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Barr R, Kirkorian H. Reexamining models of early learning in the digital age: Applications for learning in the wild. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2023; 12:457-472. [PMID: 38223884 PMCID: PMC10783145 DOI: 10.1037/mac0000132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2024]
Abstract
Young children are growing up in an increasingly complicated digital world. Laboratory-based research shows it is cognitively demanding to process and transfer information presented on screens during early childhood. Multiple explanations for this cognitive challenge have been proposed. This review provides an updated comprehensive framework that integrates prior theoretical explanations to develop new testable hypotheses. The review also considers the how the research can be generalized to the "wild" where children engage with multiple commercial products daily. It includes real-world applications for improving children's learning and memory from screen-based media by adding supportive cues and reducing distraction and interference. The review concludes with a call for future collaborative research between researchers, content developers, and families to better understand age-related changes in both short-term and long-term learning from digital media. Finally, policy makers need to be involved to ensure equitable access and to create a safe digital space for all families.
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Coyne S, Gale M, Ashby S, Memmott-Elison MK, Holmgren HG, Barr R, Christensen-Duerden C, Brown S. Media in the Moment: An Observational Assessment of the Digital Media Context in Early Childhood. TRANSLATIONAL ISSUES IN PSYCHOLOGICAL SCIENCE 2023; 9:186-198. [PMID: 38223906 PMCID: PMC10786618 DOI: 10.1037/tps0000377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2024]
Abstract
The majority of research on media use in the digital age during early childhood has consisted of parental reports or experimental lab research, however, little research has captured media use in the home. Thus, the purpose of the current study was to capture early childhood media use in the moment it occurs. Participants included 231 parent-child dyads (M child age = 41.17 months) who completed a one-week study. Parents were contacted multiple times per day via text. If children happened to be using media (or be in a room where media was present) when parents received the notification, parents were asked to take a 10-15 second video of their child. Most families submitted at least one video over the course of the week. These videos were coded in the current study using a coding scheme to capture the context around media use in early childhood (including the environment, child behavior, and media characteristics). Results revealed that children were most likely to view media on a television or tablet. Although most children were paying attention to media, about half were also physically active while consuming media. Another person was present in the majority of videos with children, most frequently siblings or peers. Most children showed a very flat and calm affect while viewing media. These findings were generally consistent across gender and family income. Overall, this study adds to the literature on children and media that uses other methods, but provides additional insight into the importance of the specific context during early childhood media use in the digital age.
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Affiliation(s)
- Sarah Coyne
- School of Family Life, Brigham Young University
| | - Megan Gale
- School of Family Life, Brigham Young University
| | - Sarah Ashby
- School of Family Life, Brigham Young University
| | | | | | | | | | - Sara Brown
- School of Family Life, Brigham Young University
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Burns J, Sharma AK, Borland K, Rodd CJ. Survey of public library use in the Ambulatory Clinic in the Children’s Hospital Winnipeg. Paediatr Child Health 2022; 27:25-31. [PMID: 35265231 PMCID: PMC8344827 DOI: 10.1093/pch/pxab041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 06/07/2021] [Indexed: 11/13/2022] Open
Abstract
Abstract
Introduction
Recent studies highlight synergies for families receiving early childhood literacy support from their health care provider and public library, with more reading at home and higher quality book-sharing interactions. Our primary objective was to determine the percentage of Children’s Hospital Winnipeg Ambulatory Clinic’s patients who had ever used a public library. The clinic has a longstanding early-childhood literacy program and serves remote communities and low-income Winnipeg families.
Methods
A structured survey was administered to parents or legal guardians by the first author. It explored library barriers and covariates that might affect library use. Analysis included descriptive statistics and a logistic regression model for predictors of library use.
Results
Ninety-seven nearly consecutive surveys were administered, half prior to the COVID-19 pandemic. Most respondents were female, from Winnipeg, and in the two lowest neighbourhood income quintiles. Roughly half (46.4%) of children had used a library. Most respondents wanted health care providers to promote literacy and provide information about public libraries, and more supported in-clinic distribution of books. The number of children per household positively predicted library use, possibly a proxy for experience with community resources. About 2/3 of respondents believed that library fines should be abolished. Most identified other barriers, for example, inconvenient hours, distance, or concerns about COVID-19.
