reasons Why sampled from Brazil, Australia/New Zealand, the United States, and the United Kingdom. Results suggest an indirect relationship between parent viewership of the series and parental efficacy, via parental perceived knowledge, among parents who viewed the entire first season in comparison to those who only viewed some episodes. There were direct relationships between viewing and parental efficacy when comparing those who viewed all episodes to non-viewing parents. These findings suggest that entertainment-education programming may relate to positive outcomes among parents, with implications for the family ecology. IMPACT SUMMARY a. Prior State of Knowledge: The genre of entertainment-education programming (EE) includes programs that provide realistic portrayals of adolescent life including portrayals of sensitive topics. Prior examinations of adolescent-directed EE consider effects on adolescent viewers but do not consider the effect on parent viewers. b. Novel Contributions: Results suggest an indirect relationship between parent viewership of the Netflix produced series, 13 Reasons Why, and parental efficacy, via parental perceived knowledge. These findings occur among parents who viewed the entire first season of the series in four global regions. c. Practical Implications: These findings suggest that EE programming may relate to positive outcomes among parent viewers and have larger implications for the family ecology by bolstering parental efficacy and perceived knowledge about adolescent life.
{"title":"Parent viewership of 13 reasons why and parental perceived knowledge about adolescent life: implications for parental efficacy among parents from the United States, the United Kingdom, Brazil, and Australia/New Zealand","authors":"S. Mann, Drew P. Cingel, Alexis R. Lauricella, E. Wartella","doi":"10.1080/17482798.2021.1962931","DOIUrl":"https://doi.org/10.1080/17482798.2021.1962931","url":null,"abstract":"ABSTRACT There has been a recent increase in television programming that aims to provide realistic portrayals of adolescent life in an effort to both entertain and educate adolescent viewers. Research on this entertainment-education programming has examined the effects on adolescent viewers; however, it has not considered the relationship between parent viewing of such programming and their perceived knowledge about adolescent life. Further, it is possible that parent viewing of entertainment-education programming can relate to parental efficacy indirectly via their perceived knowledge about adolescent life. We test these relationships using data from 1,880 parent viewers and non-viewers (adolescent children ages 13–17) of the series 13 Reasons Why sampled from Brazil, Australia/New Zealand, the United States, and the United Kingdom. Results suggest an indirect relationship between parent viewership of the series and parental efficacy, via parental perceived knowledge, among parents who viewed the entire first season in comparison to those who only viewed some episodes. There were direct relationships between viewing and parental efficacy when comparing those who viewed all episodes to non-viewing parents. These findings suggest that entertainment-education programming may relate to positive outcomes among parents, with implications for the family ecology. IMPACT SUMMARY a. Prior State of Knowledge: The genre of entertainment-education programming (EE) includes programs that provide realistic portrayals of adolescent life including portrayals of sensitive topics. Prior examinations of adolescent-directed EE consider effects on adolescent viewers but do not consider the effect on parent viewers. b. Novel Contributions: Results suggest an indirect relationship between parent viewership of the Netflix produced series, 13 Reasons Why, and parental efficacy, via parental perceived knowledge. These findings occur among parents who viewed the entire first season of the series in four global regions. c. Practical Implications: These findings suggest that EE programming may relate to positive outcomes among parent viewers and have larger implications for the family ecology by bolstering parental efficacy and perceived knowledge about adolescent life.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"240 - 260"},"PeriodicalIF":3.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1962931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43474456","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 : 2021-07-14DOI: 10.1080/17482798.2021.1944888
Heather L. Kirkorian, Koeun Choi, S. Yoo, Roxanne A. Etta
ABSTRACT This study tested the extent to which the presence and relevance of interactive features influence toddlers’ visual attention and learning from videos. Two-year-olds (N = 88) watched an animated bear hide on video and then searched for a bear sticker on a corresponding felt board. To watch the bear hide, toddlers watched without touching the screen (non-interactive condition), touched a relevant part of the screen (the bear; relevant condition), or touched an irrelevant part of the screen (a star; irrelevant condition). A subset of 60 children (68%) wore a head-mounted eye-tracker to record their eye movements while watching the bear hide. A relevant touchscreen feature did not increase toddlers’ learning compared to non-interactive video, despite increasing toddlers’ visual attention to target information. Conversely, the irrelevant touchscreen feature had a positive effect on learning, particularly on later search trials. The findings are discussed with respect to toddlers’ mental representations of on-screen versus real-life events and implications for the design of touchscreen media for children. IMPACT SUMMARY a. Prior State of Knowledge: Toddlers learn less from video than from real-life experiences. It is widely believed that interactive media support toddlers’ learning, but research is mixed, sometimes finding neutral or even negative effects of interactivity compared to noninteractive video. b. Novel Contributions: A simple, relevant touchscreen feature increased toddlers’ encoding of target information but did not improve learning. Conversely, an irrelevant touchscreen feature improved toddlers’ learning, perhaps by increasing slightly the effort required to complete an otherwise simple task. c. Practical Implications: Interactive media do not always increase toddlers’ learning. Simple learning tasks may not benefit from simple interactivity. Instead, media creators may be able to maximize educational value by balancing the difficulty of the lesson with the complexity of media features.
