Presence at a distance: Video chat supports intergenerational sensitivity and positive infant affect during COVID‐19

Roche, Ellen; Rocha‐Hidalgo, Joscelin; Piper, Douglas; Strouse, Gabrielle A.; Neely, Lucinda I.; Ryu, Jenna; Myers, Lauren J.; McClure, Elisabeth; Troseth, Georgene L.; Zosh, Jennifer M.; Barr, Rachel

doi:10.1111/infa.12491

Cited by 10 publications

(5 citation statements)

References 82 publications

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“…In addition, the use of video chat technologies can foster social benefits by helping maintain family connections with parents that are physically absent (McClure & Barr, 2017 ; McClure et al, 2015 ). Recent research taking place during the pandemic found that videochat allowed sensitive interactions between children and grandparents and favored child engagement and positive affect (Roche et al, 2022 ). Indeed, most health organizations deem this type of activity safe even in the early years.…”

Section: Introductionmentioning

confidence: 99%

Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development

Fitzpatrick

Binet

Lopes

et al. 2023

Psicol. Refl. Crít.

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Most children grow up in homes with easy access to multiple screens. Screen use by children between the ages of 0 to 5 has become a worldwide preoccupation. In the present narrative review, we examine child and parent screen use and its contribution to physical, cognitive, and social developmental outcomes. As research has mostly focused on the adverse consequences of screen media, we aim to depict both the negative and the positive influences of screen usage. To provide a more nuanced portrait of the potential benefits and harms of screen use, we examine how consequences of media use vary according to the content of media (ex., educational, violent), context (ex., using screens during mealtimes), and the nature (ex., passive vs active use) of child screen use. Our review supports existing screen time guidelines and recommendations and suggests that media content, the context of use, and the nature of child use, as well as the parent’s own screen use, be considered clinically. Future research should seek to clarify how these dimensions jointly contribute to child screen use profiles and associated consequences. Finally, child sex, behavioral/temperamental difficulties, and family adversity appear to contribute to child screen use and its consequences and should be considered in future research. Suggestions for harm-reduction approaches are discussed.

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Section: Introductionmentioning

confidence: 99%

Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development

Fitzpatrick

Binet

Lopes

et al. 2023

Psicol. Refl. Crít.

View full text Add to dashboard Cite

show abstract

“…McClure et al [41] found that while grandmothers and families in general were remarkably flexible in engaging in joint visual attention with a young grandchild during video chat, there were individual differences: babies whose families were higher in frequency of joint visual attention behaviors showed increased attention. Individual differences in grandparent sensitivity also predicted infant valence [49,64].…”

Section: Limitationsmentioning

confidence: 92%

Virtual Grandparenting: Identifying Barriers to Supportive Video Chat between Grandparents and Grandchildren

Zosh

Strouse

Myers

et al. 2022

Human Behavior and Emerging Technologies

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Many grandparents today are physically separated from their families. Given that maintaining close family relationships (with both adult children and grandchildren) is associated with increased physical, mental, and emotional health across generations, it is important to determine how families can maintain close relationships with grandparents when physically separated. Technology offers one potential support: the proliferation of video chat. Recent work suggests that the frequency of video chat and the variety of behaviors engaged in during video calls predicts family closeness and enjoyment of using this communication method, regardless of the physical distance between parties. However, the frequency of grandparent-grandchild video chat varies across families. Here, we explore how demographic, physical (e.g., distance), technological (e.g., number of devices and barriers), and social factors (e.g., children are distracted) predicted: (1) whether or not video chat was used by grandparent-grandchild dyads, and (2) the frequency of video chat in the families using the technology. This work suggests that geographical distance, having met in person, and the number of devices owned were positive predictors of grandparents and grandchildren having ever video chatted. However, the factors associated with the frequency of video chat were different in the parent and grandparent models and included grandparents’ comfort with technology and the type of device used by the parent and child. These findings not only have implications for supporting grandparent-grandchild relationships but also for all family members separated by distance, immigration, incarceration, health emergencies, and displacement.

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“…Developers and families may need to consider creative ways to include video social contingency. Strategies observed during intergenerational videochat interactions (e.g., Roche et al, 2022) and the emergence of services to facilitate eBook reading via video chat are two possible creative approaches. JME with people in the room also enhances learning (e.g., Dore et al, 2018; Zack & Barr, 2016) by tailoring to the individual needs of the child and making learning more meaningful.…”

Section: Immediate Applications: How To Enhance Learning From Mediamentioning

confidence: 99%

Reexamining models of early learning in the digital age: Applications for learning in the wild.

Barr,

Kirkorian

2023

Journal of Applied Research in Memory and Cognition

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Young children are growing up in an increasingly complicated digital world. Laboratory-based research shows that it is cognitively demanding to process and transfer information presented on screens during early childhood. Multiple explanations for this cognitive challenge have been proposed. This review provides an updated comprehensive framework that integrates prior theoretical explanations to develop new testable hypotheses. The review also considers how the research can be generalized to the "wild" where children engage with multiple commercial products daily. It includes real-world applications for improving children's learning and memory from screen-based media by adding supportive cues and reducing distraction and interference. The review concludes with a call for future collaborative research between researchers, content developers, and families to better understand age-related changes in both short-term and long-term learning from digital media. Finally, policy makers need to be involved to ensure equitable access and to create a safe digital space for all families.

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Presence at a distance: Video chat supports intergenerational sensitivity and positive infant affect during COVID‐19

Cited by 10 publications

References 82 publications

Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development

Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development

Virtual Grandparenting: Identifying Barriers to Supportive Video Chat between Grandparents and Grandchildren

Reexamining models of early learning in the digital age: Applications for learning in the wild.

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