1. 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

2. 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

3. 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

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

5. 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)

6. 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)

7. 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

8. 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)

9. 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

10. 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

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

12. 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

13. 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

14. 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

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

16. 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)

17. 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)

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

19. Recommendations  Further Research  Caregiver Education  Further Research  Caregiver Education

20. Resources American Academy of Pediatrics (1999). Media education policy statement. Pediatrics, 104(2), 341-343. American Academy of Pediatrics (2001). Children, adolescents and television policy statement. Pediatrics, 107(2), 423-426. 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, 682-697. Goodwyn, S.W., & Acredolo, L.P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?. Child Development, 64, 688-701. Goodwyn, S.W., Acredolo, L.P., & Brown, C.A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), 81-103. 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, 196-205. American Academy of Pediatrics (1999). Media education policy statement. Pediatrics, 104(2), 341-343. American Academy of Pediatrics (2001). Children, adolescents and television policy statement. Pediatrics, 107(2), 423-426. 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, 682-697. Goodwyn, S.W., & Acredolo, L.P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?. Child Development, 64, 688-701. Goodwyn, S.W., Acredolo, L.P., & Brown, C.A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), 81-103. 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, 196-205.

21. Resources (cont.) Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10, 41-63. Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), 60-68. Pierroutsakos, S.L., & DeLoache, J.S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4(1), 141-156. 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), 379-383. Troseth, G.L. & DeLoache, J.S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4), 950-965. Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10, 41-63. Moore, C., Angelopoulos, M., & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35(1), 60-68. Pierroutsakos, S.L., & DeLoache, J.S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4(1), 141-156. 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), 379-383. Troseth, G.L. & DeLoache, J.S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69(4), 950-965.