Social Sciences › Education

Child Development and Digital Technology

Works Count: 59870

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Description

This cluster of papers explores the impact of digital technology and media exposure on children's development, with a focus on parental mediation, screen time, educational apps, and family relationships. The research covers topics such as internet use, television viewing, early childhood technology use, and the influence of media on child development.

Keywords

Parental Mediation; Digital Technology; Early Childhood; Screen Time; Media Exposure; Child Development; Internet Use; Educational Apps; Television Viewing; Family Relationships

Play : its role in development and evolution

1976-01-01

Jerome S. Bruner , Alison Jolly , Κathy Sylva

It's complicated: the social lives of networked teens

2014-07-16

danah boyd

What is new about how teenagers communicate through services such as Facebook, Twitter, and Instagram? Do social media affect the quality of teens lives? In this eye-opening book, youth culture … What is new about how teenagers communicate through services such as Facebook, Twitter, and Instagram? Do social media affect the quality of teens lives? In this eye-opening book, youth culture and technology expert danah boyd uncovers some of the major myths regarding teens' use of social media. She explores tropes about identity, privacy, safety, danger, and bullying. Ultimately, boyd argues that society fails young people when paternalism and protectionism hinder teenagers ability to become informed, thoughtful, and engaged citizens through their online interactions. Yet despite an environment of rampant fear-mongering, boyd finds that teens often find ways to engage and to develop a sense of identity. Boyds conclusions are essential reading not only for parents, teachers, and others who work with teens but also for anyone interested in the impact of emerging technologies on society, culture, and commerce in years to come. Offering insights gleaned from more than a decade of original fieldwork interviewing teenagers across the United States, boyd concludes reassuringly that the kids are all right. At the same time, she acknowledges that coming to terms with life in a networked era is not easy or obvious. In a technologically mediated world, life is bound to be complicated.

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Interaction of Media, Cognition, and Learning

2012-12-06

Gavriel Salomon

The educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best … The educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best serve has grown very little. In this book, the author advances an empirically based theory relating media's most basic mode of presentation -- their symbol systems -- to common thought processes and to learning. Drawing on research in semiotics, cognition and cognitive development, psycholinguistics, and mass communication, the author offers a number of propositions concerning the particular kinds of mental processes required by, and the specific mental skills enhanced by, different symbol systems. He then describes a series of controlled experiments and field and cross-cultural studies designed to test these propositions. Based primarily on the symbol system elements of television and film, these studies illustrate under what circumstances and with what types of learners certain kinds of learning and mental skill development occur. These findings are incorporated into a general scheme of reciprocal interactions among symbol systems, learners' cognitions, and their mental activities; and the implications of these relationships for the design and use of instructional materials are explored.

Handbook of infant development

1979-01-01

Joy D. Osofsky

Visual and Auditory Development in Infancy Learning and Memory in Infancy Language and Communications in Infancy Cognitive Development: The Relevance of Piaget's Infancy Books Psychophysiological Development in Infancy: State, Startle … Visual and Auditory Development in Infancy Learning and Memory in Infancy Language and Communications in Infancy Cognitive Development: The Relevance of Piaget's Infancy Books Psychophysiological Development in Infancy: State, Startle and Attention Cross-Modal Abilities in Human Infants Developmental Behavioral Genetics and Infancy SOCIAL, EMOTIONAL AND INTERACTIVE PERSPECTIVES: Theories of Social Development Perspectives on Emotional Development I: Differential Emotions Theory of Early Emotional Development Perspectives on Emotional Development II: A Functionalist Approach to Emotions Family Interaction Infancy Parent-Infant Socialization in Several Western European Countries Intuitive Parenting: Cross Cultural Perspectives ASSESSMENT, METHODOLOGY AND ANALYSIS: The Behavioral Assessment of Neonate: An Overview Neonatal Behavioral Assessment Scale Applying Observational Methods: A Systematic View Analysis of Sequential Social Intervention Data: Social Intervention Data: Some Issues, Recent Developments and Causal Inference Model Index.

Youth, Identity, and Digital Media

2007-01-01

David Buckingham

As young people today grow up in a world saturated with media, how does it affect their sense of self and others? As they define and redefine their identities through … As young people today grow up in a world saturated with media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of media use for young people's individual and social identities. The contributors explore how young people use media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as girl power online, the generational divide, young people and mobile communication, and the appeal of the digital publics of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett David Buckingham is Professor of Education at the Institute of Education, London University, and Founder and Director of the Centre for the Study of Children, Youth and Media.

How Computer Games Help Children Learn

2006-01-01

David Williamson Shaffer

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Do We Fatten Our Children at the Television Set? Obesity and Television Viewing in Children and Adolescents

1985-05-01

William H. Dietz , Steven L. Gortmaker

The association of television viewing and obesity in data collected during cycles II and III of the National Health Examination Survey was examined. Cycle II examined 6,965 children aged 6 … The association of television viewing and obesity in data collected during cycles II and III of the National Health Examination Survey was examined. Cycle II examined 6,965 children aged 6 to 11 years and cycle III examined 6,671 children aged 12 to 17 years. Included in the cycle III sample were 2,153 subjects previously studied during cycle II. These surveys, therefore, provided two cross-sectional samples and one prospective sample. In all three samples, significant associations of the time spent watching television and the prevalence of obesity were observed. In 12- to 17-year-old adolescents, the prevalence of obesity increased by 2% for each additional hour of television viewed. The associations persisted when controlled for prior obesity, region, season, population density, race, socioeconomic class, and a variety of other family variables. The consistency, temporal sequence, strength, and specificity of the associations suggest that television viewing may cause obesity in at least some children and adolescents. The potential effects of obesity on activity and the consumption of calorically dense foods are consistent with this hypothesis.

Physical activity play: the nature and function of a neglected aspect of playing.

1998-06-01

Anthony D. Pellegrini , Peter K. Smith

In this review, we consider the nature and possible developmental functions of physical activity play, defined as a playful context combined with a dimension of physical vigor. We distinguish 3 … In this review, we consider the nature and possible developmental functions of physical activity play, defined as a playful context combined with a dimension of physical vigor. We distinguish 3 kinds of physical activity play, with consecutive age peaks: rhythmic stereotypies peaking in infancy, exercise play peaking during the preschool years, and rough-and-tumble play peaking in middle childhood. Gender differences (greater prevalence in males) characterize the latter 2 forms. Function is considered in terms of beneficial immediate and deferred consequences in physical, cognitive, and social domains. Whereas most theories assume that children's play has deferred benefits, we suggest that forms of physical activity play serve primarily immediate developmental functions. Rhythmic stereotypies in infancy are hypothesized to improve control of specific motor patterns. Exercise play is hypothesized to function primarily for strength and endurance training; less clear evidence exists for possible benefits for fat reduction and thermoregulation. In addition, there may be cognitive benefits of exercise play that we hypothesize to be largely incidental to its playful or physical nature. Rough-and-tumble play has a distinctive social component; we hypothesize that it serves primarily dominance functions; evidence for benefits to fighting skills or to emotional coding are more equivocal. Further research is indicated, given the potentially important implications for children's education, health, and development.

Electronic media use and sleep in school-aged children and adolescents: A review

2010-07-30

Neralie Cain , Michael Gradisar

Social participation among pre-school children.

