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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.