{"title":"The impact of touchscreen interactivity on U.S. toddlers’ selective attention and learning from digital media","authors":"Heather L. Kirkorian, Koeun Choi, S. Yoo, Roxanne A. Etta","doi":"10.1080/17482798.2021.1944888","DOIUrl":"https://doi.org/10.1080/17482798.2021.1944888","url":null,"abstract":"ABSTRACT This study tested the extent to which the presence and relevance of interactive features influence toddlers’ visual attention and learning from videos. Two-year-olds (N = 88) watched an animated bear hide on video and then searched for a bear sticker on a corresponding felt board. To watch the bear hide, toddlers watched without touching the screen (non-interactive condition), touched a relevant part of the screen (the bear; relevant condition), or touched an irrelevant part of the screen (a star; irrelevant condition). A subset of 60 children (68%) wore a head-mounted eye-tracker to record their eye movements while watching the bear hide. A relevant touchscreen feature did not increase toddlers’ learning compared to non-interactive video, despite increasing toddlers’ visual attention to target information. Conversely, the irrelevant touchscreen feature had a positive effect on learning, particularly on later search trials. The findings are discussed with respect to toddlers’ mental representations of on-screen versus real-life events and implications for the design of touchscreen media for children. IMPACT SUMMARY a. Prior State of Knowledge: Toddlers learn less from video than from real-life experiences. It is widely believed that interactive media support toddlers’ learning, but research is mixed, sometimes finding neutral or even negative effects of interactivity compared to noninteractive video. b. Novel Contributions: A simple, relevant touchscreen feature increased toddlers’ encoding of target information but did not improve learning. Conversely, an irrelevant touchscreen feature improved toddlers’ learning, perhaps by increasing slightly the effort required to complete an otherwise simple task. c. Practical Implications: Interactive media do not always increase toddlers’ learning. Simple learning tasks may not benefit from simple interactivity. Instead, media creators may be able to maximize educational value by balancing the difficulty of the lesson with the complexity of media features.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"188 - 204"},"PeriodicalIF":3.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1944888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44462552","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 : 2021-07-12DOI: 10.1080/17482798.2021.1952463
Tom De Leyn, Cato Waeterloos, Ralf De Wolf, Bart Vanhaelewyn, Koen Ponnet, L. De Marez
ABSTRACT Often coined as digital natives, contemporary teens are ascribed a paradoxical status of skilled but vulnerable media users. Therefore, media literacy initiatives often target young audiences in order to mitigate detrimental media effects as well as to facilitate emancipatory media engagements. The literature on media literacy draws from diverse disciplines (e.g. educational sciences, media studies) and examines a wide range of thematic areas (e.g. privacy, news, citizenship). However, the voices of those who are the target population of media literacy policy and research are seldom heard. We identify the absence of teenagers’ perceptions and experiences as a limitation in contemporary debates on media literacy. Therefore, this study aims to shed light on how teenagers give meaning to media literacy, how they perceive the contemporary discourse on the importance of media literacy for teens, and in which way they encounter concrete media literacy initiatives at school. Based on in-depth interviews with 31 high-school students between 16 and 18 year old, we found how teenagers primarily have a risk discourse in mind when talking about media literacy. Contextualizing these perceptions, it became clear that both the public discourse and media literacy initiatives largely draw from protectionist approaches. IMPACT SUMMARY a. Prior State of Knowledge: Teenagers and children are oftentimes seen as avid but vulnerable media users. Therefore, this demographic is often the target population of media literacy initiatives. Drawing from a wide range of disciplines, the field of media literacy aims to both understand and facilitate youth’s critical engagements with media. b. Novel Contributions: We identify the lack of a meaningful engagement with teenagers’ own conceptualizations of media literacy as a limitation in scholarly and policy debates. To address this, we contextualize how teenagers give meaning to media literacy by exploring their experiences with media literacy discourses and initiatives in secondary education. c. Practical Implications: This study has practical implications for policymakers who aim for an emancipatory approach of media literacy. Gaining insight into teenagers’ perceptions and experiences is paramount to move beyond the top-down development of media literacy initiatives. The results are also important for media literacy researchers because of its implications for future study designs.
