Infants, Toddlers, and Televised Media

Infants, Toddlers, and Televised Media

Madeline Eberhardt

Advisor: Dr. Dana Van Abbema

April 28, 2008

Madeline Eberhardt

Advisor: Dr. Dana Van Abbema

April 28, 2008

American Academy of Pediatrics (1999 and 2001)

American Academy of Pediatrics (1999 and 2001)

No “screen time” for children age 2 and younger

Limited exposure for children over age 2

No “screen time” for children age 2 and younger

Limited exposure for children over age 2

Kaiser Family Foundation Report (2005)

Kaiser Family Foundation Report (2005)

Children between 6 months and 3 years

of age:60 minutes of television per day

47 minutes with other screen media

Children between 4 and 6 years:70 minutes of television per day

62 minutes with other screen media

Children between 6 months and 3 years

of age:60 minutes of television per day

47 minutes with other screen media

Children between 4 and 6 years:70 minutes of television per day

62 minutes with other screen media

Media Products for Young Children

Media Products for Young Children

Language-Specific

Target Word Learning

Sign Language

Language-Specific

Target Word Learning

Sign Language

General World Knowledge

General World Knowledge

Target Word LearningTarget Word Learning

Fast Mapping

Importance of Social Cues

Moore, Angelopoulos and Bennett (1999)

Krcmar, Grela and Lin (2007)

Fast Mapping

Importance of Social Cues

Moore, Angelopoulos and Bennett (1999)

Krcmar, Grela and Lin (2007)

Sign Language LearningSign Language Learning

Benefits of sign language use on language

developmentGoodwyn and Acredolo (1993)

Goodwyn, Acredolo and Brown (2000)

Efficacy of using video presentation to teach

sign languageThompson, McKerchar, and Dancho (2004)

Benefits of sign language use on language

developmentGoodwyn and Acredolo (1993)

Goodwyn, Acredolo and Brown (2000)

Efficacy of using video presentation to teach

sign languageThompson, McKerchar, and Dancho (2004)

General World Knowledge General World Knowledge

Necessary Assumptions

Children understand the nature of pictures

in general

Children understand the symbolic nature

of images

Development of Dual Representation

Necessary Assumptions

Children understand the nature of pictures

in general

Children understand the symbolic nature

of images

Development of Dual Representation

General World Knowledge (cont.)General World Knowledge (cont.)

Children’s understanding of the nature of pictures

Pierroutsakos and DeLoache (2003)

Children’s understanding of the nature of pictures

Pierroutsakos and DeLoache (2003)

General World Knowledge (cont.)General World Knowledge (cont.)

Children’s understanding of the symbolic nature of images

Burns and DeLoache, 1994

Troseth and DeLoache, 1998

Children’s understanding of the symbolic nature of images

Burns and DeLoache, 1994

Troseth and DeLoache, 1998

What the Literature Tells UsWhat the Literature Tells Us

Use of Media Products to Improve

Language Outcomes is Problematic

Use of Media Products to Convey

Information about the World is Problematic

Use of Media Products to Improve

Language Outcomes is Problematic

Use of Media Products to Convey

Information about the World is Problematic

What prompts caregivers to expose

children to media products

marketed to infants and toddlers?

What prompts caregivers to expose

children to media products

marketed to infants and toddlers?

Qualitative AnalysisQualitative Analysis

Protocol (Hill, Thompson, Hess, Knox, Williams & Ladany, 2005)

Amazon.com used as the source of reviews

Protocol (Hill, Thompson, Hess, Knox, Williams & Ladany, 2005)

Amazon.com used as the source of reviews

Qualitative Analysis (cont.)Qualitative Analysis (cont.)

Choice of products for inclusion in analysis

Baby Einstein Baby Wordsworth First Words

Around the House and Baby Einstein My First

Signs

Baby Einstein Baby Van Gogh World of Colors

Choice of products for inclusion in analysis

Baby Einstein Baby Wordsworth First Words

Around the House and Baby Einstein My First

Signs

Baby Einstein Baby Van Gogh World of Colors

Selection of ReviewsSelection of Reviews

Review type5-Star Reviews

150 Word Minimum

Sample size9 Baby Wordsworth/My First Signs

15 Baby Van Gogh

Review type5-Star Reviews

150 Word Minimum

Sample size9 Baby Wordsworth/My First Signs

15 Baby Van Gogh

Analysis of ReviewsAnalysis of Reviews

Extrapolation of Themes

General

Typical

Variant

Rare

Extrapolation of Themes

General

Typical

Variant

Rare

Typical ThemesTypical Themes

Baby Wordsworth First Words and My First Signs (9)