1932-10-01

Mildred Parten

The social participation of 40 nursery-school children was analyzed. The spontaneous play groups occurring during the free-play hour were observed by a one-minute sampling and the social behavior of each … The social participation of 40 nursery-school children was analyzed. The spontaneous play groups occurring during the free-play hour were observed by a one-minute sampling and the social behavior of each child was recorded. Social participation was classified under: unoccupied; solitary play; onlook

Parental Mediation of Children's Internet Use

2008-11-07

Sonia Livingstone , Ellen Helsper

This article examines parental regulation of children and teenagers' online activities. A national survey of 1511 children and 906 parents found that 12–17-year-olds encounter a range of online risks. Parents … This article examines parental regulation of children and teenagers' online activities. A national survey of 1511 children and 906 parents found that 12–17-year-olds encounter a range of online risks. Parents implement a range of strategies, favoring active co-use and interaction rules over technical restrictions using filters or monitoring software, but these were not necessarily effective in reducing risk. Parental restriction of online peer-to-peer interactions was associated with reduced risk but other mediation strategies, including the widely practiced active co-use, were not. These findings challenge researchers to identify effective strategies without impeding teenagers' freedom to interact with their peers online.

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The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance

2004-01-10

Douglas A. Gentile , Paul Lynch , Jennifer Ruh Linder +1 more

Relationships between media use, body fatness and physical activity in children and youth: a meta-analysis

2004-08-17

S. J. Marshall , Stuart Biddle , Trish Gorely +2 more

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The digital native – myth and reality

2009-07-05

Neil Selwyn

Purpose The purpose of this paper is to develop and promote a realistic understanding of young people and digital technology with a view to supporting information professionals in playing useful … Purpose The purpose of this paper is to develop and promote a realistic understanding of young people and digital technology with a view to supporting information professionals in playing useful and meaningful roles in supporting current generations of young people. In particular the paper aims to offer a critical perspective on popular and political understandings of young people and digital technologies – characterised by notions of “digital natives”, the “net generation” and other commonsense portrayals of expert young technology users. The paper seeks to consider the accuracy of such descriptions in reflecting young people's actual uses of digital technology and digital information. Design/methodology/approach The paper provides a comprehensive review of the recent published literatures on young people and digital technology in information sciences, education studies and media/communication studies. Findings The findings show that young people's engagements with digital technologies are varied and often unspectacular – in stark contrast to popular portrayals of the digital native. As such, the paper highlights a misplaced technological and biological determinism that underpins current portrayals of children, young people and digital technology. Originality/value The paper challenges the popular assumption that current generations of children and young people are innate, talented users of digital technologies. Having presented a more realistic basis for approaching generational differences in technology use, the paper explores the functions and roles that information professionals can be expected to play in supporting young people in the digital age.

Reducing Children's Television Viewing to Prevent Obesity

1999-10-27

Thomas N. Robinson

ContextSome observational studies have found an association between television viewing and child and adolescent adiposity.ObjectiveTo assess the effects of reducing television, videotape, and video game use on changes in adiposity, … ContextSome observational studies have found an association between television viewing and child and adolescent adiposity.ObjectiveTo assess the effects of reducing television, videotape, and video game use on changes in adiposity, physical activity, and dietary intake.DesignRandomized controlled school-based trial conducted from September 1996 to April 1997.SettingTwo sociodemographically and scholastically matched public elementary schools in San Jose, Calif.ParticipantsOf 198 third- and fourth-grade students, who were given parental consent to participate, 192 students (mean age, 8.9 years) completed the study.InterventionChildren in 1 elementary school received an 18-lesson, 6-month classroom curriculum to reduce television, videotape, and video game use.Main Outcome MeasuresChanges in measures of height, weight, triceps skinfold thickness, waist and hip circumferences, and cardiorespiratory fitness; self-reported media use, physical activity, and dietary behaviors; and parental report of child and family behaviors. The primary outcome measure was body mass index, calculated as weight in kilograms divided by the square of height in meters.ResultsCompared with controls, children in the intervention group had statistically significant relative decreases in body mass index (intervention vs control change: 18.38 to 18.67 kg/m2 vs 18.10 to 18.81 kg/m2, respectively; adjusted difference −0.45 kg/m2 [95% confidence interval {CI}, −0.73 to −0.17]; P=.002), triceps skinfold thickness (intervention vs control change: 14.55 to 15.47 mm vs 13.97 to 16.46 mm, respectively; adjusted difference, −1.47 mm [95% CI, −2.41 to −0.54]; P=.002), waist circumference (intervention vs control change: 60.48 to 63.57 cm vs 59.51 to 64.73 cm, respectively; adjusted difference, −2.30 cm [95% CI, −3.27 to −1.33]; P<.001), and waist-to-hip ratio (intervention vs control change: 0.83 to 0.83 vs 0.82 to 0.84, respectively; adjusted difference, −0.02 [95% CI, −0.03 to −0.01]; P<.001). Relative to controls, intervention group changes were accompanied by statistically significant decreases in children's reported television viewing and meals eaten in front of the television. There were no statistically significant differences between groups for changes in high-fat food intake, moderate-to-vigorous physical activity, and cardiorespiratory fitness.ConclusionsReducing television, videotape, and video game use may be a promising, population-based approach to prevent childhood obesity.

Screen time and sleep among school-aged children and adolescents: A systematic literature review

2014-08-12

Lauren Hale , Stanford Guan

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Friendship and Peer Culture in the Early Years.

1987-06-01

Lala Carr Steelman , William A. Corsaro

Based on a year-long micro-ethnography of a nursery school, this book presents a unique approach to childhood socialization by focusing directly upon the social, interactive, and communicative processes that make … Based on a year-long micro-ethnography of a nursery school, this book presents a unique approach to childhood socialization by focusing directly upon the social, interactive, and communicative processes that make up the world of young children. It contains micro-sociolinguistic analyses of videotaped peer interactive episodes which are the basis of explanations of children's development and use of social concepts such as status, role, norms, and friendship. Stable features of peer culture in the nursery school are identified, and the importance of interpreting children's behavior from their own perspective is demonstrated. The author also addresses the implications of the findings for early childhood education.

Autism: Explaining the enigma.

2004-01-01

Sula Wolff

The Impact of Social Media on Children, Adolescents, and Families

2011-03-28

Gwenn Schurgin O’Keeffe , Kathleen Clarke-Pearson

Using social media Web sites is among the most common activity of today's children and adolescents. Any Web site that allows social interaction is considered a social media site, including … Using social media Web sites is among the most common activity of today's children and adolescents. Any Web site that allows social interaction is considered a social media site, including social networking sites such as Facebook, MySpace, and Twitter; gaming sites and virtual worlds such as Club Penguin, Second Life, and the Sims; video sites such as YouTube; and blogs. Such sites offer today's youth a portal for entertainment and communication and have grown exponentially in recent years. For this reason, it is important that parents become aware of the nature of social media sites, given that not all of them are healthy environments for children and adolescents. Pediatricians are in a unique position to help families understand these sites and to encourage healthy use and urge parents to monitor for potential problems with cyberbullying, "Facebook depression," sexting, and exposure to inappropriate content.

Putting Education in “Educational” Apps

2015-04-20

Kathy Hirsh‐Pasek , Jennifer M. Zosh , Roberta Michnick Golinkoff +3 more

Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the … Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (“apps”) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, “educational” apps—the number of which, as of January 2015, stood at 80,000 in Apple’s App Store (Apple, 2015)—are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children’s apps. In short, we will show how the design and use of educational apps aligns with known processes of children’s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning—four “pillars” of learning—within the context of a supported learning goal are considered educational.

