Family Smartphone Practices and Parent-Child Conversations During Informal Science Learning at an Aquarium

Kelly, Kimberly R.; Ocular, Grace

doi:10.1007/s41347-020-00157-4

Cited by 9 publications

(16 citation statements)

References 32 publications

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“…First, it is unclear the extent to which the findings, which came from families recorded in the first decade of the 21st century, would generalize to more contemporary populations who have ready access to technology. The advent of smart phones, smart speakers, and other technological advances in the past two decades means parenting and child rearing may have changed significantly since this study was initiated, which may change the ways in which parents and children interact (e.g., Kelly et al, 2019). For example, in our corpus, parents and children sometimes looked at old family photos in albums, and discussion of events in the photos were included as narrative talk.…”

Section: Discussionmentioning

confidence: 99%

Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.

Frausel¹,

Richland²,

Levine³

et al. 2021

Developmental Psychology

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Personal narrative is decontextualized talk where individuals recount stories of personal experience about past or future events. As an everyday discursive speech type, narrative potentially invites parents and children to explicitly link together, generalize from, and make inferences about representationsthat is, to engage in higher-order thinking talk (HOTT). Here we ask whether narratives in early parentchild interactions include proportionally more HOTT than other forms of everyday home language. Sixty-four children (31 girls; 36 White, 14 Black, 8 Hispanic, 6 mixed/other race) and their primary caregiver(s), (M income = $61,000) were recorded in 90-minute spontaneous home interactions every 4 months from 14-58 months. Speech was transcribed and coded for narrative and HOTT. We found that parents at all visits and children after 38 months used more HOTT in narrative than non-narrative, and more HOTT than expected by chance. At 38 and 50 months, we examined HOTT in a related but distinct form of decontextualized talk-pretend, or talk during imaginary episodes of interaction-as a control to test whether other forms of decontextualized talk also relate to HOTT. While pretend contained more HOTT than other (non-narrative/non-pretend) talk, it generally contained less HOTT than narrative. Additionally, unlike HOTT during narrative, the amount of HOTT during pretend did not exceed the amount expected by chance, suggesting narrative serves as a particularly rich "breeding ground" for HOTT in parent-child interactions. These findings provide insight into the nature of narrative discourse, and suggest narrative potentially may be used as a lever to increase children's higher-order thinking.

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Section: Discussionmentioning

confidence: 99%

Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.

Frausel¹,

Richland²,

Levine³

et al. 2021

Developmental Psychology

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show abstract

“…However, generalizability is limited because of the largely homogenous, White, middle class samples in these studies. Although observational research with U.S. families of diverse backgrounds has reported similar effects, children’s verbal responses to parents varied as a result of parents’ smartphone use during interactions, with children responding less when parents used their smartphone than when parents did not use their smartphone (Kelly & Ocular, 2021). While the causal factors responsible for the association between technoference and language development remain unknown, next, we propose a mediating role of gaze following, joint attention, and parental responsiveness.…”

Section: Technoference and Language Outcomesmentioning

confidence: 99%

“…The way responsiveness is measured may have affected the results. In one study, although parents’ responsiveness to their child’s conversation was consistent in smartphone‐using and smartphone‐free parents, on closer analysis of the conversations, parents were more likely to respond contingently when they were smartphone‐free (Kelly & Ocular, 2021).…”

Section: Mediators Between Technoference and Language Outcomesmentioning

confidence: 99%

“…Smartphone use and technoference differ conceptually and, as such, should be treated as separate constructs. Smartphone use becomes technoference only when it disrupts a parent‐child interaction, so surveys that ask how often a parent uses their smartphone when with their child (Corkin et al, 2021; Kelly & Ocular, 2021) might not measure technoference accurately if the smartphone is not disrupting an interaction between the dyad. The lack of distinction between smartphone use and technoference can also occur in naturalistic observations, where technoference is measured through general parental smartphone use across the observation (e.g.…”

Section: Limitations and Next Stepsmentioning

confidence: 99%

“…Another aspect that requires consideration when defining and examining technoference is the fact that each task on a smartphone may make different demands of the user (Kildare & Middlemiss, 2017). To assess the effects on language development, studies have measured technoference in terms of self‐reported time spent on the phone per hour and the average number of audible notifications the parent receives (Corkin et al, 2021); in other studies, researchers experimentally manipulated phone calls (Reed et al, 2017), experimentally manipulated the medium causing the interruption (Gaudreau et al, 2021), and measured the self‐reported number of photos taken during an aquarium visit (Kelly & Ocular, 2021). Inconsistency across studies makes it difficult to compare findings because how the smartphone is used may moderate the effect of technoference on language outcomes.…”

Section: Limitations and Next Stepsmentioning

confidence: 99%

See 2 more Smart Citations

The impact of parents’ smartphone use on language development in young children

Morris

Filippetti

Rigato

2022

Child Dev Perspectives

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Smartphone use is ubiquitous in the lives of parents, and an emerging area of research is investigating how parental smartphone use during parent-child interactions affects children's language outcomes. Findings point toward negative outcomes in language development, but it is less clear what processes affect language outcomes. Gaze following, parental responsiveness, and joint attention are also reduced when parents use their smartphone, and all are critical to language development. In this article, we propose that these factors may mediate the effects of technoference due to parents' smartphone use on language development in children from birth to 5 years. Because of methodological differences in the limited research conducted on this topic, it is difficult to draw firm conclusions about this proposal. We discuss these considerations and suggest directions for the field.

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Talking about “bioluminescence” and “puppies of the ocean”: An anti‐deficit exploration of how families create and use digital artifacts for informal science learning during and after an aquarium visit

Kelly,

Maloles,

George

et al. 2024

Science Education

Self Cite

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Families commonly document their outings by capturing their experiences through digital photographs and videos. However, little is known about the ways in which families engage their personal mobile devices to document educational family outings and how they subsequently talk about the digital artifacts that captured their informal learning experiences. This paper presents new evidence on family digital artifact creation during an informal science institution (ISI) visit, the expected and actual uses of their digital artifacts after the visit, and family conversations reminiscing about the ISI visit with the digital artifacts. Using a concurrent triangulation mixed‐methods design, data on family digital artifact creation during an aquarium visit (N = 204) and digital artifact use after the visit (n = 67) were collected using parent surveys. Audio‐recorded parent‐child conversations with a subset of families (n = 25) document whether and how families use their digital artifacts to reminisce about the aquarium visit. Quantitative findings detail family digital technology practices during informal learning experiences, and qualitative findings suggest evidence of informal science learning in the everyday interactions of the families who elected to continue the study. The study indicates that family storytelling and digital technology practices may help to bridge informal science learning from ISI to home and frames family non‐participation within an anti‐deficit perspective.

show abstract

Family Smartphone Practices and Parent-Child Conversations During Informal Science Learning at an Aquarium

Cited by 9 publications

References 32 publications

Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.

Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.

The impact of parents’ smartphone use on language development in young children

Talking about “bioluminescence” and “puppies of the ocean”: An anti‐deficit exploration of how families create and use digital artifacts for informal science learning during and after an aquarium visit

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