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Media Exposure During Infancy and Early Childhood The Effects of Content and Context on Learning and Development /

This book discusses the burgeoning world of young children’s exposure to educational media and its myriad implications for research, theory, practice, and policy. Experts across academic disciplines and the media fill knowledge gaps and address concerns regarding apps, eBooks, and other screen-based...

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Corporate Author: SpringerLink (Online service)
Other Authors: Barr, Rachel. (Editor, http://id.loc.gov/vocabulary/relators/edt), Linebarger, Deborah Nichols. (Editor, http://id.loc.gov/vocabulary/relators/edt)
Language:English
Published: Cham : Springer International Publishing : Imprint: Springer, 2017.
Edition:1st ed. 2017.
Subjects:
Developmental psychology.
Social work.
Pediatrics.
Developmental Psychology.
Social Work.
Online Access:https://doi.org/10.1007/978-3-319-45102-2
Table of Contents:
  • Foreword; Aletha C. Huston
  • Preface; Rachel Barr and Deborah Nichols Linebarger
  • Chapter 1. The “New” Technology Environment: The Role of Content and Context on Learning and Development from Mobile Media; Alexis R. Lauricella, Courtney K. Blackwell, and Ellen Wartella
  • Chapter 2. Who’s By Their Side? Questions of Context Deepen the Research on Children and Media: Commentary on Chapter 1; Lisa Guernsey
  • Chapter 3. The Dimensional Divide: Learning from TV and Touchscreens During Early Childhood; Daniel Hipp, Peter Gerhardstein, Laura Zimmermann, Alecia Moser, Gemma Taylor, and Rachel Barr
  • Chapter 4. Bridging the Dimensional Divide in the Real World: Commentary on Chapter 3; Kara Garrity Liebeskind and Alyson Bryant
  • Chapter 5. The Role of Online Processing in Young Children’s Ability to Learn from Interactive and Noninteractive Digital Media; Heather Kirkorian, Tiffany Pempek, and Koeun Choi
  • Chapter 6. What’s in a Look? How Young Children Learn from Screen Media and Implications for Early Educators: Commentary on Chapter 5; Michael Robb
  • Chapter 7. What Makes Preschool Educational Television Educational? A Content Analysis of Literacy, Language-Promoting, and Prosocial Preschool Programming; Deborah Nichols Linebarger, Elizabeth Brey, Susan Fenstermacher, and Rachel Barr
  • Chapter 8. Is Preschool Programming Educational?: Commentary on Chapter 7; Angela C. Santomero
  • Chapter 9. Media Characters, Parasocial Relationships, and the Social Aspects of Children’s Learning Across Media Platforms; Melissa N. Richards and Sandra L. Calvert
  • Chapter 10. Character Development in Practice: How Producers Craft Engaging Characters to Drive Content Delivery: Commentary on Chapter 9; Linda Simensky
  • Chapter 11. Screen Media and Parent-Child Interactions; Daniel R. Anderson and Katherine G. Hanson
  • Chapter 12. Context Matters - How Co-Using Screen Media Impacts Young Children: Commentary on Chapter 11; Claire Lerner
  • Chapter 13. The Parental Media Mediation Context of Young Children’s Media Use; Jessica Taylor Piotrowski
  • Chapter 14. Parental Mediation in an Evolving Media Landscape - Commonalities, Contrasts, and Implications for Design: Commentary on Chapter 13; Shalom M. Fisch
  • Chapter 15. Building Family Relationships from a Distance: Supporting Connections with Babies and Toddlers Using Video and Video Chat; Elisabeth McClure and Rachel Barr
  • Chapter 16. Smarter, Stronger, Kinder - Developing Effective Media-Based Tools for At-Risk Populations: Commentary on Chapter 15; Rosemarie T. Truglio and Jennifer Kotler
  • Chapter 17. Putting the Education Back in Educational Apps: How Content and Context Interact to Promote Learning; Jennifer M. Zosh, Sarah Roseberry Lytle, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
  • Chapter 18. Supporting Children to Find Their Own Agency in Learning: Commentary on Chapter 17; Jeremy Boyle and Melissa Butler
  • Chapter 19. Conclusions: Making Screens Make Sense for Young Children; Deborah Nichols Linebarger and Rachel Barr.

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