{"title":"Teenagers’ reflections on media literacy initiatives at school and everyday media literacy discourses","authors":"Tom De Leyn, Cato Waeterloos, Ralf De Wolf, Bart Vanhaelewyn, Koen Ponnet, L. De Marez","doi":"10.1080/17482798.2021.1952463","DOIUrl":"https://doi.org/10.1080/17482798.2021.1952463","url":null,"abstract":"ABSTRACT Often coined as digital natives, contemporary teens are ascribed a paradoxical status of skilled but vulnerable media users. Therefore, media literacy initiatives often target young audiences in order to mitigate detrimental media effects as well as to facilitate emancipatory media engagements. The literature on media literacy draws from diverse disciplines (e.g. educational sciences, media studies) and examines a wide range of thematic areas (e.g. privacy, news, citizenship). However, the voices of those who are the target population of media literacy policy and research are seldom heard. We identify the absence of teenagers’ perceptions and experiences as a limitation in contemporary debates on media literacy. Therefore, this study aims to shed light on how teenagers give meaning to media literacy, how they perceive the contemporary discourse on the importance of media literacy for teens, and in which way they encounter concrete media literacy initiatives at school. Based on in-depth interviews with 31 high-school students between 16 and 18 year old, we found how teenagers primarily have a risk discourse in mind when talking about media literacy. Contextualizing these perceptions, it became clear that both the public discourse and media literacy initiatives largely draw from protectionist approaches. IMPACT SUMMARY a. Prior State of Knowledge: Teenagers and children are oftentimes seen as avid but vulnerable media users. Therefore, this demographic is often the target population of media literacy initiatives. Drawing from a wide range of disciplines, the field of media literacy aims to both understand and facilitate youth’s critical engagements with media. b. Novel Contributions: We identify the lack of a meaningful engagement with teenagers’ own conceptualizations of media literacy as a limitation in scholarly and policy debates. To address this, we contextualize how teenagers give meaning to media literacy by exploring their experiences with media literacy discourses and initiatives in secondary education. c. Practical Implications: This study has practical implications for policymakers who aim for an emancipatory approach of media literacy. Gaining insight into teenagers’ perceptions and experiences is paramount to move beyond the top-down development of media literacy initiatives. The results are also important for media literacy researchers because of its implications for future study designs.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"221 - 239"},"PeriodicalIF":3.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1952463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47835410","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 : 2021-07-10DOI: 10.1080/17482798.2021.1938620
Susheel Joginder Singh, Fatin Nur Syakirah Mohd Azman, Shantanu Sharma, Rogayah A Razak
ABSTRACT Screen time has been documented to have effects on many areas of child development, including language development. The aim of this study was to obtain information about Malaysian children’s reported screen time and their parents’ perception on how screen time affects their language skills. An online survey was completed by 340 Malaysian parents of children aged 3- to 5-years. A majority of parents (60%) started giving their children screen time before the age of 18 months. On average, 3- to 5-year-olds were reported to spend 2.64 hours of screen time a day. Most parents believed that screen time improved their children’s language skills but this did not affect the amount of screen time they provided their children as there was no significant relationship between children’s reported screen time and parent’s perception on how it affects language. Malaysian children were exposed to screens at an early age and their screen time exceeded the amount recommended by the American Academy of Pediatrics. Findings from this study suggest the need to increase Malaysian parents’ awareness about screen time limits for their children and also about positive screen viewing practices. IMPACT SUMMARY a. Prior State of Knowledge: Summarize what is known about the topic. To date, no research has been conducted in Malaysia exploring the screen time of children aged 3 to 5 and their parents’ perception about how screen time affects children’s language skills. b. Novel Contributions: Summarize the primary contributions the findings make to the field. The findings contribute to knowledge about screen time patterns in Malaysia, a developing country, and how the findings are similar to that of most other countries. c. Practical Implications: Authors should explicitly state what the practical implications of their findings are, and whether those implications are primarily for practitioners, policymakers, or parents. For policymakers & practioners (e.g., speech-language pathologist): Findings suggest the need to provide Malaysian parents with information about screen time limits, the importance of joint media engagement, and ensuring that their children are watching appropriate content.