Children, Adolescents, and the Media

2013-10-29

Victor C. Strasburger , Marjorie J. Hogan , Deborah Ann Mulligan +7 more

Media, from television to the "new media" (including cell phones, iPads, and social media), are a dominant force in children's lives. Although television is still the predominant medium for children … Media, from television to the "new media" (including cell phones, iPads, and social media), are a dominant force in children's lives. Although television is still the predominant medium for children and adolescents, new technologies are increasingly popular. The American Academy of Pediatrics continues to be concerned by evidence about the potential harmful effects of media messages and images; however, important positive and prosocial effects of media use should also be recognized. Pediatricians are encouraged to take a media history and ask 2 media questions at every well-child visit: How much recreational screen time does your child or teenager consume daily? Is there a television set or Internet-connected device in the child's bedroom? Parents are encouraged to establish a family home use plan for all media. Media influences on children and teenagers should be recognized by schools, policymakers, product advertisers, and entertainment producers.

Longitudinal relations between children's exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977-1992.

2003-01-01

L. Rowell Huesmann , Jessica Moise-Titus , Cheryl-Lynn Podolski +1 more

Although the relation between TV-violence viewing and aggression in childhood has been clearly demonstrated, only a few studies have examined this relation from childhood to adulthood, and these studies of … Although the relation between TV-violence viewing and aggression in childhood has been clearly demonstrated, only a few studies have examined this relation from childhood to adulthood, and these studies of children growing up in the 1960s reported significant relations only for boys. The current study examines the longitudinal relations between TV-violence viewing at ages 6 to 10 and adult aggressive behavior about 15 years later for a sample growing up in the 1970s and 1980s. Follow-up archival data (N = 450) and interview data (N = 329) reveal that childhood exposure to media violence predicts young adult aggressive behavior for both males and females. Identification with aggressive TV characters and perceived realism of TV violence also predict later aggression. These relations persist even when the effects of socioeconomic status, intellectual ability, and a variety of parenting factors are controlled.

Early Television Exposure and Subsequent Attentional Problems in Children

2004-04-01

Dimitri Christakis , Frederick J. Zimmerman , David L. DiGiuseppe +1 more

Objective. Cross-sectional research has suggested that television viewing may be associated with decreased attention spans in children. However, longitudinal data of early television exposure and subsequent attentional problems have been … Objective. Cross-sectional research has suggested that television viewing may be associated with decreased attention spans in children. However, longitudinal data of early television exposure and subsequent attentional problems have been lacking. The objective of this study was to test the hypothesis that early television exposure (at ages 1 and 3) is associated with attentional problems at age 7. Methods. We used the National Longitudinal Survey of Youth, a representative longitudinal data set. Our main outcome was the hyperactivity subscale of the Behavioral Problems Index determined on all participants at age 7. Children who were ≥1.2 standard deviations above the mean were classified as having attentional problems. Our main predictor was hours of television watched daily at ages 1 and 3 years. Results. Data were available for 1278 children at age 1 and 1345 children at age 3. Ten percent of children had attentional problems at age 7. In a logistic regression model, hours of television viewed per day at both ages 1 and 3 was associated with attentional problems at age 7 (1.09 [1.03–1.15] and 1.09 [1.02–1.16]), respectively. Conclusions. Early television exposure is associated with attentional problems at age 7. Efforts to limit television viewing in early childhood may be warranted, and additional research is needed.

Exposure and Use of Mobile Media Devices by Young Children

2015-11-03

Hilda K. Kabali , Matilde M. Irigoyen , Rosemary Nunez-Davis +4 more

Research on children's use of mobile media devices lags behind its adoption. The objective of this study was to examine young children's exposure to and use of mobile media devices.Cross-sectional … Research on children's use of mobile media devices lags behind its adoption. The objective of this study was to examine young children's exposure to and use of mobile media devices.Cross-sectional study of 350 children aged 6 months to 4 years seen October to November 2014 at a pediatric clinic in an urban, low-income, minority community. The survey was adapted from Common Sense Media's 2013 nationwide survey.Most households had television (97%), tablets (83%), and smartphones (77%). At age 4, half the children had their own television and three-fourths their own mobile device. Almost all children (96.6%) used mobile devices, and most started using before age 1. Parents gave children devices when doing house chores (70%), to keep them calm (65%), and at bedtime (29%). At age 2, most children used a device daily and spent comparable screen time on television and mobile devices. Most 3- and 4-year-olds used devices without help, and one-third engaged in media multitasking. Content delivery applications such as YouTube and Netflix were popular. Child ownership of device, age at first use, and daily use were not associated with ethnicity or parent education.Young children in an urban, low-income, minority community had almost universal exposure to mobile devices, and most had their own device by age 4. The patterns of use suggest early adoption, frequent and independent use, and media multitasking. Studies are urgently needed to update recommendations for families and providers on the use of mobile media by young children.

Deviant Children Grown Up.

1967-02-01

Howard E. Freeman , Lee N. Robins

Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media .

2010-01-01

Mizuko Ito

Children and Adolescents and Digital Media

2016-10-21

Yolanda Reid Chassiakos , Jenny Radesky , Dimitri Christakis +7 more

Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identified health concerns and negative outcomes that … Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identified health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefits and risks to the health of children and teenagers. Evidence-based benefits identified from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confidentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www.healthychildren.org/MediaUsePlan) that is individualized for a specific child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

Handbook of children and the media

2001-03-01

Warren Buckleitner

Handbook of Children and the Media Dorothy G. Singer and Jerome L. Singer, eds. Los Angeles, CA: Sage Publications, 2012. Tables, charts, indexes. 803 pp. $150.00 cloth. isbn: 978141298249Sir, is … Handbook of Children and the Media Dorothy G. Singer and Jerome L. Singer, eds. Los Angeles, CA: Sage Publications, 2012. Tables, charts, indexes. 803 pp. $150.00 cloth. isbn: 978141298249Sir, is this your bag? TSA agent looked serious. Yes, I responded, surprised. As a frequent traveler, I have become adapt at moving smoothly through airport screening lines. Why was my laptop-free bag being searched? She reached in my bag and pulled out the second edition of Singer and Singer's Handbook of Children and the Media. To my amazement, she dropped the heavy 803-page hardcover onto a stainless steel examination table and began carefully swiping the inside pages for explosive residue. She told me the thick hardcover was blocking the x-ray machine's view of my bag's contents.This raises some questions. If a hardcover book is an outlier for our national airport security system, are the ideas it contains-frozen in ink and on paper- equally as troublesome? Or does this heavy book achieve its intellectually heavy goal review, through the contributions of research experts, the past and potential future impact of the electronic media on growing (p. 3). answer is yes to both questions.The book meets its goal in part due to the skill, experience, and deep scholarly connections of the editors-Jerome and Dorothy Singer, the Yale-based husbandand- wife team who have been conducting and reviewing research on children's television since 1961, when former Federal Communications Commission chair man Newton Minnow called the medium a vast wasteland. historical frame, which stretches back to media as cave drawings, is provided in the introduction as well as in each of three sections, containing, in all, thirty-five articles from sixty-four researchers. Short biographies, with research interests and university affiliations, appear for each, which makes it possible to spot that all but three writers come from the United States.Part 1is the largest and the most useful part of the book, with twenty-three articles loosely organized under the heading The Popular Media as Educators and Socializers of Growing Children. Its buffet of themes have appeared throughout television-inspired discourse for the last sixty years, many massaged here, sans specifics, to account for new digital media. Many of the articles follow a similar pattern: they state that older children are spending vast amounts of time-seven hours and thirty-eight minutes per day, to cite Vicky Ridout's 2010 Kaiser Family Foundation survey-with various forms of media, and then they look at what this means from different angles. well-worn media worries are present and accounted for, including video game violence (Anderson, Gentile, and Dill), reducing (or enhancing) creativity (Valkenburg and Calvert), food marketing (Battle Horgen, Harris, and Brownell), gender stereotyping (Signorielli), advertising (Kunkel and Castonguay), and drugs (Strasburger). …

