检查美国儿童屏幕时间和与学术技能的关联情况
Linsah Coulanges1, Heather J Bachman2, Melissa Libertus1
1Dept. of Psychology and the Learning Research and Development Center, University of Pittsburgh.
概括
移动设备上的教育屏幕时间 (ST),伴随着适度的家长存在,可以提高学龄前儿童的识字能力. 低ST与非教育性电视内容预测更好的空间技能,而不是高总ST.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 媒体研究 媒体研究
背景情况:
- 儿童的屏幕时间 (ST) 已经增加,但它对早期学术技能的影响,考虑到内容和背景,研究不足.
- 之前的研究往往侧重于总屏幕时间的持续时间,忽视了内容类型和共同观看的细微差别.
- 了解这些因素对于在幼儿时代引导健康的数字习惯至关重要.
研究的目的:
- 调查儿童在4岁时的教育内容和屏幕时间的背景如何预测5岁的学术技能.
- 识别学龄前儿童屏幕时间参与的不同模式.
- 为了比较内容/上下文特征的预测能力与总屏幕时间的持续时间.
主要方法:
- 一项涉及127名4岁和5岁儿童的研究.
- 在4岁时进行时间日记采访,以收集有关屏幕时间内容和背景 (父母的存在,设备类型) 的数据.
- 集群分析以确定不同的屏幕时间使用群体.
- 在5岁时直接评估学术技能 (识字,空间,数字) 5.
主要成果:
- 三个群体出现了:低ST/高非教育电视/低家长存在;中等ST/高教育移动/中等家长存在;高ST/中等教育ST/高家长存在.
- "中度ST/教育移动"组的儿童表现出明显更高的识字能力.
- 与"高ST"组相比",低ST/非教育电视"组的儿童表现出优越的空间技能.
结论:
- 屏幕时间的教育内容和背景在很大程度上预测了早期的识字和空间技能.
- 适度的屏幕时间与教育移动内容和家长的存在与更好的识字结果有关.
- 以变量为中心的方法可能会忽视屏幕时间特征和技能发展之间的复杂相互作用.
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