Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown

Radesky, Jenny; Schumacher, Jayna B.; Zuckerman, Barry

doi:10.1542/peds.2014-2251

Cited by 460 publications

(408 citation statements)

References 5 publications

Supporting

Mentioning

362

Contrasting

Unclassified

Order By: Relevance

“…1,2 Children use mobile devices to play games, watch videos, communicate, take pictures, and access applications (apps). According to Common Sense Media's nationwide survey, 72% of children ages 0 to 8 years used a mobile device in 2013, up from 38% in 2011.…”

Section: What's Known On This Subjectmentioning

confidence: 99%

Exposure and Use of Mobile Media Devices by Young Children

et al. 2015

View full text Add to dashboard Cite

BACKGROUND AND OBJECTIVES: Research on children’s use of mobile media devices lags behind its adoption. The objective of this study was to examine young children’s exposure to and use of mobile media devices. METHODS: Cross-sectional study of 350 children aged 6 months to 4 years seen October to November 2014 at a pediatric clinic in an urban, low-income, minority community. The survey was adapted from Common Sense Media’s 2013 nationwide survey. RESULTS: Most households had television (97%), tablets (83%), and smartphones (77%). At age 4, half the children had their own television and three-fourths their own mobile device. Almost all children (96.6%) used mobile devices, and most started using before age 1. Parents gave children devices when doing house chores (70%), to keep them calm (65%), and at bedtime (29%). At age 2, most children used a device daily and spent comparable screen time on television and mobile devices. Most 3- and 4-year-olds used devices without help, and one-third engaged in media multitasking. Content delivery applications such as YouTube and Netflix were popular. Child ownership of device, age at first use, and daily use were not associated with ethnicity or parent education. CONCLUSIONS: Young children in an urban, low-income, minority community had almost universal exposure to mobile devices, and most had their own device by age 4. The patterns of use suggest early adoption, frequent and independent use, and media multitasking. Studies are urgently needed to update recommendations for families and providers on the use of mobile media by young children.

show abstract

Section: What's Known On This Subjectmentioning

confidence: 99%

Exposure and Use of Mobile Media Devices by Young Children

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Despite its use by young children has been questioned by researchers and pediatricians (e.g. American Academy of Pediatrics, 2011;Radesky, Schumacher & Zuckerman, 2015;Wartella & Robb, 2008), these images are starting to be employed in various educational contexts, so they have begun to function as a new scaffold in learning (Barr, 2013;Dickerson & Meltzoff, 2009;Kirkorian & Pempek, 2013;Richet, Bobb & Smith, 2011;Zack, Barr & Gerhardstein, 2009). …”

Section: Introductionmentioning

confidence: 99%

La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información

Jauck

Peralta

2016

AN PSICOL-SPAIN

View full text Add to dashboard Cite

Early symbolic comprehension of a digital image as a source of information and as a mean of communication Daniela Jauck and Olga Peralta* Consejo Nacional de Investigaciones Científicas y Técnicas -CONICET (Argentina). Instituto Rosario de Investigaciones en Ciencias de la Educación -IRICE (Argentina).Título: La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información. Resumen: Gráficos, fotografías, imágenes digitales, están muy presentes en la vida de los niños desde muy temprano cumpliendo una diversidad de funciones. En esta investigación exploramos la comprensión simbólica de una imagen digital provista por una Tablet como medio de comunicación y como fuente de información por parte de niños de 24 meses. Utilizamos dos tareas, en la primera los niños debían indicar en la imagen el lugar donde habían visto al experimentador esconder un objeto en una habitación pequeña. En la segunda, los niños debían buscar un objeto en la habitación guiados por una imagen en la que se les señalaba el escondite. Encontramos que los niños utilizaron la imagen como fuente de información para guiar la búsqueda, pero no como medio de comunicación para indicar a otro el escondite. Sin embargo, tras una experiencia breve en la utilización de la imagen como fuente de información, lograron utilizarla como medio de comunicación. Los resultados muestran que para los niños pequeños el empleo de la imagen de una Tablet como fuente de información no solo es más sencillo, sino que tiene efectos facilitadores en su empleo como medio de comunicación. Palabras clave: desarrollo simbólico temprano; imágenes; Tablet; medio de comunicación; fuente de información Abstract: Graphs, photographs, digital images, are very much present in children´s lives from very early, accomplishing a variety of functions. In this research we explore the symbolic comprehension of a digital image provided by a Tablet as a mean of communication and as a source of information by 24-month-old children. We used two tasks. In the first, children had to indicate in the image the localization where they have observed the experimenter hid the toy in a small room. In the second, children had to search for an object in the room guided by the image in which the experimenter indicated the location where the object was hidden. We found that children utilized the image as a source of information to guide their search, but not as a mean of communication to inform the localization to someone else. However, after a brief experience in the utilization of the image as a source of information, children successfully used it as a mean of communication. The results show that for young children using the image of the Tablet as a source of information not only is simpler but also has facilitating effects in its use as a mean of communication.