Children, Adolescents, and Television

2001-02-01

This statement describes the possible negative health effects of television viewing on children and adolescents, such as violent or aggressive behavior, substance use, sexual activity, obesity, poor body image, and … This statement describes the possible negative health effects of television viewing on children and adolescents, such as violent or aggressive behavior, substance use, sexual activity, obesity, poor body image, and decreased school performance. In addition to the television ratings system and the v-chip (electronic device to block programming), media education is an effective approach to mitigating these potential problems. The American Academy of Pediatrics offers a list of recommendations on this issue for pediatricians and for parents, the federal government, and the entertainment industry.

Effects of screentime on the health and well-being of children and adolescents: a systematic review of reviews

2019-01-01

Neza Stiglic , Russell Viner

To systematically examine the evidence of harms and benefits relating to time spent on screens for children and young people's (CYP) health and well-being, to inform policy.Systematic review of reviews … To systematically examine the evidence of harms and benefits relating to time spent on screens for children and young people's (CYP) health and well-being, to inform policy.Systematic review of reviews undertaken to answer the question 'What is the evidence for health and well-being effects of screentime in children and adolescents (CYP)?' Electronic databases were searched for systematic reviews in February 2018. Eligible reviews reported associations between time on screens (screentime; any type) and any health/well-being outcome in CYP. Quality of reviews was assessed and strength of evidence across reviews evaluated.13 reviews were identified (1 high quality, 9 medium and 3 low quality). 6 addressed body composition; 3 diet/energy intake; 7 mental health; 4 cardiovascular risk; 4 for fitness; 3 for sleep; 1 pain; 1 asthma. We found moderately strong evidence for associations between screentime and greater obesity/adiposity and higher depressive symptoms; moderate evidence for an association between screentime and higher energy intake, less healthy diet quality and poorer quality of life. There was weak evidence for associations of screentime with behaviour problems, anxiety, hyperactivity and inattention, poorer self-esteem, poorer well-being and poorer psychosocial health, metabolic syndrome, poorer cardiorespiratory fitness, poorer cognitive development and lower educational attainments and poor sleep outcomes. There was no or insufficient evidence for an association of screentime with eating disorders or suicidal ideation, individual cardiovascular risk factors, asthma prevalence or pain. Evidence for threshold effects was weak. We found weak evidence that small amounts of daily screen use is not harmful and may have some benefits.There is evidence that higher levels of screentime is associated with a variety of health harms for CYP, with evidence strongest for adiposity, unhealthy diet, depressive symptoms and quality of life. Evidence to guide policy on safe CYP screentime exposure is limited.CRD42018089483.

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Media and Young Minds

2016-10-21

David Hill , Nusheen Ameenuddin , Yolanda Reid Chassiakos +7 more

This Policy Statement was reaffirmed July 2022. Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting … This Policy Statement was reaffirmed July 2022. Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting at increasing rates. Although there has been much hope for the educational potential of interactive media for young children, accompanied by fears about their overuse during this crucial period of rapid brain development, research in this area still remains limited. This policy statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related health concerns for young children (0 to 5 years of age). The statement also highlights areas in which pediatric providers can offer specific guidance to families in managing their young children’s media use, not only in terms of content or time limits, but also emphasizing the importance of parent–child shared media use and allowing the child time to take part in other developmentally healthy activities.

Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes

2020-09-07

Chuanmei Dong , Simin Cao , Hui Li

Confronting the Challenges of Participatory Culture

2009-06-05

Henry Jenkins , Ravi Purushotma , Margaret Weigel +2 more

Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan … Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

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Preschool Language Scale – 5

2021-01-01

Megan Lyons

The adolescent experience

1966-01-01

Elizabeth Ann Malcolm Douvan , Joseph Adelson

Serious games : mechanisms and effects

2009-09-10

Ute Ritterfeld , Michael J. Cody , Peter Vorderer

Foreword Ben Sawyer PART I. Serious Games: Explication of an Oxymoron Introduction Ute Ritterfeld, Michael Cody & Peter Vorderer Classifying serious games Rabindra Ratan & Ute Ritterfeld Enjoyment of digital … Foreword Ben Sawyer PART I. Serious Games: Explication of an Oxymoron Introduction Ute Ritterfeld, Michael Cody & Peter Vorderer Classifying serious games Rabindra Ratan & Ute Ritterfeld Enjoyment of digital games: What makes them fun? Hua Wang, Cuihua Shen & Ute Ritterfeld Serious games and seriously fun games: Can they be one and the same? Cuihua Shen, Hua Wang & Ute Ritterfeld PART II. Theories and Mechanisms SERIOUS GAMES FOR LEARNING Deep learning properties of good digital games: How far can they go? Paul Gee Deep learning and emotion in serious games Arthur Graesser, Patrick Chipman, Frank Leeming & Suzanne Biedenbach Psychological and communicological theories of learning and emotion underlying serious games Jennings Bryant & Wes Fondren Designing Serious Games for Learning and Health in Informal and Formal Settings Debra Lieberman What do children learn from playing digital games? Fran S. Blumberg & Sabrina S. Ismailer SERIOUS GAMES FOR DEVELOPMENT The impact of serious games on childhood development John Sherry & Jayson Dibble Designing serious games for children and adolescents: What developmental psychology can teach us Kaveri Subrahmanyam & Patricia Greenfield Door to another me: Identity construction through digital game play Elly Konijn & Marije Nije Bijvank Identity formation and emotion regulation in digital gaming Ute Ritterfeld Serious games for girls? Considering gender in learning with digital games Yasmin Kafai Girls as serious gamers: pitfalls and possibilities Jeroen Jansz & Mirjam Vosmeer Serious games and social change: Why they (should) work Christoph Klimmt Entertainment education through digital games Hua Wang & Arvind Singhal PART IV. Methodological Challenges Melding the power of serious games and embedded assessment to monitor and foster learning: flow and grow Valerie J. Shute, Matthew Ventura, Malcolm Bauer & Diego Zapata-Rivera Making the implicit explicit. Embedded measurement in serious games Gary Bente & Johannes Breuer Evaluating the potential of serious games: What can we learn from previous research on media effects and educational intervention? Marco Ennemoser Improving methodology in serious games research with elaborated theory James H. Watt Generalizability and validity in digital game research Mike Shapiro & Jorge Pena Designing game research: addressing questions of validity Niklas Ravaja & Matias Kivikangas PART V. Applications, Limitations, and Future Directions Three-dimensional game environments for recovery from stroke Younbo Jung, Shih-Chih Yeh, Margaret McLaughlin, Albert A. Rizzo & Carolee Winstein Reducing risky sexual decision-making in the virtual and in the real-world: Serious games, intelligent agents, and a SOLVE Approach Lynn C. Miller, John L. Christensen, Carlos G. Godoy, Paul Robert Appleby, Charisse Corsbie-Massay, and Stephen J. Read From serious games to serious gaming Henry Jenkins, Brett Camper, Alex Chisholm, Neal Grigsby, Eric Klopfer, Scot Osterweil, Judy Perry. Philip Tan, Matthew Weise & Teo Chor Guan Immersive serious games for large scale multiplayer dialogue and co-creation Stacey Spiegel & Rodney Hoinkes The gaming dispositif. An analysis of serious games from a humanities perspective Joost Raessens

