Promoting early achievement in low-income preschoolers in the United States with educational apps

Griffith, Shayl F.; Hanson, Katherine; Rolon-Arroyo, Benjamin; Arnold, David H.

doi:10.1080/17482798.2019.1613246

Cited by 27 publications

(16 citation statements)

References 36 publications

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“…Rideout and Katz ( 2016a , 2016b ) states that in the United States, most low and moderate-income households are more likely today than in the past to use and learn about technology. Similarly, researchers claim that educational apps can help low-income students in the US develop their early skills and stay connected to school (Griffith et al, 2019 ; Rizk & Hillier, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Mobile device use among preschool-aged children in Greece

2021

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In the last decade, interactive touchscreen devices have become ubiquitous in young children, and toddlers first experience touchscreen technology before two. Although parents have a vital role in developing the home environment as a stimulus for development, they also have conflicting views on the appropriateness of using apps to deliver educational content for assorted reasons. The purpose of the study was to reveal various aspects of children’s smart mobile use at home, such as the frequency of mobile device usage, preferred app types, and parent beliefs and strategies. Three hundred twenty-five parents of kindergarten children took part in this study. The present study revealed that parents seek to support their children’s learning at home via mobile devices. Furthermore, parents lack knowledge about app developmentally appropriateness and need further guidance. We expect the findings to serve as a reference for researchers to better information for parents and create apps with real educational value for children.

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Section: Literature Reviewmentioning

confidence: 99%

Mobile device use among preschool-aged children in Greece

2021

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“…Griffith, Arnold, and colleagues also recently examined the efficacy of educational apps designed to promote literacy and mathematics skills. Their randomized controlled trial demonstrated that using high‐quality educational app games, as operationalized by Common Sense Media ratings, fostered substantial emerging literacy and math skill gains, compared to the use of noneducational apps among preschoolers (Griffith, Hanson, Rolon‐Arroyo, & Arnold, ). Griffith and Arnold (in press) also have recently shown that the quality of parenting behaviors during educational app use predicted children's engagement and affect while interacting with the apps.…”

Section: Media Use Among Young Childrenmentioning

confidence: 99%

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Blumberg

Deater‐Deckard

Calvert

et al. 2019

Social Policy Report

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We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6‐ through 12‐year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may reflect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent influences of game use on very young children's and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the efficacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children benefit from their media use. Our hope is that this review will foster greater investigation of the cognitive socialization, as raised over 20 years ago by developmental psychologist and early games researcher Patricia Greenfield, that digital games serve during the middle childhood period, and childhood more generally.

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“…The benefit of preschool children's non-mediated exposure to screens (including educational content) is small (Bar Lev & Elias, 2019; Barr, 2019;Griffith et al, 2019;Nathanson et al, 2013;Segal-Drori et al, 2010). However, limited and mediated exposure to screens with children aged 1-to 5-years-old have the potential to contribute to their cognitive, sensorimotor, social, and emotional development (see review by Chassiakos et al, 2016).…”

Section: Parenting and Young Children's Digital Activitiesmentioning

confidence: 99%

Parental Behaviors and Involvement in Children’s Digital Activities among Israeli Jewish and Arab Families during the COVID-19 Lockdown

Karabanov

Asaf

Ziv

et al. 2021

Early Education and Development

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Research Findings: The study explored everyday parenting behaviors and their relations to parents' involvement in their children's digital activities during the COVID-19 lockdown, among Israeli Jewish and Arab parents of young children. We studied parents' behaviors through the prism of the Parenting Pentagon Model (PPM), which integrates five constructs of daily parenting behaviors that are beneficial for children's development: Partnership between the caretakers, Parental Leadership, Love Behaviors, Encouraging Independence, and Adherence to Rules. Participants, 487 parents (290 Jewish and 197 Arab) of children (2-to-8-years-old) answered questionnaires. Findings showed that both Jewish and Arab parents reported that Love behaviors were most frequent during the lockdown, followed by Leadership. Encouragement of Independence, adherence to Rules and Partnership were less frequent. Additionally, the more parents behaved beneficially in their daily life (according to PPM), the more they were involved in their child's digital activities, beyond family background (child's age, parent's education, and family's size). Practice or Policy: The results can assist in planning support programs for parents during times of crisis. Parental guidance regarding beneficial parenting and advantageous involvement in children's digital activities may be more helpful than restrictions and warnings regarding the risk of young children's exposure to digital activities and screens.

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Promoting early achievement in low-income preschoolers in the United States with educational apps

Cited by 27 publications

References 36 publications

Mobile device use among preschool-aged children in Greece

Mobile device use among preschool-aged children in Greece

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Parental Behaviors and Involvement in Children’s Digital Activities among Israeli Jewish and Arab Families during the COVID-19 Lockdown

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