Baby FaceTime: can toddlers learn from online video chat?

Myers, Lauren J.; LeWitt, Rachel B.; Gallo, Renee E.; Maselli, Nicole M.

doi:10.1111/desc.12430

Cited by 133 publications

(118 citation statements)

References 57 publications

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“…Research demonstrates that some types of interactivity helped some young children transfer information from tasks involving imitation, object retrieval, and word learning. As noted previously, transfer is enhanced with video chat interactions compared to noninteractive video. However, toddlers can also learn from interactive media that do not involve video chats with an actual person.…”

Section: Does Interactivity Support or Hinder Learning From Digital Mmentioning

confidence: 58%

When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen?

Kirkorian

2018

Child Dev Perspectives

111

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Understanding screen media—even television—can be a challenging task that requires substantial cognitive effort, especially for young children with relatively limited cognitive resources. Toddlers are less likely to transfer information across contexts (e.g., from video images to actual objects) than within the same context. Interactivity, such as that afforded by video chat and touchscreen mobile applications, may promote this transfer. However, some types of interactivity may be more beneficial than others, and the optimal conditions for learning differ across children. In this article, I describe what we know and what we need to understand more fully about children's transfer in the context of interactive digital media. I emphasize the extent to which cognitive constraints and the complexity of tasks likely moderate the effects of digital media on early learning and development.

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Section: Does Interactivity Support or Hinder Learning From Digital Mmentioning

confidence: 58%

When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen?

Kirkorian

2018

Child Dev Perspectives

111

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“…However, these guidelines are at odds with those of the AAP, which makes an exception with video communication for children under 2 years of age (Radesky & Christakis, 2016). Research has found that certain types of screen time, such as video chat, are not harmful to this age group (McClure, Chentsova Dutton, Barr, Holochwost, & Parrott, 2015;Myers, Lewitt, Gallo, & Maselli, 2016;Radesky & Christakis, 2016). Thus, screen time is not a detailed enough measure to determine the impact of digital media on developmental outcomes; details of the screen media experience should be considered.…”

Section: Discussionmentioning

confidence: 99%

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Huber¹,

Highfield²,

Kaufman³

2018

Brit J Educational Tech

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Screen media occupy an increasing role in young children's play and learning environments. This paper advances the current discussion of the changing digital lives of children, with new insights of media use in the homes of Australian families (N = 406). Parents reported their child's technology ownership, engagement with traditional and new media, joint media engagement, as well as children's preferences and quantity of media use. From 2014 to 2017, cross‐sectional data were collected via media use questionnaire from families with a child 8 years of age or younger. Of all the media activities, children most frequently participated in reading (paper‐based or eBooks) and watching television. Children's touchscreen use indicated a variety of choices from the “digital toy box,” referring to the numerous apps available and their potential to serve as a medium for play. This data can inform policy and practice of researchers, educators and family engagement specialists and optimize early learning potential prior to formal schooling.

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“…Despite the prevalence of usage, research examining video chat use by babies under 2 in their own homes is limited. Although recent lab research has demonstrated that toddlers can learn new words via video chat (Myers, LeWitt, Gallo, & Maselli, 2016;Roseberry, Hirsh-Pasek, & Golinkoff, 2014), it is unclear how families are using these technologies in their typical day-to-day lives.…”

mentioning

confidence: 99%

Look At That! Video Chat and Joint Visual Attention Development Among Babies and Toddlers

et al. 2017

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Although many relatives use video chat to keep in touch with toddlers, key features of adult-toddler interaction like joint visual attention (JVA) may be compromised in this context. In this study, 25 families with a child between 6 and 24 months were observed using video chat at home with geographically separated grandparents. We define two types of screen-mediated JVA (across- and within-screen) and report age-related increases in the babies' across-screen JVA initiations, and that family JVA usage was positively related to babies' overall attention during video calls. Babies today are immersed in a digital world where formative relationships are often mediated by a screen. Implications for both infant social development and developmental research are discussed.

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Baby FaceTime: can toddlers learn from online video chat?

Cited by 133 publications

References 57 publications

When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen?

When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen?

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Look At That! Video Chat and Joint Visual Attention Development Among Babies and Toddlers

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