İlkokul dördüncü sınıf öğrencilerinin dijital oyun bağımlılığı ile matematiksel problem çözme ve matematik başarıları arasındaki ilişkilerin incelenmesi

2025-06-25

İsmail Temur , Özlem ÖZÇAKIR SÜMEN | Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

Büyük bir hızla dijitalleşen dünyada bilgi ve iletişim teknolojilerindeki gelişim teknolojiye bağımlılık noktasında bazı dezavantajları da beraberinde getirmektedir. Bu çalışmada ilkokul dördüncü sınıf öğrencilerinin dijital oyun bağımlılık düzeyleri ile matematiksel … Büyük bir hızla dijitalleşen dünyada bilgi ve iletişim teknolojilerindeki gelişim teknolojiye bağımlılık noktasında bazı dezavantajları da beraberinde getirmektedir. Bu çalışmada ilkokul dördüncü sınıf öğrencilerinin dijital oyun bağımlılık düzeyleri ile matematiksel problem çözme başarıları ve matematik başarıları arasındaki ilişkiler araştırılmıştır. Araştırmanın örneklemini Samsun ili merkezinde öğrenim gören 304 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri kişisel bilgi formu, Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği ve Matematiksel Problem Çözme Başarı Testi ile toplanmıştır. Öğrencilerin matematik başarıları matematik dersi karne notları dikkate alınarak belirlenmiştir. Veri analizinde betimsel istatistikler, bağımsız örneklem t testi, ANOVA testi ve Pearson korelasyon katsayısı kullanılmıştır. Araştırma sonucunda öğrencilerin dijital oyun bağımlılık düzeyleri ile matematiksel problem çözme başarıları arasında negatif yönde orta düzeyde anlamlı bir ilişki olduğu, matematik başarıları ile arasında ise negatif yönde düşük düzeyde anlamlı bir ilişki olduğu ortaya çıkmıştır. Ayrıca erkek öğrencilerin kızlardan daha fazla dijital oyun bağımlısı oldukları belirlenmiştir.

Digital Wounds: The Coping Experiences of Adolescent Girls Exposed to Snuff Videos Online

2025-06-25

Michal Dolev-Cohen , Polet Kakun , Bar Toizner | Research Square (Research Square)

<title>Abstract</title> Following the terrorist attack of October 7, 2023, Israeli social media platforms were inundated with uncensored, violent “snuff” videos. Adolescent girls, already sensitive to peer norms and community belonging, … <title>Abstract</title> Following the terrorist attack of October 7, 2023, Israeli social media platforms were inundated with uncensored, violent “snuff” videos. Adolescent girls, already sensitive to peer norms and community belonging, found themselves exposed to severe, distressing content. This study aimed to explore their emotional experiences, coping strategies, and perceptions of adult support following exposure to these traumatic online materials. A qualitative phenomenological approach was employed. Fifteen Israeli girls, aged 15–18, who had viewed war-related snuff videos on social networks, were interviewed in-depth. Interviews were recorded, transcribed, and thematically analyzed. Results: The analysis revealed four central themes: (1) Ubiquitous exposure, wherein participants felt unable to avoid violent content; (2) Intense emotional and physiological responses, including fear, horror, shivering, and vomiting, suggesting traumatic stress reactions; (3) Coping strategies and resilience, as some participants ceased viewing voluntarily or with external intervention, sought peer support, and gradually regained a sense of control; and (4) The perceived role of significant adults, with participants noting that parents and educators were sometimes emotionally unavailable due to their own distress. The lack of open dialogue and the reliance on restrictive measures rather than meaningful guidance led to frustration and unmet emotional needs. The findings highlight the importance of preventative conversations, supportive adult involvement, and the development of non-intrusive coping strategies to mitigate the harmful effects of online violent content on vulnerable youth populations.

DECA RANOG UZRASTA KAO KONZUMENTI DIGITALNIH MEDIJA U PORODICI I ULOGA RODITELJA

2025-06-25

Slađana Milenković , Željko Nikolić , Sojka Čvorović | Krugovi detinjstva - časopis za multidisciplinarna istraživanja detinjstva

Digitalni mediji koji svoje sadržaje nude putem interneta i digitalnih mreža, a kojima se može pristupiti preko računara, mobilnih telefona, tableta, televizora i dr., mogu pozitivno uticati na razvoj deteta … Digitalni mediji koji svoje sadržaje nude putem interneta i digitalnih mreža, a kojima se može pristupiti preko računara, mobilnih telefona, tableta, televizora i dr., mogu pozitivno uticati na razvoj deteta ukoliko se koriste pažljivo i uz podršku. Roditelji treba aktivno da učestvuju u razvijanju digitalnih kompetencija dece i korišćenju digitalnih medija. U radu se prikazuje kvantitativno istraživanje čiji je cilj da utvrdi kako deca koriste digitalne medije u porodičnom kontekstu i koja je uloga roditelja u tome. Istraživanje je sprovedeno na uzorku od osamdeset osam roditelja dece uzrasta tri do četiri godine iz više predškolskih ustanova na teritoriji Čačka i Sremskog okruga. Konstruisan je upitnik kombinovanog tipa koji su učesnici istraživanja popunjavali u prostorijama vrtića koji njihovo dete pohađa. Dobijeni rezultati pokazuju da je polovina dece između druge i treće godine počela, po saopštenju roditelja, da koristi digitalne medije. Deca najčešće gledaju televiziju, zatim koriste mobilne uređaje, sledi upotreba računara, a u manjoj meri koriste elektronsku slikovnicu i edukativne (digitalne) igračke. Roditelji, generalno, imaju stavove koji odgovaraju preporukama iz literature, kada je u pitanju njihova uloga u korišćenju digitalnih medija dece: većina roditelja zna koje načine i postupke treba da primenjuju kada je reč o zajedničkom korišćenju digitalnih medija, ali su identifikovana i određena područja u kojima je roditeljima potrebna dodatna edukacija i podrška. Rezultati su korisni u kontekstu daljeg rada na razvijanju digitalne medijske pismenosti dece i roditelja.

