Do Babies Learn From Baby Media?

DeLoache, Judy S.; Chiong, Cynthia; Sherman, Kathleen; Islam, Nadia; VanderBorght, Mieke; Troseth, Georgene L.; Strouse, Gabrielle A.; O’Doherty, Katherine

doi:10.1177/0956797610384145

Cited by 210 publications

(118 citation statements)

References 18 publications

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“…Our results are in line with studies on word learning that have demonstrated that contingent interaction is the heart of social learning communicative processes (DeLoache et al, 2010;O'Doherty et al, 2011;Roseberry, Hirsh-Pasek, & Golinkoff, 2013). The results also agree with studies that illustrated the facilitative effects of parental guidance on the comprehension of the representational status of graphs (Gauvain, De la Ossa, & Hurtado-Ortiz, 2001;Szechter & Liben, 2004) and videos (Troseth, 2003).…”

Section: Discussionsupporting

confidence: 95%

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Maita

Mareovich

Peralta

2014

The Journal of Genetic Psychology

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Children are exposed to symbolic objects that they have to learn to use very early in life. The authors' aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.

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Section: Discussionsupporting

confidence: 95%

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Maita

Mareovich

Peralta

2014

The Journal of Genetic Psychology

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“…For example, from 12 to 24 months of age, toddlers can begin to learn novel words from commercially available "word learning" videos, but only if their parents watch with them and reteach the words, essentially using the videos as a learning scaffold to build the language skills. 19,20 In one longitudinal study of low-income families, 14-month-olds whose mothers had talked with them during educational TV programming since infancy showed more advanced language development than infants whose mothers did not talk with them during media use (although this finding also may have reflected how much mothers spoke to children in general). 21 The few experimental studies showing independent learning of words from videos at this age have been limited by their low ecologic validity 22 or have shown that toddlers lose the knowledge learned over time without repetition.…”

Section: At What Age Can Infants and Toddlers Learn From Screens?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

886

530

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Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identifi ed health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefi ts and risks to the health of children and teenagers. Evidence-based benefi ts identifi ed from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that is individualized for a specifi c child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

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“…4 The chief factor that facilitates toddlers' learning from commercial media (starting around 15 months of age) is parents watching with them and reteaching the content. 5,6 The interactivity of touchscreens enables applications (apps) to identify when a child responds accurately and then tailor its responses, thereby supporting children at their levels of competence. Emerging evidence shows that at 24 months of age, children can learn words from live video-chatting with a responsive adult 7 or from an interactive touchscreen interface that scaffolds the child to choose the relevant answers.…”

Section: Infants and Toddlersmentioning

confidence: 99%

Media and Young Minds

Hill¹,

Ameenuddin²,

Chassiakos³

et al. 2016

Pediatrics

894

342

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Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting at increasing rates. Although there has been much hope for the educational potential of interactive media for young children, accompanied by fears about their overuse during this crucial period of rapid brain development, research in this area still remains limited. This policy statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related health concerns for young children (0 to 5 years of age). The statement also highlights areas in which pediatric providers can offer specific guidance to families in managing their young children’s media use, not only in terms of content or time limits, but also emphasizing the importance of parent–child shared media use and allowing the child time to take part in other developmentally healthy activities.

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Do Babies Learn From Baby Media?

Cited by 210 publications

References 18 publications

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Children and Adolescents and Digital Media

Media and Young Minds

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