Extending the Global Dialogue about Media, Technology, Screen Time, and Young Children

Autor/inn/en	Ernest, James M.; Causey, Cora; Newton, Allison B.; Sharkins, Kimberly; Summerlin, Jennifer; Albaiz, Najla
Titel	Extending the Global Dialogue about Media, Technology, Screen Time, and Young Children
Quelle	In: Childhood Education, 90 (2014) 3, S.182-191 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2014.910046
Schlagwörter	Young Children; Influence of Technology; Mass Media Effects; Computer Use; Mass Media Use; Instruction; Learning; Child Development; Global Approach; Foreign Countries; Canada; India; Kenya; Saudi Arabia; Singapore; Taiwan; United Arab Emirates; United States + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mediennutzung; Teaching process; Unterrichtsprozess; Lernen; Kindesentwicklung; Globales Denken; Ausland; Kanada; Indien; Kenia; Saudi-Arabien; Singapur; Vereinigte Arabische Emirate; USA
Abstract	Questions about the potential benefits and dangers of media and technology use abound, with competing theories regarding its effects among young children. This article explores global perspectives on children's exposure to media, technology, and screen time (MeTS) in the schools, homes, and communities of an increasingly technology-driven world. The authors take a critically reflective approach by presenting competing narratives about the relationship of MeTS to the teaching, learning, and development of young children from around the world. The objective is to stimulate dialogue and create awareness about this issue in order to mobilize local decisions about MeTS. Given the undeniable exposure of young children to media and technology in their daily lives, this article recommends careful consideration and understanding of the potential benefits and concerns related to MeTS as educators guide children toward the positive aspects of technology and media use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10