Dijital Oyun Oynayan ve Oynamayan İlkokul Öğrencilerinin Çizdikleri Resimler Üzerinden Arkadaşlık Değerinin İncelenmesi

2025-06-25

Açelya Tetik , Bilal Yorulmaz | ASYA STUDIES

Bu çalışmada ilkokul öğrencilerinin dijital oyun oynama durumuna göre arkadaşlık değerine bakışı incelenmiştir. Araştırma nitel araştırma yöntemlerinden bütüncül tek durum deseni kullanılarak yürütülmüştür. Çalışma grubunu 2024-2025 eğitim öğretim yılının birinci … Bu çalışmada ilkokul öğrencilerinin dijital oyun oynama durumuna göre arkadaşlık değerine bakışı incelenmiştir. Araştırma nitel araştırma yöntemlerinden bütüncül tek durum deseni kullanılarak yürütülmüştür. Çalışma grubunu 2024-2025 eğitim öğretim yılının birinci döneminde bir devlet ilkokulunun ikinci sınıfında öğrenim gören 20 öğrenci oluşturmaktadır. Veriler, öncelikle ebeveynlerden “Kişisel Bilgiler Formu” ile; ardından öğrencilerden “Resim Değerlendirme Formu 1” aracılığıyla toplanmıştır. Formda yer alan yönergeler doğrultusunda öğrencilerden “arkadaşlık” temalı resim çizmeleri ve çizdikleri resimleri sözlü olarak açıklamaları istenmiştir. Veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırma bulgularına göre, dijital oyun oynayan erkek öğrencilerin çizimleri, kızların çizimlerine göre daha fazla farklılaşmaktadır. Dijital oyun oynayan kız öğrencilerin çizimlerinde canlı ve cansız varlıklar teması dengedeyken erkek öğrencilerin çizimlerinde cansız varlıklar teması ön plana çıkmaktadır. Dijital oyun oynayıp oynamama durumu, erkek öğrencilerin arkadaşlık algılarını çizimlerine yansıtma biçimlerini daha fazla etkilerken, kız öğrencilerde bu durum daha azdır. Bu farkın oynadıkları oyun türlerinden kaynaklanabileceği düşünülmektedir. Dijital oyun oynayan ve oynamayan kız ve erkek öğrencilerin çizimlerinde kullandıkları renk dağılımları birbirlerine yakındır.

The Impact of Online Games on Adolescent Health in Umbul Rowo Hamlet

2025-06-24

Miftahul Munir , Mashudi Ma’ruf , Emawati Dwi Astuti +1 more | EDUSOSHUM Journal of Islamic Education and Social Humanities

This research aims to analyze the influence of online gaming on the mental health of adolescents in Dusun Umbul Rowo. The background of this study is based on the increasing … This research aims to analyze the influence of online gaming on the mental health of adolescents in Dusun Umbul Rowo. The background of this study is based on the increasing use of online games among teenagers, which impacts various aspects of life, particularly mental health. The method used is a quantitative approach with a survey technique. The sample in this study consists of 32 adolescents aged 13–18 years, selected purposively. Data was collected through closed questionnaires and analyzed using simple linear regression tests. The results of the study indicate a significant influence between the intensity of online gaming and the mental health of adolescents, with a significance value of 0.002 (< 0.05). The longer the gaming duration, the greater the tendency for respondents to experience sleep disturbances, anxiety, and reduced social interaction. However, some respondents also reported emotional and cognitive benefits from gaming, such as decreased stress and improved focus. This research emphasizes the importance of monitoring online gaming usage and the need for education on mental health to prevent long-term negative impacts.

A Child-Centered Approaches to Digital Research with Migrant Children

2025-06-24

Koen Leurs , Stephanie Rap | Oxford University Press eBooks

Abstract The chapter provides an overview of child-centered approaches to digital research with migrant children. Addressing the limitations of Big Data, the chapter makes a case for child-centered, “thick” Small … Abstract The chapter provides an overview of child-centered approaches to digital research with migrant children. Addressing the limitations of Big Data, the chapter makes a case for child-centered, “thick” Small Data research. First it places child-centric research within the context of children’s participatory rights and the history of participatory research involving children. Subsequently it explores how these frameworks can inform digital research, by distinguishing between digital-media-centered and non-digital-media-centered approaches. The former analyzes digital platforms, devices, and content as objects of analyses, while the latter decenters technologies and prioritizes perspectives of communities. The chapter also discusses ethical considerations and limitations of migrant child-centered digital research, including concerns about technosolutionism, power dynamics, and inequalities that may arise or be reinforced. Overall, it highlights the importance of considering children’s agency and representing their voices, particularly in the context of migration, while critically examining the implications of Big Data and Small Data in research processes.

Exploring Young Autistic Children's Family and Independent Digital Experiences at Home

2025-06-24

Irina Mil-Homens Figueira Dos Santos Silva , Susan Danby , Beth Saggers | Children & Society

ABSTRACT This study investigated how young autistic children engaged with digital technologies within the home context. Studying the everyday lives of three families in Queensland, Australia provided opportunities to identify … ABSTRACT This study investigated how young autistic children engaged with digital technologies within the home context. Studying the everyday lives of three families in Queensland, Australia provided opportunities to identify the digital technologies they used and the purpose and potential of the children's digital interactions. Autistic children actively participated in this digital ethnographic study as they navigated their digital worlds. Children's experiences with digital activities were undertaken independently and with family members and informed how digital technologies support their socialisation, communication, and education. Furthermore, findings highlight the importance of parents and researchers adapting the ways that they engage with children to support children's success.

Autism and Attention-Deficit/Hyperactivity Disorder Content in Highly Viewed TikTok Videos

2025-06-23

Gail A. Alvares , Chris Edwards , Melissa K. Licari +7 more | Autism in Adulthood

Disruptions of white matter in adolescents with internet game disorder: evidence from seed-based d mapping

2025-06-23

Hao Zheng , Chunyu Dong , Yu Wan +7 more | Brain Imaging and Behavior

Prior Parental Mediation, Privacy Perceptions and Privacy Protection Behaviors Among Emerging Adults: Testing the Mediating Effect and its Gender Difference

2025-06-23

Wei Ren , Qiang Chen | Journal of Broadcasting & Electronic Media

Screen Use in Late Childhood and Early Adolescence—A Search for Balance

2025-06-23

Candice A. Alfano , Jennette P. Moreno | JAMA Pediatrics

OS IMPACTOS E INFLUÊNCIAS DO USO DE TELAS DIGITAIS NO NEURODESENVOLVIMENTO INFANTIL

2025-06-23

Isabel Freitas , L Silva , Osnara María Mongruel Gómes +1 more | Revista de Estudos Interdisciplinares

A pesquisa investiga os impactos do uso excessivo de telas digitais no neurodesenvolvimento infantil, com foco nos efeitos cognitivos, emocionais, sociais e físicos em crianças e adolescentes. A crescente exposição … A pesquisa investiga os impactos do uso excessivo de telas digitais no neurodesenvolvimento infantil, com foco nos efeitos cognitivos, emocionais, sociais e físicos em crianças e adolescentes. A crescente exposição a dispositivos eletrônicos tem gerado preocupações sobre seus efeitos no desenvolvimento cerebral, particularmente em áreas como linguagem, cognição, memória e interações sociais. Estudos apontam que a exposição precoce e prolongada pode levar a atrasos no desenvolvimento, além de contribuir para problemas de saúde como dificuldades de sono, obesidade e distúrbios emocionais. A pesquisa foi realizada com amostra de pais e responsáveis, por meio de questionários que abordam o tempo do uso das telas, os dispositivos mais utilizados e as percepções sobre os impactos no desenvolvimento das crianças. Os resultados indicam que a maioria das crianças ultrapassam as recomendações de tempo de exposição às telas, com 33,3% usando dispositivos de duas a quatro horas diárias, e 26,7% mais de quatro horas. A pesquisa também revelou que, apesar do uso das telas ser frequentemente associado a benefícios educacionais, os riscos relacionados ao consumo de conteúdo inadequado e à sedentarização são significativos. Além disso, foi identificado que a maioria dos pais estabelece limites de tempo de tela, embora haja variação na rigidez dessas regras. Este estudo destaca a necessidade de estratégias educativas e políticas públicas para promover um uso equilibrado e saudável das tecnologias, com a participação ativa de pais, educadores e profissionais de saúde, visando mitigar os efeitos negativos da exposição excessiva a telas no desenvolvimento infantil.

