Toddlers’ Word Learning From Contingent and Noncontingent Video on Touch Screens

Kirkorian, Heather L.; Choi, Koeun; Pempek, Tiffany A.

doi:10.1111/cdev.12508

Cited by 167 publications

(130 citation statements)

References 32 publications

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“…Although this may be promising in light of the AAP recommendation of no screen time for children under 2 years of age (AAP 2011(AAP , 2013, it may also mean that the youngest consumers are spending screen time with noninteractive video rather than interactive touchscreen content. The latter may be particularly undesirable, as initial reports indicate that interactive media may hold greater potential for learning at this age than do non-interactive media (Kirkorian et al 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Although computers can be difficult for young children to use, the user-friendly nature of touchscreens may afford greater opportunity for young children's learning. In fact, a recent study found that interactivity provided by a touchscreen interface enhanced word learning beyond that of non-interactive video for 24-month-olds (Kirkorian et al 2016).…”

Section: Introductionmentioning

confidence: 99%

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Young Children’s Tablet Use and Associations with Maternal Well-Being

Pempek

McDaniel

2016

J Child Fam Stud

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While recent research has documented a rapid increase in the use of new technologies such as touchscreen tablets early in life, little is known about how young children use tablets, what activities they engage in, and whether family demographic and maternal well-being are associated with early use. Guided by Bronfenbrenner's bioecological theory of human development, the current study addressed these questions with a cross-sectional, online survey of mothers with children between 12 and 48 months of age. Mothers reported on their child's tablet use as well as their own personal well-being (depressive symptoms and role overload) and relational well-being (relationship satisfaction, coparenting quality, conflict frequency). Nearly 63 % of all mothers owned a tablet. Approximately 46 % of children with access typically use a tablet in an average day, with the majority using for 15 min or less. For families who owned a tablet, child's frequency of use was positively associated with child's age and mother's use and negatively associated with mother's relational well-being. Despite the American Academy of Pediatrics recommendation that screen media be avoided for children under 24 months, children in our study used tablets, albeit infrequently. Our findings suggest that it is important for researchers to consider the relationship between contextual factors within the family and child media use. Refining their focus for families with particular needs may allow child advocates and policy makers to develop more beneficial media recommendations for families with a variety of circumstances.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Young Children’s Tablet Use and Associations with Maternal Well-Being

Pempek

McDaniel

2016

J Child Fam Stud

Self Cite

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“…At 24 months of age, a child can learn words from live video-chatting with a responsive adult 27 or from carefully designed, interactive screen interfaces that prompt the child to tap on relevant learning items. 28 Starting at 15 months of age, toddlers can learn novel words from touchscreens in laboratory-based studies (with specially designed, not commercial, apps) but have trouble transferring this knowledge to the 3-dimensional world, 29 particularly if they regularly use touchscreen platforms to view entertainment media.…”

Section: Are Touchscreens More Educational?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

766

530

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Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identifi ed health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefi ts and risks to the health of children and teenagers. Evidence-based benefi ts identifi ed from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that is individualized for a specifi c child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

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“…Emerging evidence shows that at 24 months of age, children can learn words from live video-chatting with a responsive adult 7 or from an interactive touchscreen interface that scaffolds the child to choose the relevant answers. 8 Starting at 15 months of age, toddlers can learn novel words from touchscreens in laboratorybased studies but have trouble transferring this knowledge to the 3-dimensional world. 9 However, it should be noted that these experiments used specially designed apps that are not commercially available.…”

Section: Infants and Toddlersmentioning

confidence: 99%

Media and Young Minds

Hill¹,

Ameenuddin²,

Chassiakos³

et al. 2016

Pediatrics

804

342

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Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting at increasing rates. Although there has been much hope for the educational potential of interactive media for young children, accompanied by fears about their overuse during this crucial period of rapid brain development, research in this area still remains limited. This policy statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related health concerns for young children (0 to 5 years of age). The statement also highlights areas in which pediatric providers can offer specific guidance to families in managing their young children’s media use, not only in terms of content or time limits, but also emphasizing the importance of parent–child shared media use and allowing the child time to take part in other developmentally healthy activities.

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Toddlers’ Word Learning From Contingent and Noncontingent Video on Touch Screens

Cited by 167 publications

References 32 publications

Young Children’s Tablet Use and Associations with Maternal Well-Being

Young Children’s Tablet Use and Associations with Maternal Well-Being

Children and Adolescents and Digital Media

Media and Young Minds

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