Understanding the 3Cs: Child, Content, and Context in Children’s Educational Media

Tiwari, Sonia

doi:10.1007/s11528-020-00482-8

Cited by 5 publications

(3 citation statements)

References 19 publications

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“…Affected by specific socio-demographic factors, which differ from family to family, the vulnerability that may arise because of these contextual factors involves the issues of children's safety online and the harmony of the family ecosystem. Too much time may be spent using devices, with consequences for the psychological development of young children (Lenhart et al, 2015;Olsen & Pace, 2015;Kardefelt-Winther, 2017;Robidoux et al, 2019;Bajc et al, 2019;Hollis et al, 2020), the social-emotional lives of older children (Hatzigianni et al, 2016;Radesky et al, 2016;Suhana, 2017;Betts & Spenser, 2017;Goagoses et al, 2020;Sharpe, 2021;Bohnert & Gracia, 2021), in terms of accessing inappropriate or inaccurate content in terms of the users' capacity to understand (Livingstone et al, 2011;Sprung et al, 2020;Stoilova et al, 2020;Tiwari, 2020;Casillas-Martín et al, 2020) or in the less competent use of digital devices (Porat et al, 2018;Nikken & Opree, 2018;Fau & Moreau, 2018;Chaudron et al, 2019).…”

Section: Family Typologies Regarding the Use Of Digital Technology In...mentioning

confidence: 99%

Digital technology and family dynamics

2023

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The inclusion of digital technology in family life has led to the emergence of new practices of ‘being together.’ Communication between family members is mediated by digital technology, thus producing changes that can be observed in family dynamics. Eleven families participated in the present study that aimed to analyze family interaction with digital technology. Our qualitative study was guided by two research questions: How do children and adults use and subjectively assess digital technology in their everyday lives? and How do families react to digital technology use and inclusion in their daily family routines? Referring to the different forms of digital behaviors that a family can manifest in relation to the use of digital technology, we identified three specific family approaches to digitalization: Resistant, Retained, and Receptive. The 3Rs family conceptual model regarding the acceptance and use of digital technology includes children’s and adults’ perspectives and provides a constructivist approach to understanding how digital technology connects all family subsystems and ultimately produces changes in the dynamics and construction of family life and identity.

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Section: Family Typologies Regarding the Use Of Digital Technology In...mentioning

confidence: 99%

Digital technology and family dynamics

2023

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“…Some researchers (Rajković et al, 2019;Romanelli, 2019) explored more innovative educational media tools like digital textbooks or board games but still, the study has been restricted to non-technical areas like music education. Even recently many researchers (Samudra et al, 2020;Zaghloul, Rabeh, 2020) recommended co-viewing with educational media as the teaching mechanisms which enable derivation of visual attention but the more preference of these tools are for pre-university level education or the children (Tanjung, Salim, 2020;Tiwari, 2020).…”

Section: Fig 6 Year-wise Distribution For Databasementioning

confidence: 99%

Research Gaps and Future Trends in Educational Media and Educational Theater Research: Analytical Study in Scopus and Web of Science Databases

2022

Media Education (Mediaobrazovanie)

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With the growing digitalization, there has been increasing demand in companies for a skilled workforce to sustain in a competitive business environment. Although the traditional education system serves as a good source of knowledge, they have been consistently proven to lack emphasis on the overall development of students. Therefore, in recent years, the integration of art in education has been promoted. Education media and education theater are interactive education methodologies that improve the learning experience of students and develop their cognitive skills. This study assesses the research gaps in the field of educational media and educational theater through a comparison of critical studies published in Scopus and the Web of Science database. The areas of educational media prevalence, usage of theater in education, educational media role, and benefits of educational theater have been explored. The analysis identifies the main problems and is based on the current education sector needs. Accordingly, suggestions for improvement for the Egyptian education ministry are provided.

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“…Many studies considered the length of time spent using DT as a risk factor and often signalled negative consequences for the neurologic and socioemotional development of children (Bohnert & Gracia, 2021;Goagoses et al, 2020;Hollis et al, 2020;Robidoux et al, 2019;Sharpe, 2021;Suhana, 2017). Risks to children also relate to accessing inadequate or inaccurate content for their capacity to understand and include content, such as pornographic or negative messages, that might disturb or upset them (Sprung et al, 2020;Stoilova et al, 2021;Tiwari, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Developmental View on Digital Vulnerability and Agency of Children Under 10 Years of Age

Roth,

Schmidt,

Lafton

et al. 2024

Understanding the Everyday Digital Lives of Children and Young People

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The digital behaviour of children is influenced by vulnerabilities in their offline world, especially in their families and peer group. By analysing children’s interactions with digital technologies (DT) from a familial–ecological developmental perspective, one objective of this chapter is to identify the general, categorical, situational, and individual vulnerabilities in children’s use of DT, their reflections, and their caretakers’ accounts. Adding the cultural constructivist developmental theory of Vygotsky to the ecological perspective that grounds our work in this chapter offers a second objective to incorporate parenting mediation in the discussion on children’s development regarding digital behaviour. The chapter is based on an analysis of 31 family interviews with children aged 5–6 or 8–10 years and 62 members of their families, as well as 31 focus groups with children in the two age groups. The analysis of the mediation of children’s DT use by caregivers and children’s responses to parenting rules shows the relevance of the constructivist theory in understanding children’s digital behaviour. The evolving agency of children may enhance their chances to overcome vulnerabilities and promote healthy adaptation, growth of competence, and resilience.

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Understanding the 3Cs: Child, Content, and Context in Children’s Educational Media

Cited by 5 publications

References 19 publications

Digital technology and family dynamics

Digital technology and family dynamics

Research Gaps and Future Trends in Educational Media and Educational Theater Research: Analytical Study in Scopus and Web of Science Databases

A Developmental View on Digital Vulnerability and Agency of Children Under 10 Years of Age

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