Conclusion
Less than half of surveyed families used public libraries, citing multiple barriers, including fines. Moreover, not all health care providers can offer new books and anticipatory guidance. Clinics that promote use of public libraries may therefore represent a low-cost, stand-alone alternative.
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Affiliation(s)
- Jessy Burns
- Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Atul Kumar Sharma
- Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Karin Borland
- Administrative Coordinator of Youth Services, Winnipeg Public Library, Community Services, Winnipeg, Manitoba, Canada
| | - Celia J Rodd
- Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, Manitoba, Canada
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4
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Munzer TG, Miller AL, Yeo S, Wang Y, McCaffery H, Kaciroti N, Radesky J. Parent Verbalizations and Toddler Responses With Touchscreen Tablet Nursery Rhyme Apps. Pediatrics 2021; 148:e2021049964. [PMID: 34841433 PMCID: PMC10777329 DOI: 10.1542/peds.2021-049964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/20/2021] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES In some studies, parents and toddlers verbalize less when engaging with a tablet versus a print book. More needs to be known regarding child contributions to specific parent verbalizations. We examined parent-toddler contingent interactions with tablet applications versus print books, as well as moderators of these associations. METHODS We conducted a laboratory-based, within-subjects counterbalanced study of 72 parent-toddler dyads engaging with a nursery rhyme application (with enhanced + autonarration [E+A] and enhanced formats) and print book. We coded parent verbalizations (eg, dialogic, nondialogic) and proportions of child responses to these in 5-second epochs. Poisson regressions were used to analyze within-subjects variance by tablet or print format. We tested effect modification by child emotion regulation and home media practices. RESULTS Children responded more to parent overall (print 0.38; E+A 0.31, P = .04; enhanced 0.11, P = .01), dialogic (print 0.21; E+A 0.13, P = .04; enhanced 0.1, P = .02), and nondialogic (print 0.45; E+A 0.27, P < .001; enhanced 0.32, P < .001) verbalizations during print book versus tablet. Stronger child emotion regulation, greater frequency of co-viewing, and instructive practices moderated associations such that differences between conditions were no longer significant for some parent verbalizations and child responses. CONCLUSIONS Parent-toddler reciprocal verbal interactions occurred less frequently with tablet versus print book use. Child emotion regulation and parent home media practices moderated some of these associations. Pediatricians may wish to promote co-viewing and instructive media practices but may also consider that child emotion regulation may determine response to interactive tablet design.
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Affiliation(s)
| | | | | | - Yujie Wang
- Department of Pediatrics, Medical School
| | | | - Niko Kaciroti
- Department of Pediatrics, Medical School
- Biostatistics, School of Public Health, University of Michigan, Ann Arbor, Michigan
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5
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Infant media use: A harm reduction approach. Infant Behav Dev 2021; 64:101610. [PMID: 34298189 DOI: 10.1016/j.infbeh.2021.101610] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 05/28/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022]
Abstract
There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.
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Carr A, Dempster T. Parent-child interactions during joint engagement with touchscreen technology: A comparison of younger versus older toddlers. Infant Behav Dev 2021; 64:101587. [PMID: 34098524 DOI: 10.1016/j.infbeh.2021.101587] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 05/13/2021] [Accepted: 05/22/2021] [Indexed: 10/21/2022]
Abstract
With a plethora of touchscreen apps aimed at young children, parents are receiving mixed messages about the appropriateness of such technology for their toddlers. The American Academy of Pediatrics (2016) advises limited engagement with digital media for this age group and encourages parents to co-engage with children when they are using screens. However, very little is known about parent-child interaction in the context of joint engagement with digital screen media in the toddler years. This study observed 56 toddlers (M = 32.5 months old; 53 % female) and a parent (52 mothers; 4 fathers) performing a 3-minute drawing task on a touchscreen tablet (digital condition), and on an Etch-A-Sketch (non-digital condition) using a repeated measures design. Observations were analysed using global ratings of dyadic interaction, comparing warmth, cooperation and conflict between digital and non-digital conditions. A mixed MANCOVA analysis, controlling for levels of daily usage of touchscreens, revealed lower levels of parent-child cooperation and warmth in the digital condition compared to the non-digital condition. In addition, there was a main effect of age with younger dyads displaying less cooperation overall, particularly in the digital condition where interactions were also less warm. Results suggest that co-engaging with digital technology can be a challenging and potentially emotionally charged context for both parents and young children. Younger toddlers, especially, may be more likely to experience less cooperative interactions when co-engaging with digital technology with a parent. Results are discussed in relation to developmental differences between 2- and 3-year olds, and the need for more nuanced guidance for parents supporting young children's interaction with digital media.
