Form and content: Looking at visual features of television.

Schmitt, Kelly L.; Anderson, Daniel R.; Collins, Patricia

doi:10.1037/0012-1649.35.4.1156

Cited by 58 publications

(48 citation statements)

References 25 publications

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“…Two pacing factors were coded: frequency of rapid movement (none, isolated, episodic, central, or extreme) and the rate at which abrupt changes in the background occur. [28][29][30] For the latter, at least two 5-minute segments were counted, and the mean was coded.…”

Section: Methodsmentioning

confidence: 99%

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

2011

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WHAT'S KNOWN ON THIS SUBJECT:Media use has been shown to negatively affect child sleep, especially in the context of evening use or with a television in the child's bedroom. WHAT THIS STUDY ADDS:Increased sleep problems were observed in preschool-aged children for each additional hour of daytime violent media content or evening media use. No such effect was observed with nonviolent daytime use. abstract BACKGROUND: Media use has been shown to negatively affect a child's sleep, especially in the context of evening use or with a television in the child's bedroom. However, little is known about how content choices and adult co-use affect this relationship. OBJECTIVE:To describe the impact of media content, timing, and use behaviors on child sleep. METHODS:These data were collected in the baseline survey and media diary of a randomized controlled trial on media use in children aged 3 to 5 years. Sleep measures were derived from the Children's Sleep Habits Questionnaire. Media diaries captured time, content title, and co-use of television, video-game, and computer usage; titles were coded for ratings, violence, scariness, and pacing. Nested linear regression models were built to examine the impact of timing, content, and co-use on the sleep problem score. RESULTS:On average, children consumed 72.9 minutes of media screen time daily, with 14.1 minutes occurring after 7:00 PM. Eighteen percent of parents reported at least 1 sleep problem; children with a bedroom television consumed more media and were more likely to have a sleep problem. In regression models, each additional hour of evening media use was associated with a significant increase in the sleep problem score (0.743 [95% confidence interval: 0.373-1.114]), as was daytime use with violent content (0.398 [95% confidence interval: 0.121-0.676]). There was a trend toward greater impact of daytime violent use in the context of a bedroom television (P ϭ .098) and in low-income children (P ϭ .07). CONCLUSIONS:Violent content and evening media use were associated with increased sleep problems. However, no such effects were observed with nonviolent daytime media use. Pediatrics 2011;128:29-35 AUTHORS:

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Section: Methodsmentioning

confidence: 99%

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

2011

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“…Since a child learns different notions about issues like gender, morals, discipline, honesty in school, what she sees in mediums like television and films, can affect their understanding of the world. As we have seen, Chhota Bheem is one of the most popular programs for children in India, as the children are interested to watch programs with child characters (Schmitt, Anderson & Collins 1999), which influence them in many ways.…”

Section: Gap Between Two Notions Of Childhoodmentioning

confidence: 99%

Being Chhota Bheem in School: Implications for Education

Ghalian¹

2016

Bharatiya Prajna

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The thesis of this paper explores two notions of childhood, one that pervades school pedagogy and curriculum, and the other which we encounter in the larger popular media. In the contemporary context, a certain notion of childhood is central to school education. In other words, pedagogical practices and curriculum in school education carry within them a pervasive notion of childhood. This perception of childhood gets transmitted and manifested both at the classroom level and other tacit contexts through ideas such as discipline, hierarchy, punishments, and moral values among others. A notion of childhood is also communicated to children through family relationships and practices. However, a dominant and conscious sense of childhood is communicated to children through popular media like literature, television and films. The representation of childhood in these mediums also carries within it a sense of gender and moral values. This paper discusses implications of this phenomenon of learning in the context of curriculum reforms in school education.

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“…Tähelepanu tuleb pöörata ohule, et meediatarbimisega võib kaasneda lapse aju ülestimuleerimine, sest kiirete kaadrivahetuste, lõikamiste ja suumimisvõtete tõttu võivad lapsed oodata samasugust stimulatsiooni ka päris elus (Christakis, 2009). Kuigi elemente, mis köidavad nii väikelaste kui ka vanemate laste tähele panu ekraanil, peetakse sarnasteks, on laste meediaharjumused siiski eri nevad, mistõttu väärivad alla kolmeaastased väikelapsed eraldi uurimist (Schmitt, Anderson, & Collins, 1999). Alust uuringuteks annab asjaolu, et lastel on juba sündides olemas võimsad õppimismehhanismid, mis võimaldavad neil konstrueerida uusi pilte maailma kohta (Gopnik, Meltzoff, & Kuhl, 2003).…”

Section: Väikelaps Puutetundliku Ekraani Kasutajanaunclassified

Lapsevanemate hinnangud juhendamisstrateegiatele puutetundliku ekraani kasutamisel väikelapseeas

Nevski¹,

Vinter²

2015

EHA

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Väikelaste kokkupuude puutetundlike ekraanidega algab juba imikueas ning esimese eluaasta jooksul saavad lastest regulaarsed meediatarbijad. Paraku ei ole ühest vastust, mil määral väikelapsed on suutelised puutetundliku ekraani vahendusel õppima ning kui palju nad vajavad selleks lapsevanema kaasabi. Kuna laste tehnoloogiakasutus on mõjutatud lapsevanemate uskumustest, on nende uurimine oluline. Uurimuse eesmärk on välja selgitada Eesti lapsevanemate arva mused puutetundlike seadmete kasutamise vajalikkuse kohta ning nende hinnangud juhendamisstrateegiatele nutiseadme kasutamisel väikelapseeas. Uuringust, milles osales 400 lapsevanemat, kellel on laps(i) vanuses 0-36 kuud, selgub, et peredes, kus vanemad seavad laste nutiseadmete kasutamisele nii aja-kui ka sisupiiranguid, kasutavad lapsed nutiseadmeid sagedamini kui peredes, kus piiranguid ei seata. Lapsevanemad näevad nutiseadme kasutamise eelisena seda, et laps õpib uusi oskusi, saab uusi teadmisi ning seade pakub lapsele meelelahutust. Nutiseadme võimaldamise peamine põhjus on vanemate võimalus teha samal ajal oma asjatoimetusi. 0-3aastaste laste vanemate seas pole aga välja kujunenud selgeid ja konkreetseid juhendamisstrateegiaid, pigem kasutavad vanemad nii aktiivse kui ka keelava juhendamise elemente korraga ja omavahel seotult. Tulemustest ilmneb, et puutetundliku ekraani kasutamise sagedus suureneb lapse vanuse kasvades. Samas ei mõjuta lapsevanemate haridustase nutiseadme kasutamise sagedust ega vanemlikke juhendamisstrateegiaid.

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Form and content: Looking at visual features of television.

Cited by 58 publications

References 25 publications

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

Being Chhota Bheem in School: Implications for Education

Lapsevanemate hinnangud juhendamisstrateegiatele puutetundliku ekraani kasutamisel väikelapseeas

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