Khara L P Turnbull1, Pilar Alamos2, Amanda P Williford2, Jason T Downer2. 1. Curry School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Va. Electronic address: kp8c@virginia.edu. 2. Curry School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Va.
Abstract
OBJECTIVE: To characterize the electronic media (e-media) use of preschoolers from low-income families comprehensively, in terms of platform interaction potential and content. METHODS: Parents of 380 preschoolers (mean age, 52.5 ± 3.7 months) from diverse, low-income backgrounds reported on their child's age of exposure to various e-media types, frequency of use, amount of background television, and listed all child shows/cartoons and adult shows/general audience shows the child watches, as well as all electronic games/apps the child plays. We calculated descriptive statistics and conducted latent profile analyses to characterize e-media use. RESULTS: Most children in the sample began watching TV before age 1 year and nearly half watch child shows/cartoons several times a day or more. Most children began playing games/apps before age 3 years and more than one quarter play games several times a day or more. More than 20% of children are exposed to >3 hours of background TV on a typical weekday and 30% are exposed to this amount on a typical weekend day. A Modest E-Media Use profile characterized most children in the sample (70%). Fewer children were characterized by a High Educational Games profile (14%) or a High Adult TV/Elevated Entertainment Games Use and Background TV profile (16%). CONCLUSIONS: Collectively, the 3 profiles reflect heterogeneous use patterns with regard to platform interaction potential and educational quality during the course of a typical week. Additional research is warranted to assess linkages between e-media use profiles and indicators of school readiness in cognitive, academic, and social and behavioral domains in diverse, low-income samples.
OBJECTIVE: To characterize the electronic media (e-media) use of preschoolers from low-income families comprehensively, in terms of platform interaction potential and content. METHODS: Parents of 380 preschoolers (mean age, 52.5 ± 3.7 months) from diverse, low-income backgrounds reported on their child's age of exposure to various e-media types, frequency of use, amount of background television, and listed all child shows/cartoons and adult shows/general audience shows the child watches, as well as all electronic games/apps the child plays. We calculated descriptive statistics and conducted latent profile analyses to characterize e-media use. RESULTS: Most children in the sample began watching TV before age 1 year and nearly half watch child shows/cartoons several times a day or more. Most children began playing games/apps before age 3 years and more than one quarter play games several times a day or more. More than 20% of children are exposed to >3 hours of background TV on a typical weekday and 30% are exposed to this amount on a typical weekend day. A Modest E-Media Use profile characterized most children in the sample (70%). Fewer children were characterized by a High Educational Games profile (14%) or a High Adult TV/Elevated Entertainment Games Use and Background TV profile (16%). CONCLUSIONS: Collectively, the 3 profiles reflect heterogeneous use patterns with regard to platform interaction potential and educational quality during the course of a typical week. Additional research is warranted to assess linkages between e-media use profiles and indicators of school readiness in cognitive, academic, and social and behavioral domains in diverse, low-income samples.
Authors: Alexander J Hish; Charles T Wood; Janna B Howard; Kori B Flower; H Shonna Yin; Russell L Rothman; Alan M Delamater; Lee M Sanders; Aihua Bian; Jonathan S Schildcrout; Eliana M Perrin Journal: Acad Pediatr Date: 2020-11-05 Impact factor: 2.993