This book discusses the burgeoning world of young childrens exposure to educational media and its myriad implications for research, theory, practice, and policy. Experts across academic disciplines and the media fill knowledge gaps and address concerns regarding apps, eBooks, and other screen-based technologieswhich are being used by younger and younger childrenand content delivery and design. Current research shows the developmental nuances of the child as learner in home, school, and mobile contexts, and the changes as parenting and pedagogy accommodate the complexities of the new interactive world. The book also covers methods for evaluating the quality of new media and prosocial digital innovations such as video support for separated families and specialized apps for at-risk toddlers.
Highlights of the coverage:
- The role of content and context on learning and development from mobile media.
- Learning from TV and touchscreens during early childhood
- Educational preschool programming.
- How producers craft engaging characters to drive content delivery.
- The parental media mediation context of young childrens media use.
- Supporting children to find their own agency in learning.
Media Exposure During Infancy and Early Childhood is an essential resource for researchers, clinicians and related professionals, and graduate students in diverse fields including infancy and early childhood development, child and school psychology, social work, pediatrics, and educational psychology.
Recenzijas
This book examines how children are affected by media exposure of all types and the implications for research and early childhood development strategies. This book would be of most interest to clinicians, researchers, and professionals in early childhood development, mental health, and social sciences, as well as academicians in the field of educational psychology and graduate psychology courses. (Michael S. Goldsby, Doody's Book Reviews, September, 2017)
Foreword; Aletha C. Huston.- Preface; Rachel Barr and Deborah Nichols
Linebarger.
Chapter
1. The New Technology Environment: The Role of Content
and Context on Learning and Development from Mobile Media; Alexis R.
Lauricella, Courtney K. Blackwell, and Ellen Wartella.
Chapter
2. Whos By
Their Side? Questions of Context Deepen the Research on Children and Media:
Commentary on
Chapter 1; Lisa Guernsey.
Chapter
3. The Dimensional Divide:
Learning from TV and Touchscreens During Early Childhood; Daniel Hipp, Peter
Gerhardstein, Laura Zimmermann, Alecia Moser, Gemma Taylor, and Rachel Barr.-
Chapter
4. Bridging the Dimensional Divide in the Real World: Commentary on
Chapter 3; Kara Garrity Liebeskind and Alyson Bryant.
Chapter
5. The Role of
Online Processing in Young Childrens Ability to Learn from Interactive and
Noninteractive Digital Media; Heather Kirkorian, Tiffany Pempek, and Koeun
Choi.
Chapter
6. Whats in a Look? How YoungChildren Learn from Screen Media
and Implications for Early Educators: Commentary on
Chapter 5; Michael Robb.-
Chapter
7. What Makes Preschool Educational Television Educational? A Content
Analysis of Literacy, Language-Promoting, and Prosocial Preschool
Programming; Deborah Nichols Linebarger, Elizabeth Brey, Susan Fenstermacher,
and Rachel Barr.
Chapter
8. Is Preschool Programming Educational?:
Commentary on
Chapter 7; Angela C. Santomero.
Chapter
9. Media Characters,
Parasocial Relationships, and the Social Aspects of Childrens Learning
Across Media Platforms; Melissa N. Richards and Sandra L. Calvert.
Chapter
10. Character Development in Practice: How Producers Craft Engaging
Characters to Drive Content Delivery: Commentary on
Chapter 9; Linda
Simensky.
Chapter
11. Screen Media and Parent-Child Interactions; Daniel R.
Anderson and Katherine G. Hanson.
Chapter
12. Context Matters - How Co-Using
Screen Media Impacts Young Children: Commentary on
Chapter 11; Claire
Lerner.
Chapter
13. The Parental Media Mediation Context of Young Childrens
Media Use; Jessica Taylor Piotrowski.
Chapter
14. Parental Mediation in an
Evolving Media Landscape - Commonalities, Contrasts, and Implications for
Design: Commentary on
Chapter 13; Shalom M. Fisch.
Chapter
15. Building
Family Relationships from a Distance: Supporting Connections with Babies and
Toddlers Using Video and Video Chat; Elisabeth McClure and Rachel Barr.-
Chapter
16. Smarter, Stronger, Kinder - Developing Effective Media-Based
Tools for At-Risk Populations: Commentary on
Chapter 15; Rosemarie T. Truglio
and Jennifer Kotler.
Chapter
17. Putting the Education Back in Educational
Apps: How Content and Context Interact to Promote Learning; Jennifer M. Zosh,
Sarah Roseberry Lytle, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek.-
Chapter
18. Supporting Children to Find Their Own Agency in Learning:
Commentary on
Chapter 17; Jeremy Boyle and Melissa Butler.
Chapter
19.
Conclusions: Making Screens Make Sense for Young Children; Deborah Nichols
Linebarger and Rachel Barr.
Rachel Barr, Ph.D., is Associate Professor of Psychology at Georgetown University and Director of the Georgetown Early Learning Project. Dr. Barr received her Ph.D. from the University of Otago, New Zealand. She is primarily interested in how children bridge the gap between what they learn from media and how they apply that information in the real world. She has written frequently about the Transfer deficit which is the consistent finding that infants and toddlers learn less from television and touchscreens than from face-to-face interactions due to memory constraints and also how the transfer deficit can be ameliorated by including repetition, additional language cues and appropriate use of television features to enhance learning. She has also examined how parents can facilitate learning from both touchscreens and television. Finally, she has provided developmental expertise while working with media developers and she has collaborated on a project that has used mediacontent as part of an early intervention parenting program for incarcerated teen fathers. Deborah Nichols Linebarger, Ph.D., is Associate Professor of Human Development and Director of the Childrens Media Lab at Purdue University. Dr. Linebarger received her Ph.D. from the University of Texas, Austin. She is primarily interested in the interface between childrens cognitive development (i.e., learning, language and early literacy skills, executive function) and educational media and how and whether these relations vary by important demographic and social indicators including poverty status, culturally- and linguistically-diverse populations, age, and location of residence (e.g., rural or urban). To examine this interface, she conducts descriptive work to detail media access and use patterns and relations among these patterns and child development; micro-level experimental work to detect the features used in media that direct attention and contribute to content comprehension; and macro-level intervention work that combines the knowledge gained through both descriptive and basic research and applies it in various real-world contexts. In the latter capacity, she has extensive experience evaluating the efficacy of various media products and media interventions (i.e., 22 different products and interventions evaluated across 52 different studies) using theoretically- and empirically-rigorous research methods and evaluation techniques. Recent projects and consultancies include Sesame Workshop, PBS Kids/CPB, Between the Lions, WGBH public TV, Sprout, LeapFrog, Disney, Nickleodeon, the World Bank, and members of Congress.