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Affiliation(s)
- Amanda Carr
- School of Psychology and Life Sciences, Canterbury Christ Church University, United Kingdom.
| | - Tammy Dempster
- School of Psychology and Life Sciences, Canterbury Christ Church University, United Kingdom
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7
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Paulus FW, Möhler E, Recktenwald F, Albert A, Mall V. Electronic Media and Early Childhood: A Review. KLINISCHE PADIATRIE 2021; 233:157-172. [PMID: 33662997 DOI: 10.1055/a-1335-4936] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
BACKGROUND This review summarizes the state of knowledge of use of new media on the development in early childhood in 6 sections: descriptive utilization data, psychosocial and emotional development, cognition and language, motor development, nutrition and sleep, and influence of parental media consumption. METHODS The review is based on a literature search of this topic in peer-reviewed journals. We included 87 articles, books, and book chapters. The used literature data bases were ERIC, PsycARTICLES, PsycINFO and PSYNDEX. RESULTS Manifold studies describe in young children's utilization data the pervasive nature of digital exposure and impressive usage times and availability. They confirm adverse influences of electronic media use (television, video games) on children's emotional and behavioral problems and well-being, e. g. on physical activity, sleep and obesity. In general a positive effect in sense of knowledge transfer of age could be found for high quality educational media, however predominantly the impact of media use at younger age was negative. CONCLUSIONS High frequent media use in early childhood is likely to have a negative impact on psychosocial development, positive effects such as knowledge transfer may be seen beyond the age of 18 months. As parental media use is a strong predictor of child media habits, reducing parental media use and enhancing parent-child interactions might be important areas to address when trying to change the media behavior of young children. In view of the scarcity of studies for early childhood, it is advisable to use digital play and communication devices cautiously and restrictively in this vulnerable development phase.
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Affiliation(s)
- Frank W Paulus
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Eva Möhler
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Franziska Recktenwald
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Amélie Albert
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Volker Mall
- Children Hospital, Technische Universität München, München, Germany
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8
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Müller-Brauers C, Miosga C, Fischer S, Maus A, Potthast I. Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study. Front Psychol 2020; 11:593482. [PMID: 33343464 PMCID: PMC7738561 DOI: 10.3389/fpsyg.2020.593482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Accepted: 10/30/2020] [Indexed: 11/24/2022] Open
Abstract
Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.