Assisting Children in Facing Digital Risks: The Role of Values and Communication

2025-06-23

Wiwin Hendriani , A’ida Fayza Fitrianetha , Naya Shafina Najah +2 more | Journal of Educational Health and Community Psychology

The rapid development of the digital world presents numerous potential risks, particularly for children. Compared to other age groups, children are at a heightened risk of exposure to inappropriate content, … The rapid development of the digital world presents numerous potential risks, particularly for children. Compared to other age groups, children are at a heightened risk of exposure to inappropriate content, cyberbullying, and privacy violations due to their limited ability to protect themselves. Parental guidance plays a crucial role in helping children navigate these digital dangers. This study aims to explore the internal factors of parents and their role in supporting children in managing digital risks. Using a qualitative approach and a case study methodology, the study involved four parents of children aged 7 to 12 years who were actively engaged in managing digital risks. Data collection consisted of online surveys, followed by interviews and self-report documents, all of which were analyzed using thematic analysis. The findings highlight that internal factors such as parental values and communication significantly influence how effectively parents can support their children in addressing digital risks. Based on these results, it is recommended that future interventions and support programs for parents focus on strengthening communication skills and aligning family values to better equip parents in guiding their children through digital challenges.

Child-Centred Teaching for Children’s Literature: The Case of “Miss Rumphius”

2025-06-21

Yi-Huang Shih , Shih-Chieh Kao | RA Journal Of Applied Research

In an increasingly challenging, complicated and changing world, the moral, citizenship, spiritual and socio-emotional development of children and youngsters has attracted unprecedented global attention not only because it affects the … In an increasingly challenging, complicated and changing world, the moral, citizenship, spiritual and socio-emotional development of children and youngsters has attracted unprecedented global attention not only because it affects the well-being of individuals as future citizens and exerts a profound impact on an individual’s whole-person development and late adulthood but it also has a significant influence on societal (re-)construction and nation-building. Education aims to cultivate morally grounded individuals who lead lives of value, meaning, and spiritual depth. Early childhood is a critical stage of life development, and effective educational practices can enhance young children’s self-awareness and help them realize their full potential. In preschools, the practice of children’s literature teaching serves as a vital educational approach that combines language development, emotional growth, cultural appreciation, and the nurturing of creativity. Ultimately, the aim is to help young children recognize and fulfill their innate potential, and the well-being of individuals as future citizens. This article primarily analyzes child-centred teaching for children’s literature, and using the “Miss Rumphius” as a case. It aims to provide practical guidance for teachers’ teaching in children’s literature, thereby enhancing the quality of early childhood education.

Digital Play in the Early Years: Exploring Research Trends Through a Rapid Review of the Literature

2025-06-21

Elaine Khoo , Tara McLaughlin , Stacey Rowe | Australasian Journal of Early Childhood

Young children learning through play is a central and embedded aspect of their lived experiences. The ubiquitous access to digital devices has expanded play into digital and online spaces, with … Young children learning through play is a central and embedded aspect of their lived experiences. The ubiquitous access to digital devices has expanded play into digital and online spaces, with the nature and potential of digital play remaining an ongoing debate. We conducted a rapid evidence review to map trends and identify high-priority research areas that can inform policy and practice in the New Zealand early years context. Our findings, based on a thematic analysis of 38 peer-reviewed studies, offer insights into the extant literature and the affordances of digital play for supporting young children’s exploration and learning. More nuanced understandings are needed on how digitally-supported play can facilitate young children’s sense of belonging and wellbeing, including their identity, language and culture. Our study has implications for policy, practice, and research priorities in New Zealand and internationally to contribute to the wider discourse on digital play in early childhood education.

IMPACTOS NEUROCOGNITIVOS E PSICOPEDAGÓGICOS DA EXPOSIÇÃO PRECOCE ÀS TELAS DIGITAIS: UMA ANÁLISE CRÍTICA DAS EVIDÊNCIAS CIENTÍFICAS CONTEMPORÂNEAS E IMPLICAÇÕES PARA POLÍTICAS DE SAÚDE INFANTIL

2025-06-21

Renata Rezende Barreto | Revista fisio&terapia.

Early and prolonged exposure to digital screens represents one of the main contemporary challenges for healthy child development. This article presents a critical and comprehensive analysis of the most recent … Early and prolonged exposure to digital screens represents one of the main contemporary challenges for healthy child development. This article presents a critical and comprehensive analysis of the most recent scientific evidence on the neurocognitive and psychopedagogical impacts of electronic device use in early childhood. Through a systematic review of literature published between 2020 and 2025, including meta- analyses, neuroimaging studies, and large-scale longitudinal research, we examine the effects of screen exposure on brain development, cognitive functions, language skills, and socioemotional competencies. Evidence demonstrates consistent associations between excessive screen time and structural brain alterations, including reduced cortical thickness in critical areas for language and executive functions, elevation of biological stress markers such as cortisol, and deficits in sustained attention skills and emotional self-regulation. Recent studies reveal that contexts of use are as important as the amount of exposure, with parental co-viewing and age-appropriate educational content demonstrating protective effects. Analysis of updated American Academy of Pediatrics guidelines reflects a paradigmatic shift from exclusive focus on time to the quality of digital interactions. Psychopedagogical implications include the need for educational mediation strategies, parental training programs, and intersectoral public policies that promote conscious and developmental use of digital technologies in childhood.

Parent Perspectives of Digital Media for Learning at Home

2025-06-21

Amanda Levido , Sarah H. Matthews , Philippa Amery +1 more | Children & Society

ABSTRACT Children use digital media for a range of different reasons, including communication, play and learning. For some children, learning with digital media might involve structured activities, but for others, … ABSTRACT Children use digital media for a range of different reasons, including communication, play and learning. For some children, learning with digital media might involve structured activities, but for others, learning might occur using digital media as part of everyday life. This paper presents a study investigating parents' perspectives of how their children learn with technologies in home environments and how children's digital media ecologies are constructed by parents, children and other actors. Three families located in Australian cities with children between the ages of 4–8 years were included in the study (4 adults and 3 children). We present insights from the families about the tensions of digital media use in the home, what constitutes ‘learning’ for those families and how the digital media ecologies are developed. We analysed a series of vignettes to detail children's digital media ecologies, drawing on a sociomaterial approach to de‐centre children and acknowledge the multiplicity of ways digital media ecologies impact learning and media balance.

