The impact of Jalan Sesama on the educational and healthy development of Indonesian preschool children: An experimental study

Borzekowski, Dina L. G.; Henry, Holly K.

doi:10.1177/0165025410380983

Cited by 19 publications

(13 citation statements)

References 8 publications

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“…This measure, which has been successfully used with preschool-aged children in other countries, 17,18 involved children who provided characters' exact names. Researchers presented participants with a picture card featuring 12 current and popular characters (5 domestic, 5 international, and 2 foils).…”

Section: Media Exposurementioning

confidence: 99%

International Reach of Tobacco Marketing Among Young Children

Borzekowski

Cohen

2013

Pediatrics

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WHAT'S KNOWN ON THIS SUBJECT: Prosmoking messages, delivered through marketing and the media, can reach very young children and influence attitudes and behaviors around smoking. WHAT THIS STUDY ADDS:Marketing of tobacco and cigarette brands has successfully reached young children in low-and middle-income countries. More effective measures are needed to restrict the reach of tobacco marketing. abstract BACKGROUND: Prosmoking messages, delivered through marketing and the media, can reach very young children and influence attitudes and behaviors around smoking. This study examined the reach of tobacco marketing to 5 and 6 year olds in 6 low-and middle-income countries. METHODS:Researchers worked one-on-one with 5 and 6 year olds in Brazil, China, India, Nigeria, Pakistan, and Russia (N = 2423). The children were asked to match logos with pictures of products, including 8 logos for cigarette brands. Analyses examined, overall and by country, whether gender, age, location, household use of tobacco, and knowledge of media characters were associated with awareness of cigarette brand logos. Additional analyses considered the relationship between cigarette brand logo awareness and intentions to smoke. RESULTS:Overall, 68% of 5 and 6 year olds could identify at least 1 cigarette brand logo, ranging from 50% in Russia to 86% in China. Across countries, being slightly older and having someone in the household who used tobacco, were significantly associated with greater odds of being able to identify at least 1 cigarette brand logo. CONCLUSIONS:The majority of young children from low-and middleincome countries are familiar with cigarette brands. This study' s findings suggest that more effective measures are needed to restrict the reach of tobacco marketing. Pediatrics 2013;132:e825-e831 AUTHORS:

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Section: Media Exposurementioning

confidence: 99%

International Reach of Tobacco Marketing Among Young Children

Borzekowski

Cohen

2013

Pediatrics

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“…Some existing research has explored the use of specific educational media content in the classroom. Studies have shown positive impacts of classroom technology and media interventions on literacy (Penuel et al, 2012), vocabulary (Dore et al, 2019), math (Schacter et al, 2016;McCarthy et al, 2018), computational thinking (Portelance et al, 2016), English language learning (Michael Cohen Group, 2013) and health and safety knowledge (Borzekowski and Henry, 2010) during preschool. Based on these and similar findings, experts have argued that educational media could be beneficial for learning in preschool settings (Pasnik et al, 2016) and have called for better models to understand its appropriate use (Daugherty et al, 2014).…”

Section: Purposes and Contexts Of Classroom Media Usementioning

confidence: 99%

Technology and Media Use in Preschool Classrooms: Prevalence, Purposes, and Contexts

Dore

Dynia

2020

Front. Educ.

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Although the amount of time that preschoolers spend with screen media at home is continuing to increase, less is known about the types of media experiences children are having in preschool settings. Furthermore, little research has investigated the purposes for which preschool teachers use technology and media in the classroom and the contexts in which such use occurs. The current study addresses that gap by providing a nuanced picture of technology and media use in preschool classrooms. Lead teachers were recruited via email lists of educators who participated in previous studies or expressed interest in receiving communication from our research group. Participants (N = 312, 98.6% female; Mage = 43.9 years) all taught preschool-age children. Participants were first asked to check which of four devices they used with children in their classroom (tablet, smartphone, computer, television). If participants responded that they used each device, they were asked how often. Survey items also assessed (1) Purposes: how often teachers used each device for instructional purposes (e.g., teaching new material, practicing material) and non-instructional purposes (e.g., entertainment, as a reward), and (2) Context: how often teachers used devices for both teacher-supported and non-teacher-supported activities. Results indicated that tablet and computer use were most common, whereas smartphone and television use were less prevalent. Teachers reported most frequently using tablets, computers, and smartphones for instructional purposes. Television was most frequently used for entertainment. Tablets and smartphones were most frequently used in teacher-supported individual contexts, whereas computers were most frequently used in teacher-supported whole group contexts. Latent class analysis showed five classes of classroom technology and media use: tablet and computer users, tablet only users, low technology users, computer for teacher-supported instruction users, and television only users. Finally, we determined that these classes were predicted by program funding (publicly- or privately-funded), teacher experience, and teacher education.