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Affiliation(s)
- Claudia Müller-Brauers
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Christiane Miosga
- Department Sprach-Pädagogik und -Therapie (Department of Speech and Language Pedagogy and Therapy), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Silke Fischer
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Alina Maus
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany.,Department Sprach-Pädagogik und -Therapie (Department of Speech and Language Pedagogy and Therapy), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Ines Potthast
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
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9
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Ewin CA, Reupert AE, McLean LA, Ewin CJ. The impact of joint media engagement on
parent–child
interactions: A systematic review. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2020. [DOI: 10.1002/hbe2.203] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Carrie A. Ewin
- Faculty of Education Monash University Melbourne Victoria Australia
| | | | - Louise A. McLean
- Faculty of Education Monash University Melbourne Victoria Australia
| | - Christopher J. Ewin
- School of Computing and Information Systems The University of Melbourne Parkville Victoria Australia
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10
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Suggate SP, Martzog P. Screen‐time influences children's mental imagery performance. Dev Sci 2020; 23:e12978. [DOI: 10.1111/desc.12978] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 03/12/2020] [Accepted: 04/17/2020] [Indexed: 11/26/2022]
Affiliation(s)
| | - Philipp Martzog
- Department of Educational Sciences University of Regensburg Regensburg Germany
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11
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Shin H, Gweon G. Supporting preschoolers’ transitions from screen time to screen-free time using augmented reality and encouraging offline leisure activity. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2019.106212] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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12
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Dulay KM, Masento NA, Harvey K, Messer DJ, Houston‐Price C. Me and my veggies: The use of interactive, personalised picture books in healthy eating interventions. NUTR BULL 2020. [DOI: 10.1111/nbu.12415] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- K. M. Dulay
- School of Psychology and Clinical Language Sciences University of Reading Reading UK
| | - N. A. Masento
- School of Psychology and Clinical Language Sciences University of Reading Reading UK
| | - K. Harvey
- School of Psychology and Clinical Language Sciences University of Reading Reading UK
| | - D. J. Messer
- Centre for Research in Education and Educational Technology The Open University Milton Keynes UK
| | - C. Houston‐Price
- School of Psychology and Clinical Language Sciences University of Reading Reading UK
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13
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Munzer TG, Miller AL, Weeks HM, Kaciroti N, Radesky J. Parent-Toddler Social Reciprocity During Reading From Electronic Tablets vs Print Books. JAMA Pediatr 2019; 173:1076-1083. [PMID: 31566689 PMCID: PMC6777236 DOI: 10.1001/jamapediatrics.2019.3480] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
IMPORTANCE Although the American Academy of Pediatrics recommends parent-child joint engagement with digital media, recent evidence suggests this may be challenging when tablets contain interactive enhancements. OBJECTIVE To examine parent-toddler social reciprocity while reading enhanced (eg, with sound effects, animation) and basic tablet-based books compared with print books. DESIGN, SETTING, AND PARTICIPANTS This within-participants comparison included 37 parent-toddler dyads in a counterbalanced crossover, video-recorded laboratory design at the University of Michigan from May 31 to November 7, 2017. The volunteer sample was recruited from an online research registry and community sites. Dyads included children aged 24 to 36 months with no developmental delay or serious medical condition, parents who were the legal guardians and read English sufficiently for consent, and parents and children without uncorrected hearing or vision impairments. Data were analyzed from October 18, 2017, through April 30, 2018. EXPOSURES Reading an enhanced tablet-based book, a basic tablet-based book, and a print book in counterbalanced order for 5 minutes each. MAIN OUTCOMES AND MEASURES Video recordings were coded continuously for nonverbal aspects of parent-toddler social reciprocity, including body position (child body posture limiting parental book access coded in 10-second intervals), control behaviors (child closing the book, child grabbing the book or tablet, parent or child pivoting their body away from the other), and intrusive behaviors (parent or child pushing the other's hand away). Coding intracorrelation coefficients were greater than 0.75. Poisson regression was used to compare each outcome by book format. RESULTS Among the 37 parent-child dyads, mean (SD) parent age was 33.5 (4.0) years; 30 (81%) were mothers, and 28 (76%) had a 4-year college degree or greater educational attainment. Mean (SD) age of children was 29.2 (4.2) months, 20 (54%) were boys, 21 (57%) were white non-Hispanic, and 6 (16%) were black non-Hispanic. Compared with print books, greater frequency of child body posture limiting parental book access (mean [SD], 7.9 [1.9; P = .01] for enhanced; 8.4 [1.8; P = .006] for basic), child closing the book (mean [SD], 1.2 [0.4; P = .007] for enhanced; 1.2 [0.5; P < .001] for basic), parent pivoting (mean [SD], 0.4 [0.2; P = .05] for enhanced; 0.9 [0.4; P = .004] for basic), child pushing parent's hand (mean [SD], 0.6 [0.2; P < .001] for enhanced; 0.4 [0.2; P = .002] for basic), and parent pushing child's hand (mean [SD], 1.7 [0.3; P < .001] for enhanced; 2.4 [0.5; P < .001] for basic) occurred while reading enhanced and basic tablet-based books. Child pivots occurred more frequently while reading basic tablet-based books than print (mean [SD], 1.0 [0.3] vs 0.3 [0.1]; P = .005). CONCLUSIONS AND RELEVANCE In this study, toddlers and parents engaged in more frequent social control behaviors and less social reciprocity when reading tablet-based vs print books. These findings suggest that toddlers may have difficulty engaging in shared tablet experiences with their parents.
