Abstract
Content and context are two considerations for children’s media use that require more study from researchers. This article explores two key questions: When does it help for kids to “go solo” in using screen media and digital devices, and when is it more beneficial for them to share those devices with peers or adults?
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Academy of Pediatrics. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958–961. doi:10.1542/peds.2013-2626.
Balingit, M. (2015, May 29). Manassas City is out of space for preschool. Is software the solution? The Washington Post.
Blackwell, C. K. (2015). iPads in Kindergarten? Investigating the effects of tablet computers on student achievement. Proceedings of the International Communication Association. San Juan, PR.
Brown, A., Shifrin, D. L., & Hill, D. L. (2015). Beyond ‘turn it off’: How to advise families on media use. AAP News, 36(10). http://www.aappublications.org/content/36/10/54.
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. doi:10.1016/j.dr.2014.12.004.
Connell, S., Lauricella, A., & Wartella, E. (2015). Parental co-use of media technology with their young children in the USA. Journal of Children and Media, 9(1), 5–21.
Gong, Z., & Levy, B. A. (2009). Four year old children’s acquisition of print knowledge during electronic storybook reading. Reading & Writing, 22, 889–905.
Guernsey, L. (2013, March). Toddlers, electronic media, and language development: What researchers know so far. Zero to Three, 33(4), 11–17.
Herold, B. (2015, February 2). Virtual preschool: Yes, now that’s a real option. Education Week. http://blogs.edweek.org/edweek/DigitalEducation/2015/02/virtual_preschool_now_real_option.html.
Hipp, D., Gerhardstein, P., Zimmermann, L., Moser, A., Taylor, G., & Barr, R. (2016). The dimensional divide: Learning from TV and touchscreens during early childhood. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_3.
Jenkins, H. (2009). Confronting the challenges of participatory culture: media education for the 21st century. Cambridge, MA: MIT Press. https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf.
Kirkorian, H., Pempek, T., & Choi, K. (2016). The role of online processing in young children’s ability to learn from interactive and noninteractive digital media. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_5.
Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23, 248–259.
Korat, O., & Or, T. (2010). How technology influences parent–child interaction: The case of e-book reading. First Language, 30, 139–154. http://fla.sagepub.com/content/30/2/139.abstract.
Laposky, I. (2015, May 8). What schools must learn from L.A.’s IPad debacle. Wired, http://www.wired.com/2015/05/los-angeles-edtech/
Lauricella, A. R., Blackwell, C. K., & Wartella, E. (2016). The “New” technology environment: The role of content and context on learning and development from mobile media. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_1.
Lucas, B. (2015, March 19). Pearson status update. Los Angeles unified school district inter-office correspondence. Retrieved from http://laschoolreport.com/wp-content/uploads/2015/04/Instructional-Technology-Initative-Pearson-Update.pdf.
Maddocks, P., & Redmond, P. (2015). Digital early literacy: three year preliminary report. White paper published by NapaLearns and Touro University California.
Strauss, V. (2015, February 2). And now, online preschool classes. Really. The Washington Post, http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/02/02/and-now-online-preschool-classes-really/.
Strouse, G. A., & Troseth, G. L. (2014). Supporting toddlers’ transfer of word learning from video. Cognitive Development, 30, 47–64.
Takeuchi, L., & Stevens, R. (2011). The new co-viewing: Designing for learning through joint media engagement. Paper published by the Joan Ganz Cooney Center at Sesame Workshop and the LIFE Center. http://www.joanganzcooneycenter.org/wp-content/uploads/2011/12/jgc_coviewing_desktop.pdf.
Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication, 63, 221–243.
Whitehurst, G., & Lonigan, T. (1998). Child development and emergent literacy. Child Development, 69, 848–872.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Guernsey, L. (2017). Who’s By Their Side? Questions of Context Deepen the Research on Children and Media: Commentary on Chapter 1. In: Barr, R., Linebarger, D. (eds) Media Exposure During Infancy and Early Childhood. Springer, Cham. https://doi.org/10.1007/978-3-319-45102-2_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-45102-2_2
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-45100-8
Online ISBN: 978-3-319-45102-2
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)