Coviewing Preschool Television in the Us

Parent–Child Interactions around Television and other On-screen Content: Considering Communication and Social Skills

“…On-screen content can provide models of consistent, repeated experiences helpful for learning communication and social skills, which are usually provided by face-to-face interactions (Linebarger & Walker, 2005). This is particularly true when used in combination with specific language promoting strategies from a co-viewing adult, for example, asking questions and making comments about characters and events, and conducting follow-on craft and play activities (American Speech-Language-Hearing Association, 2015;Erber, 2015;Fisch et al, 2008). Co-viewing of television has been likened to joint book reading, with Fisch et al (2008) stating that it can provide a valuable context for developing language and narrative skills.…”

“…This is particularly true when used in combination with specific language promoting strategies from a co-viewing adult, for example, asking questions and making comments about characters and events, and conducting follow-on craft and play activities (American Speech-Language-Hearing Association, 2015;Erber, 2015;Fisch et al, 2008). Co-viewing of television has been likened to joint book reading, with Fisch et al (2008) stating that it can provide a valuable context for developing language and narrative skills. For most of these benefits to be experienced, specific strategies need to be implemented by co-viewing adults to ensure that viewing experiences result in positive behavioural and developmental influences (Linebarger & Walker, 2005).…”

“…Expert views-including those of Erber's (2015) and of the American Speech-Language-Hearing Association (2015)-and research by Strouse et al (2013), have recommended ways in which parents can interact with children to promote development of communication and social skills in general, and using on-screen content. Previous studies have focused on the educational value of interactions depicted within programs, rather than parentchild interactions around programs (Fisch et al, 2008). Studies have been undertaken in an Australian context regarding viewing time (Bittman & Sipthorp, 2011), and parental attitudes to media (Garvis & Pendergast, 2011).…”

“…Survey subsections included basic information, viewing habits, interactions, followon activities, home environment, attitude to technology, and additional information. Expert opinions and empirical research relating to use of on-screen content in developing children's communication and social skills, from Erber (2015), the American Speech-Language-Hearing Association (2015), and Fisch et al (2008) were used as a basis for item design within 'interactions' and 'follow-on activities' subsections. Closed-ended questions (e.g.…”