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Young Children Learning from Touch Screens: Taking a Wider View.

Silvia B Lovato¹, Sandra R Waxman²

¹Center on Media and Human Development, Northwestern University, Evanston, IL USA.

Frontiers in Psychology

|August 4, 2016

Summary

Touch screen devices impact early learning. Research examines how young children transfer learning from screens and how devices affect parent-child interactions during reading, highlighting the need for more study.

Keywords:

touch screens very young children

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Area of Science:

Developmental Psychology
Human-Computer Interaction
Early Childhood Education

Background:

Touch screen devices (smartphones, tablets) are prevalent among young children.
Limited understanding exists regarding their role and impact on early development and learning.
Focus is on children under 3 years old.

Purpose of the Study:

Investigate the impact of touch screen devices on early learning and development in children under 3.
Examine transfer of learning from screen-based interactions to real-world tasks.
Assess the influence of interactive screens on parent-child interactions and reading comprehension.

Main Methods:

Assessed transfer of learning using object retrieval and word learning tasks.
Evaluated parent-child interactions and story comprehension during shared reading sessions.
Focused on interactive screen use in children under 3 years of age.

Main Results:

Preliminary findings suggest touch screens influence learning and parent-child dynamics.
Further research is needed to fully understand the nuances of screen interaction effects.
Specific capabilities unique to touch screens and socio-cultural contexts require deeper investigation.

Conclusions:

More research is essential to clarify the educational benefits and drawbacks of touch screen use for infants and toddlers.
Understanding the unique affordances of touch screens is crucial for optimizing their use.
Contextual factors in children's touch screen engagement warrant further exploration.