The impact of infant-directed videos on parent–child interaction

Pempek, Tiffany A.; Demers, Lindsay; Hanson, Katherine; Kirkorian, Heather L.; Anderson, Daniel R.

doi:10.1016/j.appdev.2010.10.001

Cited by 49 publications

(62 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It remains unclear why familiarity had little apparent influence, especially as we have found in this data set that parent–child interactions were influenced by familiarity with and regular coviewing of the program. Specifically, coviewing the videos at home predicted increased parent–child engagement during a non‐TV play session (Pempek et al., ). This change in parenting behavior may simply have not been sufficient to influence the already strong phenomenon of infant gaze following.…”

Section: Discussionmentioning

confidence: 99%

Infant Gaze Following During Parent–Infant Coviewing of Baby Videos

Demers¹,

Hanson²,

Kirkorian³

et al. 2012

Child Development

Self Cite

View full text Add to dashboard Cite

A total of 122 parent-infant dyads were observed as they watched a familiar or novel infant-directed video in a laboratory setting. Infants were between 12-15 and 18-21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior.

show abstract

Section: Discussionmentioning

confidence: 99%

Infant Gaze Following During Parent–Infant Coviewing of Baby Videos

Demers¹,

Hanson²,

Kirkorian³

et al. 2012

Child Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is concern that extensive use of infant-directed media may displace these interactions and other valuable learning experiences (DeLoache and Chiong 2009; Pempek et al 2011). However, it has been suggested that co-viewing DVDs may offer similar opportunities for interaction as joint toy play or book reading (Fender et al 2010).…”

Section: Literature Reviewmentioning

confidence: 98%

“…Co-viewing with an adult may encourage interaction, joint attentional reference and allow for scaffolding of the viewing experience (Barr et al 2008;Vaala et al 2010). Screen media resembling infants' and toddlers' real-life experiences are best suited to support learning and language development Vaala et al 2010), and screen media content modelling desired interactions may potentially improve child-carer interactions and facilitate observational learning of appropriate social behaviour by both adults and infants Pempek et al 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Music in infant-directed digital video discs: a content analysis

Brooks

2014

Music Education Research

View full text Add to dashboard Cite

A rapidly growing industry creates and markets a vast range of screen media products designed specifically for babies and children under the age of three. Marketing of these products targets parents and is based on both implicit and explicit educational claims. Although the majority of products target literacy and numeracy, music presentations are also available. Thirteen DVDs with titles implying a contribution to young children's musical development and education are the focus of this paper. Using ethnographic content analysis, they were examined in light of their repertoire; representations of the multimodal and interactional nature of young children's musical experiences; the developing intermodal perception of infants and toddlers; and the formal production features used to elicit attention. Observations of young children viewing the DVDs and semi-structured interviews with their mothers allowed data triangulation. DVDs found to provide the most valuable presentations for babies offer a variety of repertoire that includes singing and the use of acoustic instruments; model musical interactions between babies and others; and are temporally synchronous and audio-visually congruent. Producers of infant-directed media must consider the developmental needs of young children if their productions are to play a positive role in the musical lives of young children.

show abstract

“…Although researchers have claimed that parental sensitivity remains stable across different contexts (Ainsworth et al ., ; Bigelow, MacLean, Proctor, Myatt, Gillis & Power, ), studies have shown that different contexts can give rise to different interaction styles (Crain‐Thoreson, Dahlin & Powell, ; Soderstrom & Wittebolle, ). More specifically, research has shown that the quality of parent–child interactions depends on the situation or type of activity (Courage et al ., ; Crain‐Thoreson et al ., ; Fisch, Shulman, Akerman & Levin, 2010; Gros‐Louis, West & King, ; Kirkorian et al ., ; Lauricella, Barr & Calvert, ; Lavigne et al ., ; Nathanson & Rasmussen, ; Pempek et al ., ; Wooldridge & Shapka, ). In the following subsections, we summarize the expected cognitive and communicative effects of the three situations we investigated ‐ joint tablet play, toy play, and watching a film on TV ‐and their potential impacts on parent–child EA.…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, TV might function as an audiovisual distractor that alters parent–child interactions in family homes (Anderson & Pempek, ; Kirkorian et al ., ). A substantial body of literature supports the contention that TV viewing implies lower‐quality parent–child interactions (Kirkorian et al ., ; Nathanson & Rasmussen, ; Pempek et al ., , ), albeit with some exceptions (e.g., Lavigne et al ., ; Lemish & Rice, ; Strouse & Troseth, ). Therefore, we expected lower‐quality interactions during parent–child TV viewing.…”

Section: Introductionmentioning

confidence: 99%

Parent–child interactions during traditional and interactive media settings: A pilot randomized control study

Skaug

Englund

Saksvik‐Lehouillier

et al. 2017

Scandinavian J Psychology

View full text Add to dashboard Cite

Parent-child interactions are pivotal for children's socioemotional development, yet might suffer with increased attention to screen media, as research has suggested. In response, we hypothesized that parent-child play on a tablet computer, as representative of interactive media, would generate higher-quality parent-child interactions than toy play or watching TV. We examined the emotional availability of mothers and their 2-year-old child during the previous three contexts using a randomized crossover design (n = 22) in a laboratory room. Among other results, mothers were more sensitive and structuring during joint gaming on a tablet than when engaged in toy play or watching TV. In addition, mothers were more hostile toward their children during play with traditional toys than during joint tablet gaming and television co-viewing. Such findings provide new insights into the impact of new media on parent-child interactions, chiefly by demonstrating that interactive media devices such as tablets can afford growth-enhancing parent-child interactions.

show abstract

The impact of infant-directed videos on parent–child interaction

Cited by 49 publications

References 24 publications

Infant Gaze Following During Parent–Infant Coviewing of Baby Videos

Infant Gaze Following During Parent–Infant Coviewing of Baby Videos

Music in infant-directed digital video discs: a content analysis

Parent–child interactions during traditional and interactive media settings: A pilot randomized control study

Contact Info

Product

Resources

About