The Relationship between Teachers' Technology Integration and Students’ Learning Engagement

2025-06-21

Jessa S. Carcosia , Jewel Jeanne M. Miras , Ravi Murugesan | Asian Journal of Education and Social Studies

In today’s rapidly evolving educational landscape, fostering active engagement among young learners remains a persistent challenge, especially in early childhood settings where sustained attention and meaningful interaction are crucial. Although … In today’s rapidly evolving educational landscape, fostering active engagement among young learners remains a persistent challenge, especially in early childhood settings where sustained attention and meaningful interaction are crucial. Although many schools have access to digital tools, a gap still exists between availability and effective use in the classroom, which affects both teachers and students. This study explored the level of technology integration among early childhood educators and its relationship with student engagement across cognitive, emotional, and social domains in the Calinan District of Davao City, Philippines. Grounded in Fleming and Mills’ Learning Styles Theory, the research recognizes that learners process information differently and that technology-supported instruction can address these diverse needs. Using a descriptive correlational design, data were gathered from 100 early childhood teachers who actively use technology through a structured questionnaire assessing teachers’ confidence and frequency of technology use alongside students’ learning engagement. Results showed that teachers demonstrated very high confidence and consistent use of digital tools. Students’ engagement was also very high, with cognitive engagement rated the highest, followed closely by emotional and social engagement. A significant positive correlation was found between teachers’ technology integration and students’ learning engagement, highlighting how confident and frequent technology use enhances students’ focus, motivation, and participation. These findings emphasize the need for ongoing teacher training and resource support to maximize the benefits of technology in early education and recommend continued efforts to strengthen technology integration to ensure inclusive and quality learning for all.

Yeme Davranışının Belirleyicileri: Aile Odaklı Bir İnceleme

2025-06-20

Fatma KOÇ | Antropoloji

Yeme davranışı, bireyin biyolojik ihtiyaçlarının ötesinde sosyal, kültürel ve psikolojik dinamikler ile şekillenen karmaşık bir süreçtir. Aile, bireyin ilk yemek deneyimlerinin yaşandığı temel sosyal bağlam olarak, bu davranışların gelişiminde belirleyici … Yeme davranışı, bireyin biyolojik ihtiyaçlarının ötesinde sosyal, kültürel ve psikolojik dinamikler ile şekillenen karmaşık bir süreçtir. Aile, bireyin ilk yemek deneyimlerinin yaşandığı temel sosyal bağlam olarak, bu davranışların gelişiminde belirleyici bir rol oynamaktadır. Bu çalışmanın amacı, aile içindeki yemek yeme davranışlarının, özellikle çocukların beslenme alışkanlıkları üzerindeki etkilerini incelemektir. Çalışmada, ailedeki yemek saatlerinin nasıl düzenlendiği, hangi yemeklerin sıkça tüketildiği, sağlıklı yeme alışkanlıklarının nasıl şekillendiği ve bu alışkanlıkların yetişkinlik dönemine nasıl yansıdığına dair bulguların elde edilmesi hedeflenmiştir. Çalışmanın evreni Siirt, örneklemi ise Siirt ilinde yaşayan 15 katılımcı oluşturmaktadır. Nitel veri toplama yöntemi kullanılarak veriler analiz edilmiştir. Katılımcılara yönelik derinlemesine mülakatlar yapılmış ve aile içindeki yemek alışkanlıkları, yemek zamanları, yemek seçimleri ve sağlıklı beslenme bilinci hakkında veriler toplanmıştır. Araştırma bulgularına göre, aile içindeki yemek yeme alışkanlıkları çocukların beslenme alışkanlıkları üzerinde önemli bir etki yaratmaktadır. Ailede yemek saatlerinin genellikle birlikte vakit geçirme amacıyla düzenlendiği ve bu saatlerin sağlıklı beslenme alışkanlıklarının pekiştirilmesine yardımcı olduğu bulunmuştur. Ayrıca, ailede sıkça tercih edilen yemeklerin geleneksel tariflere dayalı olduğu ve sağlıklı beslenme bilincinin annelerin meyve ve sebzeleri mevsiminde alması, işlenmiş gıdalardan kaçınılması gibi tutumlarla şekillendiği gözlemlenmiştir. Bu alışkanlıklar, yetişkinlik döneminde de sürdürülmektedir. Bu bulgular, aile içindeki yemek yeme alışkanlıklarının çocukların beslenme alışkanlıklarının gelişiminde belirleyici bir rol oynadığını göstermektedir.

BİRLEŞMİŞ MİLLETLER ÇOCUK HAKLARINA DAİR SÖZLEŞME ve TÜRK CEZA KANUNU ÇERÇEVESİNDE ÇOCUĞUN DİJİTAL SÖMÜRÜSÜ

2025-06-20

Siğnem BAĞCI , Mehmet Boztepe | Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Dijital dünya, günümüzde milyonlarca insanın günlük yaşamının ayrılmaz bir parçası haline gelmiştir. Çevrimiçi aktivitelerin, iletişimi kolaylaştırma, güncel olaylar hakkında hızlı bilgi akışını toplumsal bir bilinç yaratabilirme, bireylerin farklı kültürlerden gelen … Dijital dünya, günümüzde milyonlarca insanın günlük yaşamının ayrılmaz bir parçası haline gelmiştir. Çevrimiçi aktivitelerin, iletişimi kolaylaştırma, güncel olaylar hakkında hızlı bilgi akışını toplumsal bir bilinç yaratabilirme, bireylerin farklı kültürlerden gelen bilgilere ve deneyimlere kolayca erişme gibi imkanlar sağlayarak topluma faydalı etkileri göz önüne alınsa da, özellikle çocuklar üzerinde olumsuz etkileri de göz ardı edilemez. Çocukların gelişimi ve ruh sağlığı üzerindeki tehlikelere ek olarak hak ihlali de bu olumsuz etkilerden biridir. Çocuk hakları açısından, Birleşmiş Milletler Çocuk Haklarına Dair Sözleşme ve Türk Ceza Kanunu çerçevesinde çocukların dijital platformlarda güvenliğinin sağlanması önemlidir. Bu makalede, dijital dünyada çocuk haklarının ihlali üzerinde durulmuş ve çocukların dijital platformlarda karşılaştığı riskler ile bunlardan korunma yolları tartışılmıştır. Bu risklerle başa çıkmak için ebeveynler, eğitimciler ve toplumun ortak bir çaba içinde olması gerekmektedir.

Enhancing preschoolers' geometric cognition through mobile educational applications: a comparative study of interface styles

2025-06-20

Yu Wang , Xiaodong Wei | Acta Psychologica

The interplay between digital media, shared book reading and sleeping problems in early language development

2025-06-20

Irene Cadime , Ana Lúcia Santos , Iolanda Ribeiro +1 more | Educación XX1

The main goal of this study was to explore the impact of digital media (screen exposure and video calls) on children’s early language development by exploring its interrelationships with shared … The main goal of this study was to explore the impact of digital media (screen exposure and video calls) on children’s early language development by exploring its interrelationships with shared book reading and children’s sleeping problems. The cross-sectional data of 362 families with children aged 30 to 41 months old were collected and a structural equation analysis was used as a multivariate analysis technique to explore the complexity of the relationships among variables of interest. Screen exposure was significantly and negatively related to book reading and marginally and positively related to sleeping problems. The results indicated that screen exposure and video calls were not associated to children’s linguistic development; rather book reading was the main predictor. Maternal education was also a key factor on these interrelationships, as children from families in which the mother had a higher education degree spent less time with screens and were more exposed to shared book reading. The findings of this study provide additional insights on the relationship between digital media use and language development in the early years and highlight the importance of raising awareness among parents of the relevance of practices out of screens, such as book reading.