Active versus Passive Screen Time for Young Children

Sweetser, Penelope; Johnson, Daniel M.; Ozdowska, Anne; Wyeth, Peta

doi:10.1177/183693911203700413

Cited by 84 publications

(67 citation statements)

References 21 publications

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“…An Australian study of thousands of children who were randomly sampled found that two to three year old children spent a mean of almost two hours a day of screen time during weekdays in 2006, but there were no reports of videogame or computer time for that age group. For three to four year olds, weekday videogame and computer time averaged 6 and 17 minutes a day respectively in 2007 [30]. Note that this study predates the wide adoption of tablets.…”

Section: Screens Computers and Young Childrenmentioning

confidence: 94%

“…Their conclusion is both reasonable and not surprising in that children's use of technology can have positive, neutral, or negative impacts, depending on what technology is used, and how it is used. Sweetser et al [30] delved further into the different kinds technology by distinguishing between passive screen time, and active screen time. Among types of active screen time, they mentioned physically active screen time, which includes playing videogames that involve children moving (e.g., Nintendo Wii).…”

Section: Families and Their Use Of Technology Chi 2015 Crossings Sementioning

confidence: 99%

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Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets

Hourcade

Mascher

et al. 2015

Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems

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We know very little about the use of computers by children under the age of three. While few children in that age range used computers before the advent of smartphones and tablets, these devices have made computers much more accessible to infants and toddlers. In this paper, we provide a window into how these children are using tablets through an analysis of relevant YouTube videos. A majority of children aged 12 to 17 months in the videos in our dataset showed at least moderate ability to use the tablets. For children aged two, it was over 90 percent who displayed at least moderate ability. Our analysis also includes trends in interaction styles, child and device positioning, social aspects, and app genres. These findings point both to opportunities for research and starting points for design.

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Section: Screens Computers and Young Childrenmentioning

confidence: 94%

Section: Families and Their Use Of Technology Chi 2015 Crossings Sementioning

confidence: 99%

Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets

Hourcade

Mascher

et al. 2015

Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems

View full text Add to dashboard Cite

show abstract

“…It was found that 90% of children had a computer and between 93% and 97% played computer games. Using data from the same study, Sweetser et al (2012) found that the mean time for using the computer/playing video games per week for children at age 8 -9 was 2 hours and 23 minutes. This steadily increased to 2 hours 52 minutes at age 9 -10 (2009 data) and 3 hours 13 minutes at age 10-11 (2010 data).…”

Section: Introductionmentioning

confidence: 93%

The politics of gaming in schools: a sociocultural perspective from Western Australia

Bate

Macnish

Males

2014

Learning, Media and Technology

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This paper discusses gaming in a Western Australian school for boys. The overriding ethos of the school is supportive of the potential of ICT to better engage students and deliver enhanced educational outcomes. The school sees game-based design as at the vanguard of innovation, but also accepts its important duty of care responsibilities. Tensions were revealed between the opportunities presented by educational gaming and the perceived problem of managing student distraction, particularly the tendency for students to spend large amounts of time playing games that have little or no educational value. The paper describes the forms of gaming that emerged at the school, considering both their educational impact and propensity to detract from students' opportunities to learn. It is argued that the perceived benefits and risks of gaming are not well understood, and that powerful political forces are at play which shape school policy, teachers' pedagogy, parent perceptions and student actions.

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“…However, the AAP primarily used research centered on traditional screen media to draw its conclusions about the potential harmful consequences of screen time. Traditional screen media is different than mobile media in that traditional screen media often encourages passive, non-interactive consumption of media (Sweetser, Johnson, Ozdowska, & Wyeth, 2012). A growing number of early childhood scholars and organizations, including the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children's Media (2012) have differentiated between the passive screen time the AAP position statements were built upon and active screen time.…”

Section: Background Of the Studymentioning

confidence: 99%

“…Cognitively active screen time: Use of screen media that encourages problem solving and creative thinking (Sweetser et al, 2012).…”

Section: Operational Definitionsmentioning

confidence: 99%

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Vatalaro

Culp

Hahs‐Vaughn

et al. 2017

Early Childhood Educ J

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The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three-and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky, Schumacher, & Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC & Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children's development. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015; Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasiexperimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). Two classrooms served as control groups (n = 18; n = 14) which used apps that were Kushner, Stephanie Propst, Brooke Rusoff, Rachel Sherman, and Cathy Twyman for your professionalism, flexibility, and enthusiasm for assessment. In particular, thank you viii to Amanda Barnes, whose eagerness to learn about research was inspiring and who went above and beyond to ensure the quality of my data. I am forever grateful to my mentors, committee members, and UCF ECDE family. Thank you to Lap Nguyen, who embarked on this PhD journey with me and helped me to realize when it was time to take a break. I am grateful to Dr. Judit Szente who encouraged me to enroll in the PhD program, supported publication efforts, and was always willing to assist me. Thank you to Dr. Judy Levin who believed in me throughout my undergraduate, masters, and doctoral careers and who, despite being the hardest working person I know, was never too busy to listen. Thank you to Dr. Debbie Hahs-Vaughn for her expertise in statistics and always finding time to assist when I needed guidance. Thank you to Dr. Rex Culp for his encouragement and enthusiasm. Thank you to Dr. Laurie Campbell for being a wonderful mentor and support system. I would also like to thank Ms. Jill Goodman for providing expert advice on the apps chosen for this study and guiding me in the development of the iPad assessments and intervention plans. Finally, thank you to my chair, Dr. A...

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Active versus Passive Screen Time for Young Children

Cited by 84 publications

References 21 publications

Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets

Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets

The politics of gaming in schools: a sociocultural perspective from Western Australia

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

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