cdmc2009_rti

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RTI International is a trade name of Research Triangle Institutewww.rti.org

Digital Childhood:Electronic Media in Young Children¶s Lives

Elizabeth A. Vandewater Public Health and Environment

Research Triangle InstituteResearch Triangle Institute

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www.rti.org

Funding

Primary Funding:

National Science Foundation (BCS-0623856)

IRADS Collaborative Research: Influences of Digital Media on

Very Young Children

Other Sources of Funding:

The Kaiser Family Foundation

Monitoring Young Children¶s Technology Use

Brainy Baby CorporationVideo as a Teaching Tool for Infants and Toddlers

Disney Corporation

Infant Video Viewing and Language Development

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Young Children¶s Media Landscape Young Children¶s Media Landscape

in the Millennium: 2000in the Millennium: 2000

Children use electronic media 2-5 hours daily

More time with television than any other single activity except

sleep Explosion of products marketed to the very young

Baby Einstein, Baby Mozart

Computer ³Lapware´

Preschool Video Games Yet, we knew relatively little about the impact of this use.

Vast majority of existing work focused on older children

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Rising ConcernsRising Concerns

American Academy of Pediatrics (2001)

No screen time ± children < 2

No more than 2 hours daily after that

Children¶s bedrooms should be TV free

Recommendations based on scant empirical

evidence

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Digital childhood:

Electronic media use among infants,toddlers and preschoolers

Vandewater, E. A., Rideout, V., Wartella, E. A., Huang, X.,Lee, J. H., & Shim, M. (2007). P ediatrics, 119, e1006-e1015

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Research Questions:

1. How much media do young children (0-6) use?

2. How much access to media do they have in the home?

3. How many young children fall within the American

Academy of Pediatrics media-use guidelines?

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Sample

Survey of 1051 parents of children aged 6 months to 6 yearsselected by random-digit telephone dialing.

Response rate 33%

Calls staggered over times of day and days of the week.

Vast majority (81%) of respondents were mothers. Ethnicity:

± 60% non-Hispanic white, 14% Black, 20% as Hispanic/Latino, 6%other

Annual Income: ± 6% $10 000 or less, 10% $10 000-$19 999, 13% $20 000-$29 999,

21% $30 000-$49 000, 18% of $50 000-$74 999, 11% $75 000-$99999, and 11% $100 000 or more

Family Structure: ± 76% two-parent family home, 23% single-parent family home

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How much media do young childrenuse?

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How much access to media do they

have in the home?

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Parents reasons for putting TV in their youngchild¶s bedroom

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How many young children fall withinthe AAP media-use guidelines?

Age Group

Within the AAPmedia guidelines

Outside the AAP

Media guidelines

0- to 2-year-olds 32% (n 131) 68% (n 281)

3- to 4-year-olds 56% (n 170) 44% (n 133)

5- to 6-year-olds 70% (n 230) 30% (n 99)

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ConclusionsConclusions

Young children growing up in a media saturatedenvironment

Media and technology part of the fabric of theirdaily lives

Few parents follow the AAP Guidelines

Consequences & Developmental Implications?

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Video as a Teaching Tool for Infants

and Toddlers:Can Babies Learn from Commercially

Available Video?

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Two Studies:

Can infants and toddlers learn a novel shape from video?

± Brainy Baby ³Shapes & Colors´

Does viewing a language based infant video impact infant

language development? ± Baby Einstein ³Baby Wordsworth: First words around the house´

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Can infants learn a novel shape fromcommercial video?

Assessing the Educational Impact of Brainy Baby

(under review, J ournal of Media and Children)

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Study Design:

Post-test only design

Novel shape the crescent

Randomly assigned to one of two conditions:

± Experimental (n = 32): 10 minutes with Brainy Baby s Baby Shapes 1

DVD - lessons on circles, squares, rectangles, triangles and crescents ± Control (n = 26): 10 minutes with the same DVD lessons on crescents

replaced with video of toys dancing

Community Sample ± Austin, TX and surrounding areas

Descriptive Statistics ± Age range 13 to 33 months Mean age 21.95 Months. (SD = 5.21)

± Total N = 58

± 57% Boys, 43% Girls

± Avg. Family Monthly Income = $ 6,208

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Study Design:

Procedure

Children watched the video at home ± Parents were asked to show children the video a minimum of

5 times per week for a three week period

Children were brought to the lab for testing ± Roughly 5 minute warm-up period ± 3 minute refresher video clip from the research video ± Identifying shapes for the experimenter by pointing them out

in a picture book

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Major Findings

Experimental group was 9 times more likely toidentify the crescent than the control group

The same results hold for children who were 24months or less

No difference between the groups on children s abilityto identify any other shapes

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Differences in shape recognition for whole

sample

0

10

20

30

40

50

60

70

80

90

100

Crescent Circle Rectangle Square Triangle

Experimental Group Control Group

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Differences in shape recognition for children

under 24 months old

0

10

20

30

40

50

60

70

80

90

100

Crescent Circle Rectangle Square Triangle


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Conclusions

Findings suggest that young children can learn fromvideo, even children under the age of two

Content is key when given content with a clear educational curricula, young children can learn from it

Further research needed to examine if children learn

some things better from video than others

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The Effect of Video on Infant Word

Learning

Assessing the educational impact of

Baby Einstein

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Background:

Virtually all infant videos claim to be ³educational´ ± When asked how they know ± ³Children like it´

Current literature on the impact of video on languagedevelopment is mixed: ± Some have found that word learning from video is possible

(Krcmar, Grela, & Lin, 2007; Linebarger & Walker, 2005)

± Some have found no relationship (DeLoache et al., under

review; Robb, Richert & Wartella., in press) ± Still others have found negative relationships (Chonchaiya &

Pruksananonda, 2008; Zimmerman et al., 2007)

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Our Question:

Given that only 30% of children under age of 2 follow AAPguidelines

Does viewing language based, commercially available

infant video harm, not harm, or foster infant languagedevelopment?

