Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

Gaudreau, Caroline; King, Yemimah A.; Dore, Rebecca A.; Puttre, Hannah; Nichols, Deborah L.; Hirsh‐Pasek, Kathy; Golinkoff, Roberta Michnick

doi:10.3389/fpsyg.2020.02158

Cited by 54 publications

(50 citation statements)

References 70 publications

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“…About half the sample uses video chat at least once a week. The current COVID-19 pandemic has once again changed patterns of interaction and reports suggest that video chat rates are much more frequent than before the pandemic ( Gaudreau et al, 2020 ). Future studies should examine how these increased levels of video chat are associated with language outcomes and whether video chat is differentially associated with changes in pragmatics or vocabulary or if there are gender differences.…”

Section: Discussionmentioning

confidence: 99%

Growing Up in a Digital World – Digital Media and the Association With the Child’s Language Development at Two Years of Age

et al. 2021

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Digital media (DM), such as cellphones and tablets, are a common part of our daily lives and their usage has changed the communication structure within families. Thus, there is a risk that the use of DM might result in fewer opportunities for interactions between children and their parents leading to fewer language learning moments for young children. The current study examined the associations between children’s language development and early DM exposure.Participants: Ninety-two parents of 25months olds (50 boys/42 girls) recorded their home sound environment during a typical day [Language ENvironment Analysis (LENA)] and participated in an online questionnaire consisting of questions pertaining to daily DM use and media mediation strategies, as well as a Swedish online version of the MacArthur Communicative Development Inventory, which includes a vocabulary scale as well as a grammar and pragmatics scale.Results: Through correlations and stepwise regressions three aspects of language were analyzed. The child’s vocabulary was positively associated with interactional turn-taking. The child’s vocabulary and grammar were negatively associated with the likelihood of parent’s device use during everyday child routines and the amount of TV watched by the child. The child’s pragmatic development was also positively associated with the parent’s device use in child routines but also with the parent’s joint media engagement (JME), as well as the child’s gender (where girls perform better).Conclusion: Our study confirms that specific aspects of the 2-year old’s DM environment are associated with the child’s language development. More TV content, whether it is viewed on a big screen or tablet, is negatively associated with language development. The likelihood of parents’ use of DM during everyday child routines is also negatively associated with the child’s language development. Positive linguistic parental strategies such as interactional turn-taking with the child, JME, and book reading, on the other hand, are positively associated with the child’s language development.

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Section: Discussionmentioning

confidence: 99%

Growing Up in a Digital World – Digital Media and the Association With the Child’s Language Development at Two Years of Age

et al. 2021

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“…The possible detrimental effects of screen use may be a result of the reduction of parent-child interactions in favour of independent screen use KEEPING KIDS BUSY DURING COVID-19 6 and overall lower family functioning (Radesky & Christakis, 2016). However, emerging literature indicates that some technology use, such as educational applications (apps) and video chats to socialize or engage in activities like virtual storybook readings, may be a positive use of screens (Gaudreau et al, 2020;McClure & Barr, 2017;Neumann, 2018). Similarly, child screen time may provide a relatively safe activity for children to engage in, allowing parents to complete their own responsibilities or to facilitate challenging parenting tasks such as mealtime (Elias & Sulkin, 2019).…”

Section: The Role Of the Parent-child Relationshipmentioning

confidence: 99%

Keeping Kids Busy: Family Factors Associated with Hands-on Play and Screen Time During the COVID-19 Pandemic

Stienwandt¹,

Ee²,

Söderström³

et al. 2020

Preprint

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Parent-child interactions are crucial for child development. The COVID-19 pandemic has negatively affected mental health and increased parenting challenges impacting parent-child functioning. The aim of the current study was to examine the relationship between parent factors and child activities to identify parental needs. A convenience sample of parents (N = 708), primarily mothers (n = 610; 87.4%) aged 35.59 years old (SD = 5.59; range = 21-72), with children ages 2-8 years completed an online questionnaire between April 14-June 1, 2020. Participants mostly resided in Canada and had an income of >$100,000. Parent-child activities were measured as total weekly time and combined time across activities within two categories: hands-on play and screen time. Bivariate correlations informed block-wise linear regression models. For families with childcare needs, parental anxiety was associated with higher total hands-on play (F(3,142) = 14.01, p < .001), combined hands-on play (F(2,85) = 6.82, p = .011), and combined screen time (F(2,82) = 6.25, p = .014). Families without childcare needs indicated parenting stress was associated with lower total hands-on play (F(3,212) = 7.95, p < .005) and combined hands-on play (F(2,110) = 5.67, p = .019), and higher supervised screen time (F(3,138) = 6.14, p = .014). Family structure and indices of socioeconomic status were also predictive of activities across childcare needs and child ages. To promote high-quality parent-child interactions and positive developmental outcomes in the pandemic, policy makers should support childcare needs, parent mental health and stress, and provide evidence-based guidelines for child screen time.

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“…Indeed, even children who were in preschool environments prior to the pandemic likely had the last several months of their pre-kindergarten year disrupted, and those who were not in preschool were likely to have experienced limited opportunities for out-of-home learning (e.g., museums, libraries), as well as potential disruptions at home due to caregivers' job losses, stress about the pandemic and associated financial consequences, and struggles balancing work and childcare. The pandemic circumstances presented the possibility for assessing the feasibility, social validity, and potential impacts of summer readiness programming offered virtually, with design based on the emerging research base concerning the viability of using technology and media to enhance young children's skill development (Dore et al, 2019;Gaudreau et al, 2020).…”

Section: Challenge Due To Pandemic Circumstancesmentioning

confidence: 99%

“…Research suggests that although very young children have trouble learning from video (Anderson & Pempek, 2005), the back-and-forth interaction that can occur over video chat can support children's learning (Troseth et al, 2006). Indeed, recent research shows that by age 4, children learn equally well from a storybook read live and over video chat, with both conditions showing learning relative to a control condition (Gaudreau et al, 2020). Children can also gain some skills from educational media, with early research demonstrating the success of Sesame Street for reaching and improving the skills of children from disadvantaged backgrounds (Bogatz & Ball, 1971).…”

Section: Video Chat and Educational Mediamentioning

confidence: 99%

Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

Dore

Justice

Mills

et al. 2021

Early Education and Development

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Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

Abstract: Results indicate that children can comprehend books over video chat, suggesting that this technology is a viable option for reading to children, especially during the current pandemic.

Cited by 54 publications

References 70 publications

Growing Up in a Digital World – Digital Media and the Association With the Child’s Language Development at Two Years of Age

Growing Up in a Digital World – Digital Media and the Association With the Child’s Language Development at Two Years of Age

Keeping Kids Busy: Family Factors Associated with Hands-on Play and Screen Time During the COVID-19 Pandemic

Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

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