Children & Media: Screen Time Effects

<p>2 years old (B)</p> Signup and view all the answers

<p>4.2 hours (C)</p> Signup and view all the answers

<p>39% (B)</p> Signup and view all the answers

<p>Age (D)</p> Signup and view all the answers

<p>9 hours (B)</p> Signup and view all the answers

<p>Language (A)</p> Signup and view all the answers

<p>12-13 years old (B)</p> Signup and view all the answers

<p>12-17 years old (A)</p> Signup and view all the answers

<p>Social interaction (C)</p> Signup and view all the answers

<p>69% (A)</p> Signup and view all the answers

<p>Live exposure to language is crucial for phonetic discrimination. (D)</p> Signup and view all the answers

<p>Difficulty in self-soothing (D)</p> Signup and view all the answers

<p>It may contribute to eye problems similar to those found in 60-year-olds (C)</p> Signup and view all the answers

<p>Podcasts (C)</p> Signup and view all the answers

<p>85% (D)</p> Signup and view all the answers

<p>Events on video can misrepresent the real world. (B)</p> Signup and view all the answers

<p>Tablets (D)</p> Signup and view all the answers

<p>No exposure (B)</p> Signup and view all the answers

<p>Editing pace (B)</p> Signup and view all the answers

<p>Children predisposed to OCD may spend more time on screens (D)</p> Signup and view all the answers

<p>High levels of screen media consumption (C)</p> Signup and view all the answers

<p>Each hour of viewing was associated with a 17-point drop in vocabulary score. (D)</p> Signup and view all the answers

<p>They showed no increase in expressive or receptive vocabulary. (A)</p> Signup and view all the answers

<p>Parent teaching was significantly better than all three video methods. (B)</p> Signup and view all the answers

<p>r = .64 (C)</p> Signup and view all the answers

<p>The age of the infants during video exposure. (C)</p> Signup and view all the answers

<p>72 (C)</p> Signup and view all the answers

<p>Parent-teaching from a word list. (A)</p> Signup and view all the answers

<p>Parents often overestimate the educational value of baby videos. (B)</p> Signup and view all the answers

The amount of time children spend using screens has increased so much that it is now exceeding recommended guidelines.

There is a possible link between excessive screen time and a higher chance of being diagnosed with obsessive-compulsive disorder (OCD) in preteens.

Mobile phones and tablets are the most common devices for children ages 3-17 to go online. Older children tend to use mobile phones while younger children use tablets more.

The majority of children (85%) in the age group 3-17 watch TV programs or films on a TV set, but a significant portion also watch content on other devices like tablets and mobile phones.

Mobile phone ownership is gradually increasing in children, reaching almost universal levels for kids aged 12 and above.

Children access a range of devices beyond just mobile phones and tablets, with many using these for various video content, including live streams and user-generated content.

Screen media can be a powerful tool for learning, particularly in young children, where it can foster language development, social skills, and cognitive abilities.

While screen media can be helpful, there are ongoing concerns about its potential negative effects, such as the effects on attention, sleep, and social development.

Children in the UK aged 5-16 spend an average of 6.3 hours per day on screens, with television, internet, video games, and mobile phones being the primary sources.

Social media app usage among UK children has increased by 130% since the start of the pandemic.

Young children in the UK, particularly under 5 years old, are spending significant amounts of time using tablets, with an average of 9 hours per week.

Children aged 11 and 12 in the UK spend an average of 4.2 hours per day online, a substantial increase from the previous year.

Over a quarter of children in the UK spend 4 to 6 hours per day online, indicating a significant amount of time spent in the digital world.

Canadian 8-year-olds spend more than five hours per day on screens for leisure, in addition to time devoted to school work.

Young children in the US are introduced to digital devices at a very young age, with most 2-year-olds using devices daily and 90% being introduced before their first birthday.

Australian children from 4-5 years old average more than two hours of screen time per weekday, increasing to over three hours per weekday and almost four hours on weekends by ages 12-13.

The way screen time affects various aspects of a child's development, such as language, executive function, literacy, numeracy, and prosocial behavior.

A crucial aspect of understanding how children learn from screen media, including factors related to the child (age, individual characteristics, family background, social context), the media itself (type, editing, content), and the environment (exposure type, caregiver presence).

A research finding that young children often struggle to learn from video content, possibly due to the unrealistic representation of the "real world" and difficulty in understanding on-screen situations.

An experiment where infants were exposed to Mandarin speech sounds through live interaction, TV, audio, or no exposure. The study found that only live exposure resulted in the ability to discriminate Mandarin speech sounds at 10-12 months.

The essential role of social interaction in language development, demonstrating how it influences early language learning, particularly in infants.

Examples of screen media that children are exposed to, including television shows, films, video sharing platforms (like YouTube), apps, video games, and e-books.

The pervasive presence of screen media in children's lives, with various uses and exposure levels across age groups.

The exploration of how children learn from screen media, including aspects like language development, social skills, cognitive abilities, and current concerns associated with screen media use.

A research study that examined the relationship between infant screen time and vocabulary development, finding that babies under 16 months who watched an hour of videos a day scored 17 points lower on vocabulary tests compared to those who watched less.

A research study that examined the impact of watching educational videos on vocabulary development in infants, finding no significant difference between groups, and suggesting that parent-led learning is more effective.

A research study that investigated the impact of different learning methods on vocabulary development in infants, including a video with parent interaction, a video without interaction, parent-led teaching, and a control group. The study found that parent-led teaching was significantly more effective than all other groups.

Parent-led learning is a significantly better way for infants to learn new words compared to watching videos, even with parental interaction.

Parents' opinions about how much their children learned from videos can be biased and may not accurately reflect the actual learning that happened.

The study by DeLoache et al. (2010) had 72 infants between 12 to 18 months old, where they tested vocabulary learning under different conditions.

Instead of learning from videos, parents should engage with their babies directly to teach them new words. This can involve reading books, having conversations, and playing interactive games.

Research on the impact of videos on infant development suggests that parent-led teaching is more effective than video learning. Parents should prioritize engaging directly with their babies.