Exploring Mobile Screen Media Use among Preschoolers and the Implications for Supporting Children's Early Language and Literacy Skills

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Autor/in	Turco, Rosa Guzman
Titel	Exploring Mobile Screen Media Use among Preschoolers and the Implications for Supporting Children's Early Language and Literacy Skills
Quelle	(2022), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Harvard University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9486-5
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Language Acquisition; Language Skills; Reading Skills; Mass Media Use; Socioeconomic Influences; Incidence; Parents; Electronic Publishing; Parent Child Relationship; Interaction; Preschool Children; Emergent Literacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Mediennutzung; Sozioökonomischer Faktor; Vorkommen; Eltern; Elektronisches Publizieren; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht
Abstract	Technology has become an integral part of everyday life. Mobile media devices, in particular, are now an essential component of mainstream lifestyle, whereby adults rely on mobile devices not only to communicate, but also to carry out daily tasks, such as shopping and banking. In fact, 91 percent of adults report that they have at least one mobile device at home (Rideout & Katz, 2016) and 98 percent of families with children between 0- and 8-years old report having a mobile device in the home. The increased exposure to screens raises many questions as to its role in children's everyday home environment and what effect this increase may have on children's language and literacy development. In this dissertation, I explore the relationship between mobile screen media use and children's early language and literacy skills in two studies. Using multiple regression analysis, Chapter 1 explores the relationship between children's touch screen use at home and their early language and literacy skills using data from the Early Learning Study (ELS). It compares the relationship between screen media use and language and literacy skills between families in high- and low-income households and how the relationship may vary with other child and family demographics. Results suggest that any associations between mobile screen media and language and literacy development may not be explained by quantity of use, but rather quality and nature of use. Chapter 2 examines and classifies how parents and children in low- and middle-income households interact with e-books on a device. Using qualitative methods, interactions between parents and children around e-books were coded along dimensions of engagement, collaboration, and the type and quality of talk. Results show that there are distinct profiles of parent interactions when using e-books with their children that can inform the design of interventions seeking to support the quality of parent-child interactions. Together, these two studies help increase our knowledge about the role mobile media is playing in children's lives. In turn, in Chapter 3, I propose a set of lessons digital media developers can learn from this dissertation work. I discuss recommendations that aim to improve the design of educational apps to provide feedback, scaffolding, and social interactions that will boost children's learning. Together, these three chapters work to advance a research agenda focused on supporting child interactions with mobile digital media. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01