Infants, Toddlers, and Televised Media Madeline Eberhardt Advisor: Dr. Dana Van Abbema April 28, 2008 Madeline Eberhardt Advisor: Dr. Dana Van Abbema April 28, 2008

American Academy of Pediatrics (1999 and 2001)  No “screen time” for children age 2 and younger  Limited exposure for children over age 2  No “screen time” for children age 2 and younger  Limited exposure for children over age 2

Kaiser Family Foundation Report (2005)  Children between 6 months and 3 years of age:  60 minutes of television per day  47 minutes with other screen media  Children between 4 and 6 years:  70 minutes of television per day  62 minutes with other screen media  Children between 6 months and 3 years of age:  60 minutes of television per day  47 minutes with other screen media  Children between 4 and 6 years:  70 minutes of television per day  62 minutes with other screen media

Media Products for Young Children  Language-Specific  Target Word Learning  Sign Language  Language-Specific  Target Word Learning  Sign Language  General World Knowledge

Target Word Learning  Fast Mapping  Importance of Social Cues  Moore, Angelopoulos and Bennett (1999)  Krcmar, Grela and Lin (2007)  Fast Mapping  Importance of Social Cues  Moore, Angelopoulos and Bennett (1999)  Krcmar, Grela and Lin (2007)

Sign Language Learning  Benefits of sign language use on language development  Goodwyn and Acredolo (1993)  Goodwyn, Acredolo and Brown (2000)  Efficacy of using video presentation to teach sign language  Thompson, McKerchar, and Dancho (2004)  Benefits of sign language use on language development  Goodwyn and Acredolo (1993)  Goodwyn, Acredolo and Brown (2000)  Efficacy of using video presentation to teach sign language  Thompson, McKerchar, and Dancho (2004)

General World Knowledge  Necessary Assumptions  Children understand the nature of pictures in general  Children understand the symbolic nature of images  Development of Dual Representation  Necessary Assumptions  Children understand the nature of pictures in general  Children understand the symbolic nature of images  Development of Dual Representation

General World Knowledge (cont.)  Children’s understanding of the nature of pictures  Pierroutsakos and DeLoache (2003)  Children’s understanding of the nature of pictures  Pierroutsakos and DeLoache (2003)

General World Knowledge (cont.)  Children’s understanding of the symbolic nature of images  Burns and DeLoache, 1994  Troseth and DeLoache, 1998  Children’s understanding of the symbolic nature of images  Burns and DeLoache, 1994  Troseth and DeLoache, 1998

What the Literature Tells Us  Use of Media Products to Improve Language Outcomes is Problematic  Use of Media Products to Convey Information about the World is Problematic  Use of Media Products to Improve Language Outcomes is Problematic  Use of Media Products to Convey Information about the World is Problematic

What prompts caregivers to expose children to media products marketed to infants and toddlers?

Qualitative Analysis  Protocol (Hill, Thompson, Hess, Knox, Williams & Ladany, 2005)  Amazon.com used as the source of reviews  Protocol (Hill, Thompson, Hess, Knox, Williams & Ladany, 2005)  Amazon.com used as the source of reviews

Qualitative Analysis (cont.)  Choice of products for inclusion in analysis  Baby Einstein Baby Wordsworth First Words Around the House and Baby Einstein My First Signs  Baby Einstein Baby Van Gogh World of Colors  Choice of products for inclusion in analysis  Baby Einstein Baby Wordsworth First Words Around the House and Baby Einstein My First Signs  Baby Einstein Baby Van Gogh World of Colors

Selection of Reviews  Review type  5-Star Reviews  150 Word Minimum  Sample size  9 Baby Wordsworth/My First Signs  15 Baby Van Gogh  Review type  5-Star Reviews  150 Word Minimum  Sample size  9 Baby Wordsworth/My First Signs  15 Baby Van Gogh

Analysis of Reviews  Extrapolation of Themes  General  Typical  Variant  Rare  Extrapolation of Themes  General  Typical  Variant  Rare

Typical Themes  Baby Wordsworth First Words and My First Signs (9)  Attention Capture (8)  Content: Signing (7)  Content: Live Action (7)  Content: Puppets (6)  Baby Wordsworth First Words and My First Signs (9)  Attention Capture (8)  Content: Signing (7)  Content: Live Action (7)  Content: Puppets (6)  Baby Van Gogh World of Colors (15)  Attention Capture (10)  Child Preference (9)  Baby Van Gogh World of Colors (15)  Attention Capture (10)  Child Preference (9)

Variant and Rare Themes of Interest  Baby Wordsworth First Words and My First Signs (9)  Caregiver Time (3)  Enhances Speech (3)  Baby Wordsworth First Words and My First Signs (9)  Caregiver Time (3)  Enhances Speech (3)  Baby Van Gogh World of Colors (15)  Caregiver Time (3)  Educational Experience (3)  Previously Anti- Television (3)  Baby Van Gogh World of Colors (15)  Caregiver Time (3)  Educational Experience (3)  Previously Anti- Television (3)

Discussion of Qualitative Analysis  Attention Capture  Krcmar, Grela, & Lin (2007)  Child Preference  Content-related  Attention Capture  Krcmar, Grela, & Lin (2007)  Child Preference  Content-related

Recommendations  Further Research  Caregiver Education  Further Research  Caregiver Education

Resources American Academy of Pediatrics (1999). Media education policy statement. Pediatrics, 104(2), American Academy of Pediatrics (2001). Children, adolescents and television policy statement. Pediatrics, 107(2), Garrison, M. M., & Christakis, D.A. (2005). A teacher in the living room? Educational media for babies, toddlers, and preschoolers. Menlo Park, CA: Kaiser Family Foundation. Gershkoff-Stowe, L., & Hahn, E.R. (2007). Fast mapping skills in the developing lexicon. Journal of Speech, Language, and Hearing Research, 50, Goodwyn, S.W., & Acredolo, L.P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?. Child Development, 64, Goodwyn, S.W., Acredolo, L.P., & Brown, C.A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), Hill, C.E., Knox, S., Thompson, B.J., Williams, E.N., Hess, S.A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, American Academy of Pediatrics (1999). Media education policy statement. Pediatrics, 104(2), American Academy of Pediatrics (2001). Children, adolescents and television policy statement. Pediatrics, 107(2), Garrison, M. M., & Christakis, D.A. (2005). A teacher in the living room? Educational media for babies, toddlers, and preschoolers. Menlo Park, CA: Kaiser Family Foundation. Gershkoff-Stowe, L., & Hahn, E.R. (2007). Fast mapping skills in the developing lexicon. Journal of Speech, Language, and Hearing Research, 50, Goodwyn, S.W., & Acredolo, L.P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?. Child Development, 64, Goodwyn, S.W., Acredolo, L.P., & Brown, C.A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), Hill, C.E., Knox, S., Thompson, B.J., Williams, E.N., Hess, S.A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52,

Resources (cont.) Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10, Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), Pierroutsakos, S.L., & DeLoache, J.S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4(1), Thompson, R.H., McKerchar, P.M., & Dancho, K.A. (2004), The effects of delayed physical prompts and reinforcement on infant sign language acquisition. Journal of Applied Behavior Analysis, 37(3), Troseth, G.L. & DeLoache, J.S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4), Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10, Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), Pierroutsakos, S.L., & DeLoache, J.S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4(1), Thompson, R.H., McKerchar, P.M., & Dancho, K.A. (2004), The effects of delayed physical prompts and reinforcement on infant sign language acquisition. Journal of Applied Behavior Analysis, 37(3), Troseth, G.L. & DeLoache, J.S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4),