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Affiliation(s)
- Tiffany G. Munzer
- Department of Pediatrics, University of Michigan Medical School, Ann Arbor
| | - Alison L. Miller
- Center for Human Growth and Development, University of Michigan, Ann Arbor,Department of Health Behavior and Health Education, University of Michigan School of Public Health, Ann Arbor
| | - Heidi M. Weeks
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor
| | - Niko Kaciroti
- Center for Human Growth and Development, University of Michigan, Ann Arbor,Department of Biostatistics, University of Michigan, Ann Arbor
| | - Jenny Radesky
- Department of Pediatrics, University of Michigan Medical School, Ann Arbor
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14
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Kucirkova N. Children’s Reading With Digital Books: Past Moving Quickly to the Future. CHILD DEVELOPMENT PERSPECTIVES 2019. [DOI: 10.1111/cdep.12339] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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15
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Hutton JS, Dudley J, Horowitz-Kraus T, DeWitt T, Holland SK. Functional Connectivity of Attention, Visual, and Language Networks During Audio, Illustrated, and Animated Stories in Preschool-Age Children. Brain Connect 2019; 9:580-592. [PMID: 31144523 DOI: 10.1089/brain.2019.0679] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023] Open
Abstract
The American Academy of Pediatrics recommends that parents read with their children early and often and limits on screen-based media. While book sharing may benefit attention in children, effects of animated content are controversial, and the influence of either on attention networks has not previously been studied. This study involved functional magnetic resonance imaging (fMRI) of three separate active-task scans composed of similar 5-min stories presented in the same order for each child (audio → illustrated → animated), followed by assessment of comprehension. Five functional brain networks were defined a priori through literature review: dorsal attention network (DAN), ventral attention network (VAN), language (L), visual imagery (VI), and visual perception (VP). Analyses involved comparison of functional connectivity (FC) within- and between networks across formats, applying false discovery rate correction. Twenty-seven of 33 children completed fMRI (82%; 15 boys, 12 girls; mean 58 ± 8 months old). Comprehension of audio and illustrated stories was equivalent and lower for animation (p < 0.05). For illustration relative to audio, FC within DAN and VAN and between each of these and all other networks was similar, lower within-L, and higher between VI-VP, suggesting reduced strain on the language network using illustrations and imagery. For animation relative to illustration, FC was lower between DAN-L, VAN-VP, VAN-VI, L-VI, and L-VP, suggesting less focus on narrative, reorienting to imagery, and visual-language integration. These findings suggest that illustrated storybooks may be optimal at this age to encourage integration of attention, visual, and language networks, while animation may bias attention toward VP.