show abstract

“…Ειδικότερα, τα ηλεκτρονικά βιβλία μπορούν να είναι ιδιαίτερα χρήσιμα στην προώθηση της ανάπτυξης του λεξιλογίου και της κατανόησης ανάγνωσης και μπορούν να είναι ιδιαίτερα ελκυστικά για τα νήπια μέσω των πολλαπλών ψηφιακών δυνατοτήτων (προφορική αφήγηση με επισήμανση κειμένου, ενσωματωμένα ηχη-τικά εφέ, κινούμενες εικόνες κ.α.) (Radesky, Schumacher, & Zuckerman, 2015). Όσες εφαρμο-γές ανήκαν στην κατηγορία των ηλεκτρονικών βιβλίων δεν αξιοποιούσαν στο έπακρο τις δυ-νατότητες της τεχνολογίας προκειμένου να παρέχουν στα νήπια μια πλούσια απεικόνιση ο-πτικών και ακουστικών χαρακτηριστικών, ώστε να προωθήσουν με διασκεδαστικό τρόπο α-ναδυόμενες δεξιότητες Γραμματισμού των νηπίων, όπως αναγνώριση γραμμάτων, φωνολο-γική επίγνωση κ.ά.…”

Section: τομέας τεχνικά χαρακτηριστικάunclassified

“…Ωστόσο, στον ελλαδικό χώρο, εντύπωση προκαλεί και ο μη αναμενόμενος χαμηλός όγκος «εκπαιδευτικών» εφαρμογών που απευθύνονται στα παιδιά προσχολικής ηλικίας. Αρνητικό στοιχείο είναι, επίσης, το γεγονός ότι στην Ελλάδα δεν υπάρχουν φορείς οι οποίοι να δραστηριοποιούνται στον χώρο της Προ-σχολικής Εκπαίδευσης και να προτείνουν στους εκπαιδευτικούς και στους γονείς αναπτυ-ξιακά κατάλληλο εκπαιδευτικό υλικό για κινητές συσκευές, όπως για παράδειγμα υπάρχουν στις Ηνωμένες Πολιτείες οι οργανισμοί PBS Kids (www.pbskids.org), Sesame Workshop (www.sesameworkshop.org), Common Sense Media (www.commonsensemedia.org), Resources for Early Learning (www.resourcesforearlylearning.org), Zero to Three (www.zerotothree.org) (Radesky, Schumacher & Zuckerman, 2015). Στο σημείο αυτό θα θέλαμε να επισημάνουμε ότι η παρούσα έρευνα δεν υπαινίσσεται ότι δεν κυκλοφορούν διαθέσιμα δωρεάν ή επί πληρωμή αξιόλογες εφαρμογές για έξυπνες κινητές συσκευές, οι οποίες απευθύνονται σε παιδιά προσχολικής ηλικίας.…”

Section: τομέας τεχνικά χαρακτηριστικάunclassified

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

Papadakis

Kalogiannakis

2017

Ppej

View full text Add to dashboard Cite

Smart mobile devices are extremely popular among young children compared with other digital devices. International research indicates that these devices can be used as an educational tool with preschoolers, supporting under proper conditions, certain as-pects of teaching and learning. However, children's ability to participate in rich and dy-namic learning environments within and outside the school environment is closely linked to the quality of mobile applications. One of the key issues that have emerged from a re-view of the literature is the low quality of self-proclaimed educational apps. This research, which is the first of its type in Greece, examines whether self-proclaimed educational An-droid apps for Greek preschoolers have been designed in accordance with developmen-tally appropriate practices to contribute to children’s cognitive development within and outside the school environment. A standardized questionnaire, the Rubric for the EValu-ation of Educational Apps for preschool Children (REVEAC) was used as an assessment tool. The analysis showed that only 5% of the sample was in e-storybook form. The re-maining 95% of the apps was of the edutainment game type, i.e. apps which combine en-tertainment activities to achieve their educational goals. Almost all apps were drill-and-practice-type activities. The apps were based on a low level of thinking skills and they did nothing more than promote mechanical learning, a memorization technique which is based on repetition. There were no apps which aimed to develop a learning environment motivating and enabling children to learn. Some applications offered the possibility of coloring predefined shapes, but these in no way can be considered apps aiming at the development of children's creativity through play and learning. The researchers used the results of the REVEAC scale to evaluate whether the apps have been designed in line with child development principles and practices, so as to stimulate children's overall cognitive, emotional, physical and social development. The study results, consistent with the results from international studies, showed that almost all of the apps were not developmentally appropriate, i.e., they are not designed in such a way as to encourage children to use tech-nology to promote their optimal development. Naturally, we cannot isolate children from technology, but we can ensure that they are not harmed in any way by it. With the prolif-eration of smart mobile devices and their accompanying apps, concerns over the content of apps (content matters) have become even more topical. In this context, researchers, ed-ucators and app developers must ensure that apps addressed to young children should be based on a solid theoretical basis and high-quality standards.

show abstract

Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown

Cited by 460 publications

References 5 publications

Exposure and Use of Mobile Media Devices by Young Children

Exposure and Use of Mobile Media Devices by Young Children

La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información

Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.

Contact Info

Product

Resources

About