Adult mediation of children's television viewing experiences as a catalyst for learning and development: a case study, using<i>Play School</i>

Vliet, Helen Elizabeth van; Harrison, Catherine; Anderson, Tracey

doi:10.1080/03004430.2011.653810

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…Understanding parents' discourse in this context is important given that children spend several hours each day using media and parents play a major role in child media monitoring early in development (Rideout, 2016). Parents use a variety of strategies to manage children's media, including restrictive media monitoring (e.g., placing limits or rules on media time or content), active media monitoring (e.g., helping the child to think critically about media content), and co-viewing (see Valkenburg, Krcmar, Peeters, & Marseille, 1999). During infancy specifically, parental media strategies often focus on joint media engagement (JME; Barr, Zack, Garcia, & Muentener, 2008).…”

Section: Joint Media Engagement As a Form Of Parent-child Discoursementioning

confidence: 99%

Parent–child joint media engagement in infancy

Padilla‐Walker

Coyne

Booth

et al. 2020

Infancy

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Early conversations are an important source in shaping children's cognitive and emotional development, and it is vital to understand how parents use media as a platform to engage in conversations with their young children and what might predict the quality of these interactions. Thus, in the current study we explored the nature of parent–child discourse while engaging in media (i.e., joint media engagement) with infants, and how parent (empathic concern and responsiveness) and child (negative emotionality and regulatory capacity) variables might be associated with the quality of engagement. The current study consisted of 269 infants (50% female, Mage = 17.09 months, SD = 3.93; 59% White) and their primary caregiver (98% mothers) who engaged in a variety of in‐home tasks and parental questionnaires. Results established three meaningful codes for both parent and child that assessed positive and negative joint media engagement. Further, results suggested that parental empathic concern was associated with positive parent and child media engagement, while child negative emotionality was associated with lower levels of distraction. Discussion focuses on the importance of studying parent–child discourse in the context of joint media engagement and recommends limiting media exposure before 18 months of age.

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Section: Joint Media Engagement As a Form Of Parent-child Discoursementioning

confidence: 99%

Parent–child joint media engagement in infancy

Padilla‐Walker

Coyne

Booth

et al. 2020

Infancy

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“…Play School is one of the few Australian children’s shows to receive sustained academic attention during its time on air, with studies acknowledging the show’s commitment to representing diversity in Australia (Mackinlay and Barney, 2008), promoting engagement through play (Van Vliet et al, 2013) and even as a way to track the changing media environment in Australia more broadly over its many decades on air (Harrison, 2012). Play School again proved to be an innovative outlet for Australian children’s entertainment and education during the first months of COVID-19, as specials like ‘Hello Friends!’ and ‘Hello Again!’ provided continuity for young Australians whose other routines may have been swiftly changed when lockdown measures came into effect.…”

Section: Education – Covid-19 Purpose Builtmentioning

confidence: 99%

Bluey, Requestival, Play School and ME@Home: the ABC (Kids) of communication cultures during lockdown

Giuffre

2020

Media International Australia

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When a nationwide lockdown was declared in Australia in March 2020, the role of the ABC as the public broadcaster became vital. Unprecedented pressure was placed on parents and carers as families were cut off from their physical networks and communities beyond immediate household groups. This article focuses on the specialist material created and curated by the ABC to entertain, educate and continue to provide cultural connection for households with children and young adults, particularly broadcast and post-broadcast outlets ABC Kids, ABC ME and Triple J. Notably, these outlets were able to provide both a connection to the ‘real world’ and ‘real events’ happening outside during this time, but they were also able to provide materials to escape and appease audience anxiety pitched at a level that is age appropriate.

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“…But appearing in journals on educational psychology or early childhood development (MacKinley and Barney, 2008, Harrison, 2011, 2012, Vliet et al, 2013, such articles have a somewhat different disciplinary focus, and ask questions -often what does television do to childrenwhich find no easy fit with the concerns of Television Studies or Television History.…”

Section: This Is Considerably Different To the Australian Context Whmentioning

confidence: 99%

Revisiting Play School: A historical case study of the BBC’s address to the pre-school audience

Holmes¹

2016

The Journal of Popular Television

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Although clearly recognised in broader institutional histories of British children's television as a significant moment in the BBC's address toward the pre-school child, Play School (BBC 1964-88) has not been the focus of sustained archival analysis. This arguably reflects the fact that a good deal of work on children's television in Britain adopts either an institutional or an audience focus, and the study of programmes cultures is often more neglected. This article seeks to revisit Play School using available historical documentation -including memos, scripts and press cuttings -from the BBC Written Archive Centre, as well as early surviving episodes (principally from 1964). In doing so, it seeks to explore how it fitted into BBC's historical address to the pre-school child, how it intersected with discourses on pre-school education, and the range of institutional and social contexts surrounding its emergence.

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Adult mediation of children's television viewing experiences as a catalyst for learning and development: a case study, usingPlay School

Cited by 6 publications

References 11 publications

Parent–child joint media engagement in infancy

Parent–child joint media engagement in infancy

Bluey, Requestival, Play School and ME@Home: the ABC (Kids) of communication cultures during lockdown

Revisiting Play School: A historical case study of the BBC’s address to the pre-school audience

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