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Affiliation(s)
- John S Hutton
- Division of General and Community Pediatrics, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Reading and Literacy Discovery Center, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Pediatric Neuroimaging Research Consortium, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
| | - Tzipi Horowitz-Kraus
- Division of General and Community Pediatrics, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Reading and Literacy Discovery Center, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Pediatric Neuroimaging Research Consortium, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Educational Neuroimaging Center, Technion, Israel
| | - Tom DeWitt
- Division of General and Community Pediatrics, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Reading and Literacy Discovery Center, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
| | - Scott K Holland
- Reading and Literacy Discovery Center, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Pediatric Neuroimaging Research Consortium, University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Medpace, Inc., Cincinnati, Ohio
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16
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Munzer TG, Miller AL, Weeks HM, Kaciroti N, Radesky J. Differences in Parent-Toddler Interactions With Electronic Versus Print Books. Pediatrics 2019; 143:e20182012. [PMID: 30910918 PMCID: PMC6564071 DOI: 10.1542/peds.2018-2012] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/10/2018] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES Previous research has documented less dialogic interaction between parents and preschoolers during electronic-book reading versus print. Parent-toddler interactions around commercially available tablet-based books have not been described. We examined parent-toddler verbal and nonverbal interactions when reading electronic versus print books. METHODS We conducted a videotaped, laboratory-based, counterbalanced study of 37 parent-toddler dyads reading on 3 book formats (enhanced electronic [sound effects and/or animation], basic electronic, and print). We coded verbalizations in 10-second intervals for parents (dialogic, nondialogic, text reading, format related, negative format-related directives, and off task) and children (book related, negative, and off task). Shared positive affect and collaborative book reading were coded on a scale of 1 to 5 (5 = high). Proc Genmod and Proc Mixed analyzed within-subjects variance by book format. RESULTS Parents showed significantly more dialogic (print 11.9; enhanced 6.2 [P < .001]; basic 8.3 [P < .001]), text-reading (print 14.3; enhanced 10.6 [P = .003]; basic 14.4 [P < .001]), off-task (print 2.3; enhanced 1.3 [P = .007]), and total (29.5; enhanced 28.1 [P = .003]; basic 29.3 [P = .005]) verbalizations with print books and fewer format-related verbalizations (print 1.9; enhanced 10.0 [P < .001]; basic 8.3 [P < .001]). Toddlers showed more book-related verbalizations (print 15.0; enhanced 11.5 [P < .001]; basic 12.5 [P = .005]), total verbalizations (print 18.8; enhanced 13.8 [P < .001]; basic 15.3 [P < .001]), and higher collaboration scores (print 3.1; enhanced 2.7 [P = .004]; basic 2.8 [P = .02]) with print-book reading. CONCLUSIONS Parents and toddlers verbalized less with electronic books, and collaboration was lower. Future studies should examine specific aspects of tablet-book design that support parent-child interaction. Pediatricians may wish to continue promoting shared reading of print books, particularly for toddlers and younger children.
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Affiliation(s)
| | - Alison L Miller
- Departments of Health Behavior and Health Education
- Center for Human Growth and Development, University of Michigan, Ann Arbor, Michigan
| | | | - Niko Kaciroti
- Center for Human Growth and Development, University of Michigan, Ann Arbor, Michigan
- Biostatistics, School of Public Health, and
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Xie H, Peng J, Qin M, Huang X, Tian F, Zhou Z. Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect. Front Psychol 2018; 9:2580. [PMID: 30618995 PMCID: PMC6305619 DOI: 10.3389/fpsyg.2018.02580] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 12/03/2018] [Indexed: 11/21/2022] Open
Abstract
Because of the continuous stream of touchscreen apps that are claimed to be educational and the increasing use of touchscreen devices in early childhood, considerable attention is being paid to the effect of touchscreens on young children's learning. However, the existing empirical findings in young child samples are not consistent. In this meta-analysis we tested the overall effect of touchscreen devices on young children's (0- to 5-year-olds) learning performance, as well as moderators of this effect, based on 36 empirical articles (79 effect sizes) involving 4,206 participants. The overall analysis showed a significant touchscreen learning effect (d = 0.46), indicating that young children indeed benefited from touchscreen learning. Interestingly, age, learning material domain, comparison group, and experimental environment significantly moderated the effect of touchscreen devices on young children's learning outcome. These findings shed light on the role of touchscreen-related physical experience in early childhood education.
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Affiliation(s)
- Heping Xie
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Ji Peng
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Mengyuan Qin
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Xuzhe Huang
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Fei Tian
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
- Air Force Early Warning Academy, Wuhan, China
| | - Zongkui Zhou
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
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O'Toole KJ, Kannass KN. Emergent literacy in print and electronic contexts: The influence of book type, narration source, and attention. J Exp Child Psychol 2018; 173:100-115. [DOI: 10.1016/j.jecp.2018.03.013] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2017] [Revised: 03/21/2018] [Accepted: 03/21/2018] [Indexed: 11/26/2022]
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A print book preference: Caregivers report higher child enjoyment and more adult–child interactions when reading print than electronic books. ACTA ACUST UNITED AC 2017. [DOI: 10.1016/j.ijcci.2017.02.001] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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