{"title":"Malaysian Parents’ Perception of How Screen Time Affects their Children’s Language","authors":"Susheel Joginder Singh, Fatin Nur Syakirah Mohd Azman, Shantanu Sharma, Rogayah A Razak","doi":"10.1080/17482798.2021.1938620","DOIUrl":"https://doi.org/10.1080/17482798.2021.1938620","url":null,"abstract":"ABSTRACT Screen time has been documented to have effects on many areas of child development, including language development. The aim of this study was to obtain information about Malaysian children’s reported screen time and their parents’ perception on how screen time affects their language skills. An online survey was completed by 340 Malaysian parents of children aged 3- to 5-years. A majority of parents (60%) started giving their children screen time before the age of 18 months. On average, 3- to 5-year-olds were reported to spend 2.64 hours of screen time a day. Most parents believed that screen time improved their children’s language skills but this did not affect the amount of screen time they provided their children as there was no significant relationship between children’s reported screen time and parent’s perception on how it affects language. Malaysian children were exposed to screens at an early age and their screen time exceeded the amount recommended by the American Academy of Pediatrics. Findings from this study suggest the need to increase Malaysian parents’ awareness about screen time limits for their children and also about positive screen viewing practices. IMPACT SUMMARY a. Prior State of Knowledge: Summarize what is known about the topic. To date, no research has been conducted in Malaysia exploring the screen time of children aged 3 to 5 and their parents’ perception about how screen time affects children’s language skills. b. Novel Contributions: Summarize the primary contributions the findings make to the field. The findings contribute to knowledge about screen time patterns in Malaysia, a developing country, and how the findings are similar to that of most other countries. c. Practical Implications: Authors should explicitly state what the practical implications of their findings are, and whether those implications are primarily for practitioners, policymakers, or parents. For policymakers & practioners (e.g., speech-language pathologist): Findings suggest the need to provide Malaysian parents with information about screen time limits, the importance of joint media engagement, and ensuring that their children are watching appropriate content.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"588 - 596"},"PeriodicalIF":3.0,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1938620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968666","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 : 2021-07-05DOI: 10.1080/17482798.2021.1948433
T. Daimon
ABSTRACT The purpose of this study is to explore what socio-technical arrangements are created from an amalgamation of young children, their families, and technology. Lawrence Lessig’s four forces – law, social norms, market, and architecture – were used to analyze the practices and constraints of children’s digital activities and parental involvement in the home. A home-visit interview study with six parent–child pairs found the children’s activities to be constrained by four elements: 1) rules arranged by children and parents; 2) domestic norms among their families; 3) markets through which parents purchase digital devices; and 4) architecture in the physical and spatial configuration of the home. These four constraints created new opportunities for children’s activities. The children’s use of technology not only expanded their activities, but also exploited technological vulnerabilities. The ambiguity of the activity led to a reorganization of the domestic architecture and a reconstruction of the rules between parents and children. IMPACT SUMMARY a. Prior State of Knowledge: Children’s domestic digital activities are collectively composed of heterogeneous actors including children, parents, artifacts, and technology. It is useful to introduce a perspective of human and non-human relationships and analyze what kinds of socio-technical arrangements exist in their activities. b. Novel Contributions: An analysis of children’s digital activities in the home, using Lessig’s four forces, showed both expansion and vulnerability of their activities. This ambiguity led to a reconstruction of the domestic architecture and the rules between parents and children. c. Practical Implications: Lessig’s four elements broaden children’s digital activities beyond individual children to parent-child relationships and socio-technical arrangements. Parents and practitioners can use them to consider extensions and constraints of children’s activities with technology.
