Turnbull Khara L P, Alamos Pilar, Williford Amanda P, Downer Jason T
Curry School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Va.
Curry School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Va.
Acad Pediatr. 2020 Sep-Oct;20(7):934-941. doi: 10.1016/j.acap.2020.03.007. Epub 2020 Mar 19.
To characterize the electronic media (e-media) use of preschoolers from low-income families comprehensively, in terms of platform interaction potential and content.
Parents of 380 preschoolers (mean age, 52.5 ± 3.7 months) from diverse, low-income backgrounds reported on their child's age of exposure to various e-media types, frequency of use, amount of background television, and listed all child shows/cartoons and adult shows/general audience shows the child watches, as well as all electronic games/apps the child plays. We calculated descriptive statistics and conducted latent profile analyses to characterize e-media use.
Most children in the sample began watching TV before age 1 year and nearly half watch child shows/cartoons several times a day or more. Most children began playing games/apps before age 3 years and more than one quarter play games several times a day or more. More than 20% of children are exposed to >3 hours of background TV on a typical weekday and 30% are exposed to this amount on a typical weekend day. A Modest E-Media Use profile characterized most children in the sample (70%). Fewer children were characterized by a High Educational Games profile (14%) or a High Adult TV/Elevated Entertainment Games Use and Background TV profile (16%).
Collectively, the 3 profiles reflect heterogeneous use patterns with regard to platform interaction potential and educational quality during the course of a typical week. Additional research is warranted to assess linkages between e-media use profiles and indicators of school readiness in cognitive, academic, and social and behavioral domains in diverse, low-income samples.
从平台互动潜力和内容方面全面描述低收入家庭学龄前儿童的电子媒体（电子媒介）使用情况。
380名来自不同低收入背景的学龄前儿童（平均年龄52.5±3.7个月）的家长报告了孩子接触各类电子媒介的年龄、使用频率、背景电视的时长，并列出孩子观看的所有儿童节目/卡通片、成人节目/大众节目，以及孩子玩的所有电子游戏/应用程序。我们计算了描述性统计数据并进行潜在类别分析以描述电子媒介的使用情况。
样本中的大多数儿童在1岁前就开始看电视，近一半的儿童每天观看儿童节目/卡通片达数次或更多。大多数儿童在3岁前就开始玩游戏/应用程序，超过四分之一的儿童每天玩游戏达数次或更多。超过20%的儿童在典型工作日接触背景电视的时长超过3小时，30%的儿童在典型周末日接触该时长。样本中的大多数儿童（70%）具有适度电子媒介使用模式。较少儿童具有高教育游戏模式（14%）或高成人电视/高娱乐游戏使用及背景电视模式（16%）。
总体而言，这三种模式反映了在典型一周内，在平台互动潜力和教育质量方面的不同使用模式。有必要进行更多研究，以评估在不同低收入样本中，电子媒介使用模式与认知、学业、社会和行为领域入学准备指标之间的联系。
