Overview
Examines effects of broad-based media – television, touchscreens, apps, video-mediated interaction (e.g., Skype) – on early child development
Offers commentary from media and technology leaders, early childhood advocates, and science journalists
Analyzes preschool television programming content
Explores influence of TV on parental interactions with young children
Discusses cultural, linguistic, and socioeconomic factors
Includes supplementary material: sn.pub/extras
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Table of contents (19 chapters)
Keywords
- At-risk populations and early child development
- Cultural, linguistic, and socio-economic diversity
- Domestic and international media development
- Early child development and media
- Implications of media exposure on young children
- Infant learning and cognition
- Infants and media exposure
- Media and early child development
- Media content and policy
- Mobile devices and early child development
- Parasocial interactions in infants
- Parent-child interactions
- Preschoolers and media exposure
- Resilience in infants
- Selective attention in infants
- Skype and early child development
- Tablets and early child development
- Television and early child development
- Touchscreens and early child development
- Transfer deficit in infants
About this book
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.
Reviews
Editors and Affiliations
About the editors
Deborah Nichols Linebarger, Ph.D., is Associate Professor of Human Development and Director of the Children’s 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 children’s 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.
Bibliographic Information
Book Title: Media Exposure During Infancy and Early Childhood
Book Subtitle: The Effects of Content and Context on Learning and Development
Editors: Rachel Barr, Deborah Nichols Linebarger
DOI: https://doi.org/10.1007/978-3-319-45102-2
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: Springer International Publishing Switzerland 2017
Hardcover ISBN: 978-3-319-45100-8Published: 05 December 2016
Softcover ISBN: 978-3-319-99376-8Published: 18 August 2018
eBook ISBN: 978-3-319-45102-2Published: 24 November 2016
Edition Number: 1
Number of Pages: XXV, 303
Number of Illustrations: 3 b/w illustrations, 24 illustrations in colour
Topics: Developmental Psychology, Social Work, Pediatrics