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Full Description
This book discusses the burgeoning world of young children's 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 technologies—which are being used by younger and younger children—and 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 children's 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.
Contents
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. Who's 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 Children's Ability to Learn from Interactive and Noninteractive Digital Media; Heather Kirkorian, Tiffany Pempek, and Koeun Choi.- Chapter 6. What's 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 Children's 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 Children's 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.
