Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Tatar, Burcu H.; Gerde, Hope K.

doi:10.1002/trtr.2150

Cited by 7 publications

(3 citation statements)

References 60 publications

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“…Minor adjustments to the platform, such as simplifying the language or offering stories with less complex plots, could enhance its effectiveness. Previous studies by Hall et al (2018), Tatar andGerde (2022), andZhao et al (2022) suggest that establishing a regular routine for accessing the platform may be beneficial. To establish such a routine, it may be necessary to involve Early Education Centers, as suggested by Bierman et al (2019) and Hummel et al (2023).…”

Section: Discussionmentioning

confidence: 99%

“…The main goal of this project is to determine whether multilingual digital picture books increase the frequency of at-home book reading and improve children's development in the environmental language. Additionally, the project seeks to identify strategies that can improve the platform's effectiveness (Zhang et al, 2021;Tatar and Gerde, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Free access to multilingual digital books: a tool to increase book reading?

Bus,

Broekhof,

Vaessen

2023

Front. Educ.

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The objective of the study was to examine how providing access to multilingual digital picture books affected the reading habits and language development of children from bilingual families. The study included 41 children aged 4–5 from two schools whose parents spoke a heritage language distinct from the environmental language (Dutch), and had a low level of education. The children were randomly assigned to two groups - one with access to digital books solely in the environmental language (Dutch) and the other with a choice between the environmental language and their heritage language. A general vocabulary test was administered before and after a six-week intervention period. The findings indicated that access to digital books motivated reading, with roughly one-third of the children reading a substantial number of books during the intervention. The availability of books in the heritage language did not lead to an increase in book reading. Given a choice, only a minority (33%) preferred to read in their heritage language. The conditions exhibited similar growth in vocabulary, but the study uncovered positive associations between the number of books and vocabulary development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Free access to multilingual digital books: a tool to increase book reading?

Bus,

Broekhof,

Vaessen

2023

Front. Educ.

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“…Screen devices through games and other educational applications promote interactive learning and stimulate cognitive development (Ponti, 2023). These include early literacy, numeracy, and problem-solving skills (Tatar et al, 2023). By contrast, excessive screen time may pose several limitations that can lead to physical inactivity, sleep disturbances, and delayed language development.…”

Section: Introductionmentioning

confidence: 99%

Parents’ knowledge, attitude, and practice on children’s screen time at home and the implications for nurses in promoting health: A cross-sectional study

Arippin,

Mahmud,

Abdul Rahman

et al. 2023

J. Ners

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Introduction: The present study investigated the parent’s knowledge, attitude, practice, and experience of the screen time spent by their children at home aged below 5 years old, identifying the common screen-based devices used, content type, and level of screen time spent by the children. Method: A cross-sectional survey of parents having children aged 0 to 4 years old attending the Maternal and Child Health Care Clinics in four districts in Brunei Darussalam was conducted. A questionnaire was developed through the Qualtrics platform. Data were analyzed using R Studio Desktop version 1.2.1335. The statistical analyses included descriptive statistics and Fisher’s exact test. Results: Parents’ knowledge, attitude, and practice of screen time spent by their children are generally positive; parents who correctly answered the knowledge section overall average of 30.1% (n=34). Children studied (<2 years old and 3 to 4 years old) were found to spend more time watching television. A statistically significant association was observed between children of both age groups with time spent on tablet device (p=0.037) and (p=<0.001). Also, a significant association between parents’ knowledge, attitude and practice with gender of the parents, household income and total number of children was reported. Conclusions: We conclude that the children in our study exceeded the recommended guidelines on screen time behavior and the parents’ health knowledge with regard to screen time was poor which emphasized the need for improvement and further study. Keywords: screen time, children, parent’s knowledge, parent’s attitude, parent’s practices

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