Extending the Global Dialogue About Media, Technology, Screen Time, and Young Children

Ernest, James M.; Causey, Cora; Newton, Allison B.; Sharkins, Kimberly A.; Summerlin, Jennifer; Albaiz, Najla Essa

doi:10.1080/00094056.2014.910046

Cited by 43 publications

(25 citation statements)

References 10 publications

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“…Further, a more detailed categorization of media devices can be done. In fact, certain educational media exposure has beneficial effects on preschoolers, which has been suggested by many studies [17,25,26]. Therefore, a more instrumental guideline should take into account what type, duration and content of screen time would support the development of preschoolers, which warrants further investigation.…”

Section: Discussionmentioning

confidence: 98%

Digital screen time and its effect on preschoolers’ behavior in China: results from a cross-sectional study

Xie¹,

Deng²,

Cao³

et al. 2020

Ital J Pediatr

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Background: The aims of the study were to determine the effects of electronic exposure on behaviors of preschoolers, which could provide scientific grounds to the control of digital screen time and usage of electronics. Methods: Children of 3-6 years of age (n = 1897) and their families were included in this study. The daily screen time were recorded for seven days. Children were grouped based on daily screen time of < 60 min or > 60 min. Socio-demographic characteristics of the children were acquired by parental questionnaires. Analyses were made based on the CBCL/1.5-5 results. Chi-square test, t-test and Nonparametric correlation analyses were used to determine the correlation between strength, direction and significance of the relations between the variables. Rates of attention-deficit hyperactivity disorder (ADHD) of children in two groups were compared using χ 2 test. Results: Our results indicate that screen time is closely correlated with gender of children, household location, maternal education. We observed that preschoolers with screen time of > 60 min tend to have more behavioral problems than those with screen time of < 60 min (total problem: 35.84 vs. 32.76, p = 0.024; externalizing: 11.54 vs. 9.08, p = 0.016). Conclusion: Our study suggests that excessive screen time may be a detrimental factor in the development of preschoolers. Caution should be taken in shortening the screen time of preschoolers.

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Section: Discussionmentioning

confidence: 98%

Digital screen time and its effect on preschoolers’ behavior in China: results from a cross-sectional study

Xie¹,

Deng²,

Cao³

et al. 2020

Ital J Pediatr

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show abstract

“…Moreover, it shapes in students an attitude of independent search for information that interests them, of gaining and extending knowledge, shaping competences, and gaining the awareness of responsibility for the course and results of their own education (Ernest et al 2014). Of course, the set of factors that are crucial for a complete transformation of the institutional education system is complex.…”

Section: Introductionmentioning

confidence: 99%

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

et al. 2015

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The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers Educ Inf Technol (2017) to use new media in learning and teaching process?. Thus, the empirical analysis conducted in the paper focuses on the following issues: the style of using new media by students, identification of students' attitudes towards media, subjective (from the students' point of view) assessment of how university level schools are prepared to shape modern media competences among their students and self-evaluation of media and IT competences in the group of prospective teachers. Czech and Polish students, despite being the so called digital natives, do not present homogeneous styles of using new media. They also reveal different attitudes toward applying digital solutions to the didactic process. Factors such as: low evaluation of one's own competences or lack of evaluation in this area, lack of creative approach to the use of new media, lack of education in the area of new applications, lack of skills necessary to handle basic digital tools (e.g. interactive board, e-learning platforms) negatively affect, in most cases, the attitude toward the active use of ICT tools in future didactic work. On the basis of the gathered empirical data and inductive qualitative analysis a typology of students attitudes toward new media was developed. It consists of four categories: technooptimist, techno-realist, techno-pessimist and techno-ignorant. The whole of analyses has the character of comparative research and involves two neighboring countries of the Visegrad Group: Poland (N = 466) and Czech Republic (N = 168).

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“…In addition, youth feel that school starts too early. Studies have already found that children and adolescents are not getting enough sleep, which coincides with people in general filling their day with too many tasks and an inappropriate amount of exposure to lights from mobiles, computer and tablets (Arora et al 2013;Currie 2008;Ernest et al 2014;Hale and Guan 2015). In fact, numerous studies have found that because of changing circadian rhythms, youth go to bed later and thus, should wake up later as well.…”

Section: Academic Structurementioning

confidence: 99%

Engaging Vulnerable Youth: An exploratory study on youth in Cottonera, youth work and STEAM engagement

Levikov¹

2021

Preprint

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| This a preprint and has not been peer reviewed. Data may be preliminary. community, a cohesive supportive network involving all members of a given place feeding into the supportive structure that enhances learning in both formal and informal settings. What do vulnerable youth need to succeed is the question this report should be tackling, above all else. The answer is complex and multi-faceted, yet simple: a loving community that never gives up on them from administration staff inside the school to the parents, youth workers and elders sharing their neighbourhood streets.

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Extending the Global Dialogue About Media, Technology, Screen Time, and Young Children

Cited by 43 publications

References 10 publications

Digital screen time and its effect on preschoolers’ behavior in China: results from a cross-sectional study

Digital screen time and its effect on preschoolers’ behavior in China: results from a cross-sectional study

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

Engaging Vulnerable Youth: An exploratory study on youth in Cottonera, youth work and STEAM engagement

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