Parental Mediation of Television

Böcking, Saskia; Böcking, Tabea

doi:10.1080/17482790902999959

Cited by 25 publications

(14 citation statements)

References 27 publications

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“…According to parent reports, in the United States active mediation is most common, followed by co‐viewing (Austin et al, 1999), whereas in the Netherlands parents prefer co‐viewing (Valkenburg et al, 1999). And the perceived need for parental mediation decreases as children age, meaning that parents of older children are likely to report less engagement in parental mediation strategies than parents of younger children (Bocking & Bocking, 2009).…”

Section: Parental Mediation Theorymentioning

confidence: 99%

Parental Mediation Theory for the Digital Age

Clark

2011

Communication Theory

456

342

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This article describes the theory of parental mediation, which has evolved to consider how parents utilize interpersonal communication to mitigate the negative effects that they believe communication media have on their children. I discuss the strengths and weaknesses of this theory as employed in the sociopsychologically rooted media effects literature as well as sociocultural ethnographic research on family media uses. To account for the emotional work that digital media have introduced into contemporary family life, I review interpersonal communication scholarship based on sociologist A. R. Hochschild's (1977Hochschild's ( , 1989) work on emotions, and suggest L. Vygotsky's (1978) social development theory as a means of rethinking the role of children's agency in the interactions between parents and children that new media affords. The article concludes by suggesting that in addition to the strategies of active, restrictive, and co-viewing as parental mediation strategies, future research needs to consider the emergent strategy of participatory learning that involves parents and children interacting together with and through digital media.

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Section: Parental Mediation Theorymentioning

confidence: 99%

Parental Mediation Theory for the Digital Age

Clark

2011

Communication Theory

456

342

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“…In addition, parents also develop various routines for guiding children's media use, largely described as 'parental mediation', which Warren (2001) defined as 'any strategy parents use to control, supervise or interpret media content for children ' (p. 212). Several studies on parental mediation have shown that these routines or strategies can be divided into restrictive mediation, active mediation, co-use, supervision, monitoring, and the use of technical restrictions or parental controls (see for example: Böcking & Böcking, 2009;Livingstone & Helsper, 2008;Nikken & Jansz, 2006Sonck, Nikken, & de Haan, 2013;Valkenburg, Krcmar, Peeters, & Marseille, 1999).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Parental mediation studies have demonstrated that the extent to which parents guide their children's media use and which strategies they apply are related to the characteristics of parents and children (such as educational level, age, gender, media skills) (e.g., Böcking & Böcking, 2009;Nikken & Jansz, 2006Nikken & Schols, 2015;Valkenburg et al, 1999). Mothers are usually more involved than fathers, lower educated parents tend to be more restrictive, whereas higher educated parents usually apply more active mediation, and girls and younger children are more often subjected to mediating attention than boys and older children.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support

Nikken¹,

Haan²

2015

Cyberpsychology

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Using an online questionnaire among 785 parents (children 0-7 years) in the Netherlands we investigated a) whether parents experience problems when guiding children’s digital media usage, b) whether they feel competent in dealing with these problems, c) whether they need parenting support, and d) how these problems, competences and need for support are related to the characteristics of the parents, the family and the child. The analyses reveal that the parents’ experiences of problems is associated with negative views on media effects, the presence of older siblings living at home and occur especially when their child is active on social media. Parents’ feelings of competence are enhanced by positive views on media effects, older children being present in the home, and the involvement of the young child in educational games and media skill level. Parents feel less confident if their child is active on social media. Support is primarily dependent on the level of problems at hand. Moreover, professionals are consulted especially when parents feel less competent, their child is active on social media and no older siblings are present at home. Parents ask family or friends for advice when they have a negative view on media effects.

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“…Several studies have shown that these routines can be divided into distinct types of parental mediation (e.g., Böcking and Böcking 2009; Nikken and Jansz 2006, 2013; Sonck et al 2013; Valkenburg et al 1999). The following styles of mediation have been discerned for television and games: (1) posing restrictions on time and content, usually referred to as restrictive mediation; (2) discussing content and giving explanations or instructions to the child to enhance safety, raise critical awareness, or stimulate learning outcomes (active mediation); and (3) co-using the media intentionally with the child together, mostly for entertainment or educational purposes.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the parent’s own media use and skills, and family context variables, such as family size, marital status, and the number of media screens at home are important too (e.g., Böcking and Böcking 2009; Valkenburg et al 1999; Van der Voort et al 1992). These factors define the circumstances for the parent’s involvement in child raising and the allocation of time and effort to the guidance of their children’s media use (Warren 2003, 2005).…”

Section: Introductionmentioning

confidence: 99%

How and Why Parents Guide the Media Use of Young Children

2015

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Children use electronic screens at ever younger ages, but there is still little empirical research on how and why parents mediate this media use. In line with Vygotsky’s zone of proximal development, we explored whether children’s media skills and media activities, next to parents’ attitudes about media for children, and several child and parent-family characteristics, predicted parental mediation practices. Furthermore, we investigated children’s use and ownership of electronic screens in the bedroom in relationship to the child’s media skills. Data from an online survey among 896 Dutch parents with young children (0–7 years) showed that children’s use and ownership of TV, game consoles, computers and touchscreens, primarily depended on their media skills and age, not on parent’s attitudes about media for children. Only touchscreens were used more often by children, when parents perceived media as helpful in providing moments of rest for the child. In line with former studies, parents consistently applied co-use, supervision, active mediation, restrictive mediation, and monitoring, depending on positive and negative attitudes about media. The child’s media skills and media activities, however, had stronger relationships with parental mediation styles, whereas age was not related. Canonical discriminant analysis, finally, captured how the five mediation strategies varied among infants, toddlers, pre-schoolers, and early childhood children, predominantly as a result of children’s media skills, and media activities, i.e., playing educational games and passive entertainment use.

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Parental Mediation of Television

Cited by 25 publications

References 27 publications

Parental Mediation Theory for the Digital Age

Parental Mediation Theory for the Digital Age

Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support

How and Why Parents Guide the Media Use of Young Children

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