± Harm - infants exposed to video should show fewer languagegains over time

± No harm - no difference in language gains over time in childrenexposed

± Foster - infants exposed to video should show greater languagegains over time

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Study Design:Condition

Randomly assigned to one of two

conditions:

± Experimental Group (n = 126):

Mailed a Baby Wordsworth DVD andasked to show it to child at least 2times a week for next 4 weeks.

± Control Group (n = 131): Giveninstructions to keep child from beingexposed to Baby Wordsworth DVDover next 12 weeks.

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Experimental Longitudinal Design:

Age range: 8 to 15 months at baseline (M=11.24, SD=2.28)

Sample drawn from online panel provided by Survey Sampling International (SSI)

Data collected via parental report on Web-based surveys

± Descriptive Statistics

Baseline N = 453

Analysis N = 257 (completed all 3 waves; 56% retention rate)

51% Boys, 48% Girls

81% White, 7% Black, 2% Latino, 4% Pacific Islander, 6% Native American or Other

Group: Baseline Month 1 Midpoint Month 2 Month 3 Month 4 Final Testing

Experimental Survey Viewing Survey NoInstructions

NoInstructions

NoInstructions

Survey

Control Survey No

Viewing

Survey No Viewing No

Viewing

No

Instructions

Survey

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Language Outcomes

Receptive and Expressive Language

± Receptive ± Words understood

± Expressive ± Words spoken

Communicative Development Inventory (CDI)

± 89 words understood / spoken vocabulary checklist

DVD words understood/spoken

± 10 words already included in CDI

ball, book, chair, couch, cup, home, lamp, kitchen, table, blanket

± 11 words exclusively in DVD

bear, bed, bedroom, blocks, bowl, cat, puzzle, refrigerator, telephone,tree, window

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Major Findings

Children exposed to the video had a higher receptivevocabulary (words understood) at the end of thestudy

The two groups did not differ on expressivevocabulary (words spoken).

Main reason the experimental group scored higher onthe CDI was because of the 10 words the CDI sharedwith DVD script.

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OLS Regressions: Receptive Language

CDI Words

Understood

DVD Words

Understood

B SE B SE

ExperimentalGroup 4.91 1.68 .10** 1.31 .53 .10*

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OLS Regressions Predicting Receptive

Language at Final Testing

CDI Words Understood DVD Words Understood

B SE B SE

Experimental group membership 4.91 1.68 0.10** 1.31 0.53 0.10*

Demographics: child age, gender,ethnicity, mother education, family

income, single parent

-- -- n.s. -- -- n.s.

CDI words understood, baseline 0.07 0.06 0.07

CDI words understood, midpoint 0.55 0.06 0.60***

DVD words understood, baseline 0.07 0.06 0.07

DVD words understood, midpoint 0.49 0.06 0.56***

Hours read to, talked to, watchedchildren¶s educational, entertainmentor adult

-- -- n.s. -- -- n.s.

IDI²social development 1.14 0.62 0.08 0.45 0.19 0.10*

IDI²self-help development 0.98 0.51 0.09 0.36 0.19 0.09

IDI²gross-motor development 1.32 0.50 0.12** 0.35 0.16 0.11*

IDI²fine-motor development 0.00 0.00 0.00*** 0.37 0.16 0.12*

Adjusted R2 0.70 0.64

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Mean Differences in CDI Words

Understood Over Time

0

10

20

30

40

50

60

70

Baseline Midpoint Final Testing

N u m b e r o f W o r d s


MANCOVA Results:

Time Main effect, = .96, F (2, 238) = 4.01, p < .05

Time x Experiment interaction, = .97, F (2, 238) = 2.81, p < .05

Sig*

n.s.

n.s.

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Mean Differences in DVD Words

Understood Over Time

0

2

4

6

8

10

12

14

16

18

20

22

Baseline Midpoint Final Testing

N u m b e

r o f W o r d s


MANCOVA Results:

Time Main effect, = .97, F (2, 238) = 3.05, p < .05; Time xExperiment interaction, = .97, F (2, 238) = 3.03, P < .05

n.s.

n.s.

Sig*

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Conclusions

Findings suggest that young children can learn fromvideo, even children under the age of two

Content is key

Language Development May take longer tobecome evident than existing studies have run

8/3/2019 CDMC2009_RTI


RTI International is a trade name of Research Triangle Institute

www.rti.org

Digital Childhood:Electronic Media in Young Children¶s Lives

Elizabeth A. Vandewater Public Health and Environment

Research Triangle InstituteResearch Triangle Institute

cdmc2009_rti

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