This study investigated the relations between television exposure during the preschool years and the development of executive function (EF). Data were gathered from 107 parents of preschoolers who provided information on children's television viewing, background television exposure, exposure to specific televised content, and the age at which children began watching television. Preschoolers' EF was assessed via one-on-one interviews. We found that several indicators of television exposure were significantly related to EF. These findings suggest that EF may be an important construct for continued research on the effects of media on young children.

American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, interactive technology might be one particularly fruitful way of supplementing early STEM education. Using a between-subjects experimental design, we sought to determine whether preschoolers could learn a fundamental math concept (i.e., measurement with nonstandard units) from educational technology, and whether interactivity is a crucial component of that technology. Participants who either played an interactive tablet-based game or viewed a noninteractive video demonstrated greater transfer of knowledge than those assigned to a control condition. Interestingly, interactivity contributed to better performance on near transfer tasks, while participants in the non-interactive condition performed better on far transfer tasks. Our findings suggest that, while preschool-aged children can learn early STEM skills from educational technology, interactivity may only further support learning in certain contexts.

No abstract

This study explored the relation between preschoolers' television exposure and one important indicator of cognitive processing called theory of mind (ToM). A total of 107 preschoolers and their parents provided data on the preschoolers' television exposure (including both intentional viewing and exposure via background television), parent–child discussion of television, and preschoolers' ToM. The results indicated that preschoolers who were exposed to more background television and who had a television in their bedroom performed more poorly on ToM assessments compared with other children. Parent–child discussion of television was positively related to ToM performance, however. These results have implications for how we understand the effects of television on preschoolers.

COVID-19 vaccine hesitancy is a significant public health issue. While vaccines are not yet available for children, clinical trials are underway, and children will likely be an important factor in the U.S. reaching herd immunity. However, little research has been conducted to examine parents’ intention to vaccinate their young children for COVID-19. Method An online survey with a national U.S. sample of 682 primary caregivers of children under age six assessed variables associated with intention to accept the COVID-19 vaccine for their children from November 13, 2020, to December 8, 2020. Results Caregivers whose child received a recent influenza vaccine, as well as those with previous experience COVID-19, were more likely to express COVID-19 vaccination intention for their young child. Identifying as female was associated with lower COVID-19 vaccination intention, while identifying as Hispanic or Latino was associated with higher intention. Health Belief Model variables of perceived severity of COVID-19 for their child, as well as vaccine confidence, were positive predictors of COVID-19 vaccine intention and mediated the relationship between prior behavior, demographic variables, and intention. Conclusions The findings highlight the importance of early, proactive COVID-19 vaccination education efforts directed at caregivers, including those with young children. Vaccines for young children will likely become a necessary part of ending the pandemic’s impact in school settings. Operationally, COVID-19 vaccination may also become a part of childhood vaccination schedules. Understanding the beliefs and intentions of caregivers of young children before vaccinations are recommended for children will enable public health officials and medical practitioners to prepare in advance.