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Pub Date : 2021-07-03DOI: 10.1080/17482798.2021.1942662
Atika Alkhallouf
ABSTRACT This commentary draws attention to parental cyberbullying, a dangerous yet normalized form of abuse whereby parents share abusive behavior online for personal gain. Parental cyberbullying raises questions about the serious gaps in social media cyberbullying and child safety policies.
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Pub Date : 2021-06-27DOI: 10.1080/17482798.2021.1921819
Haifa Alroqi, L. Serratrice, T. Cameron-Faulkner
ABSTRACT The past few years have witnessed a rapid increase in children’s use of screen media. Despite the widespread use of technology in Saudi Arabia, research on screen media use among young children is scarce. This study provides a comprehensive picture of screen media use and literacy practices among 220 1- to 3-year-olds in Saudi Arabia. Findings showed that the vast majority of these children had started using screens before the age of 2 years. Saudi toddlers’ overall screen time was about 3 hours a day which exceeds screen time recommendations by the World Health Organization. Iftah Ya Simsim (the Arabic version of Sesame Street) was children’s favourite TV show, YouTube was their favourite mobile media app, and children’s songs were their most frequently viewed content type on mobile media. The amount of time toddlers spent with screens was higher than their engagement with reading. More than 40% of the children were never read to, and one quarter had no children’s books at home. Results of this study provide a better understanding of children’s screen use and reading practices; an important first step in guiding the development of research-driven recommendations for all stakeholders on the use of screens by young children. IMPACT SUMMARY a. Prior State of Knowledge: The early years are critical for development. Most existing data on digital media and literacy practices in early childhood comes from Western cultures. Research in other cultures is needed to broaden our global understanding of children’s literacy and media environments. b. Novel Contributions: This study contributes data on the home literacy and screen media use practices of young children in Saudi Arabia, a population that is under-represented in the literature on children’s media use. c. Practical Implications: Findings from this study indicate high engagement with media and low engagement with reading among Saudi toddlers. Understanding children’s literacy and media use practices is an important first step in guiding the development of research-driven recommendations for parents and policymakers.
在过去的几年里，儿童对屏幕媒体的使用迅速增加。尽管科技在沙特阿拉伯广泛使用，但关于儿童使用屏幕媒体的研究却很少。本研究提供了沙特阿拉伯220名1至3岁儿童的屏幕媒体使用和识字实践的全面情况。调查结果显示，这些儿童中的绝大多数在两岁之前就开始使用屏幕了。沙特儿童每天看屏幕的总时间约为3小时，超过了世界卫生组织的建议时间。Iftah Ya Simsim(阿拉伯版的芝麻街)是孩子们最喜欢的电视节目，YouTube是他们最喜欢的移动媒体应用，儿童歌曲是他们在移动媒体上最常观看的内容类型。幼儿花在屏幕上的时间比他们花在阅读上的时间要多。超过40%的孩子从来没有人给他们读过书，四分之一的孩子家里没有儿童读物。本研究的结果提供了更好的理解儿童的屏幕使用和阅读习惯;这是指导为所有利益攸关方制定关于幼儿使用屏幕的研究驱动型建议的重要第一步。a.以前的知识状况:早期对发展至关重要。大多数关于数字媒体和儿童早期识字实践的现有数据来自西方文化。需要对其他文化进行研究，以扩大我们对儿童识字和媒体环境的全球理解。b.新颖贡献:本研究提供了沙特阿拉伯幼儿家庭读写能力和屏幕媒体使用实践的数据，这一人群在儿童媒体使用的文献中代表性不足。c.实际意义:本研究的结果表明，沙特幼儿对媒体的参与度高，对阅读的参与度低。了解儿童的读写能力和媒体使用习惯是指导为家长和决策者制定研究驱动型建议的重要第一步。
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