Attention Capture (8)

Content: Signing (7)

Content: Live Action (7)

Content: Puppets (6)

Baby Wordsworth First Words and My First Signs (9)

Attention Capture (8)

Content: Signing (7)

Content: Live Action (7)

Content: Puppets (6)

Baby Van Gogh World of Colors (15)

Attention Capture (10)

Child Preference (9)

Baby Van Gogh World of Colors (15)

Attention Capture (10)

Child Preference (9)

Variant and Rare Themes of InterestVariant and Rare Themes of Interest

Baby Wordsworth First Words and My First Signs (9)

Caregiver Time (3)

Enhances Speech (3)

Baby Wordsworth First Words and My First Signs (9)

Caregiver Time (3)

Enhances Speech (3)

Baby Van Gogh World of Colors (15)

Caregiver Time (3)

Educational Experience (3)

Previously Anti-Television (3)

Baby Van Gogh World of Colors (15)

Caregiver Time (3)

Educational Experience (3)

Previously Anti-Television (3)

Discussion of Qualitative Analysis

Discussion of Qualitative Analysis

Attention Capture

Krcmar, Grela, & Lin (2007)

Child Preference

Content-related

Attention Capture

Krcmar, Grela, & Lin (2007)

Child Preference

Content-related

RecommendationsRecommendations

Further Research

Caregiver Education

Further Research

Caregiver Education

ResourcesResourcesAmerican Academy of Pediatrics (1999). Media education policy

statement. Pediatrics, 104(2), 341-343.American Academy of Pediatrics (2001). Children, adolescents and

television policy statement. Pediatrics, 107(2), 423-426.Garrison, M. M., & Christakis, D.A. (2005). A teacher in the living

room? Educational media for babies, toddlers, and preschoolers. Menlo Park, CA: Kaiser Family Foundation.

Gershkoff-Stowe, L., & Hahn, E.R. (2007). Fast mapping skills in the developing lexicon. Journal of Speech, Language, and Hearing Research, 50, 682-697.

Goodwyn, S.W., & Acredolo, L.P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?. Child Development, 64, 688-701.

Goodwyn, S.W., Acredolo, L.P., & Brown, C.A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), 81-103.

Hill, C.E., Knox, S., Thompson, B.J., Williams, E.N., Hess, S.A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, 196-205.

American Academy of Pediatrics (1999). Media education policy statement. Pediatrics, 104(2), 341-343.

American Academy of Pediatrics (2001). Children, adolescents and television policy statement. Pediatrics, 107(2), 423-426.

Garrison, M. M., & Christakis, D.A. (2005). A teacher in the living room? Educational media for babies, toddlers, and preschoolers. Menlo Park, CA: Kaiser Family Foundation.

Gershkoff-Stowe, L., & Hahn, E.R. (2007). Fast mapping skills in the developing lexicon. Journal of Speech, Language, and Hearing Research, 50, 682-697.

Goodwyn, S.W., & Acredolo, L.P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?. Child Development, 64, 688-701.

Goodwyn, S.W., Acredolo, L.P., & Brown, C.A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), 81-103.

Hill, C.E., Knox, S., Thompson, B.J., Williams, E.N., Hess, S.A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, 196-205.

Resources (cont.)Resources (cont.)Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary

from television? An experimental approach. Media Psychology, 10, 41-63.

Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), 60-68.

Pierroutsakos, S.L., & DeLoache, J.S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4(1), 141-156.

Thompson, R.H., McKerchar, P.M., & Dancho, K.A. (2004), The effects of delayed physical prompts and reinforcement on infant sign language acquisition. Journal of Applied Behavior Analysis, 37(3), 379-383.

Troseth, G.L. & DeLoache, J.S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4), 950-965.

Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10, 41-63.

Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), 60-68.

Pierroutsakos, S.L., & DeLoache, J.S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4(1), 141-156.

Thompson, R.H., McKerchar, P.M., & Dancho, K.A. (2004), The effects of delayed physical prompts and reinforcement on infant sign language acquisition. Journal of Applied Behavior Analysis, 37(3), 379-383.

Troseth, G.L. & DeLoache, J.S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4), 950-965.