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“…Two educational television studies, Baydar et al (2008) and Borzekowski and Henry (2011), met the criteria for inclusion in the review. However, neither study provided the summary statistics needed to compute effect sizes.…”

Section: Effects Of Educational Televisionmentioning

confidence: 99%

“…However, neither study provided the summary statistics needed to compute effect sizes. Borzekowski and Henry (2011) randomly assigned children to three levels of exposure to Jalan Sesama: control, low, and high. The highexposure group watched three to four episodes of the target program over a 14 week period, while the low-exposure group watched one episode a week over 14 weeks.…”

Section: Effects Of Educational Televisionmentioning

confidence: 99%

Parental, Community, and Familial Support Interventions to Improve Children's Literacy in Developing Countries: A Systematic Review

Spier¹,

Britto²,

Pigott³

et al. 2016

Campbell Systematic Reviews

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This Campbell systematic review assesses the effectiveness of parental, familial, and community support for children's literacy development in developing countries. The review summarises findings from 13 studies, of which 10 were used for meta‐analysis. Many models are widely used in low‐ and middle‐income countries. These include the provision of libraries (standing or mobile) in many countries including Zimbabwe, Kenya, India and Venezuela; local‐language publishing in, for example, Cambodia, Sri Lanka, and Zambia; literacy instruction outside schools including the teaching of literacy through religious instruction; the distribution e‐readers in countries such as Ghana and Uganda; educational TV and radio; and supporting community members to educate children. There is no rigorous evidence of the effectiveness of most of the models being used by governments and NGOs around the world. The exceptions are educational TV and radio, and supporting community members to educate children. Overall, interventions for parent training and of child‐to‐child tutoring are not effective. Eight out of nine reported outcomes show no significant effects. However, there is considerable variation in the findings, so some approaches may be effective in some contexts. Educational television appears to improve literacy with frequent viewing, i.e. three to five times a week, over several months. Abstract BACKGROUNDFor a majority of the world's children, despite substantial increases in primary school enrollment, academic learning is neither occurring at expected rates nor supplying the basic foundational skills necessary to succeed in the 21st century. The significant lag in academic achievement tells us that simply making formal education available does not fully meet children's needs for literacy development. Globally, many interventions are used to support children's literacy development through channels outside of the formal education system, in children's homes or communities. However, there is a lack of information regarding the effectiveness of these interventions. OBJECTIVESThe objective of this systematic review was to examine the effectiveness of parental, familial, and community support for children's literacy development in developing countries. This review provides information about the contextual influences of parental, familial, and community support on children's literacy development skills through the use of interventions that target those influences.We explored the following questions: What models of reading and literacy learning programs have been implemented in homes and communities in low‐ and middle‐income countries (LMICs)? What models of reading and literacy learning programs implemented in homes and communities in LMICs have empirical evidence regarding their level of effectiveness? How effective are these models in improving children's literacy outcomes? SEARCH METHODSSearches for academic literature were conducted in 15 online databases from across the disciplines of anthropology, economics, education, inter...

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The impact of Jalan Sesama on the educational and healthy development of Indonesian preschool children: An experimental study

Cited by 19 publications

References 8 publications

International Reach of Tobacco Marketing Among Young Children

International Reach of Tobacco Marketing Among Young Children

Technology and Media Use in Preschool Classrooms: Prevalence, Purposes, and Contexts

Parental, Community, and Familial Support Interventions to Improve Children's Literacy in Developing Countries: A Systematic Review

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