Parental scaffolding behaviours during co-viewing of television with their preschool children in Taiwan
Parental scaffolding behaviours during co-viewing of television with their preschool children in Taiwan
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台湾家长与学龄前儿童共同看电视时的脚手架行为
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Min Wang
中科院分区：
文献类型：
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作者：
Min Wang
数字媒体在儿童生活中发挥着越来越普遍和有影响力的作用（Rideout & VJR Consulting，2011）。然而，虽然在美国和西欧已经对这个年龄组的媒体使用进行了广泛的调查，但在台湾，对6岁以下儿童的媒体使用的研究却很少。因此，研究的第1阶段开始进行在线调查（n=535），以验证第2阶段开展的工作。结果显示，电视主导的媒体使用的年轻台湾儿童。
关于看电视对幼儿的影响，人们的看法不一。一些儿童发展专家警告说，观看太多的危险，特别是对婴儿（Christakis，2008）。然而，更多的方案是专门为幼儿设计的，许多方案旨在支持他们的学习。有证据表明，电视可以对学习产生积极的影响（Wright，休士顿，Scantlin和Kotler，2001）。关键问题是儿童参与方案的程度。儿童从媒体内容中学习的文献表明，儿童对节目的参与与他们对节目内容的理解密切相关（Calvert，Strong，Jacobs和Conger，2007）。然而，很少有人知道父母如何通过与孩子共同观看儿童电视节目来支持孩子的参与。因此，研究的第二阶段旨在深入探讨父母脚手架和儿童参与之间的这种特殊联系。采用社会建构范式和个案研究方法，研究者收集了13个3 - 5岁儿童在自然条件下共同观看两个动画教育电视节目的录像。在分析中，儿童的参与和主题编码的脚手架行为的父母的措施被用来演绎和归纳分析录像的家庭观察。
研究结果表明，有一个积极的关联之间的儿童的参与和父母的脚手架的水平。研究结果显示，传播本研究的结果，有助家长了解和欣赏亲子共观教育儿童电视节目的价值，并促进儿童从节目中学习。
The digital media play an increasingly pervasive and influential role in children’s lives (Rideout & VJR Consulting, 2011). However, whilst there has been extensive investigation into the media use of this age--‐group in the USA and western Europe, there has been little research on the media use of children under the age of 6 in Taiwan. Therefore, Phase 1 of the study began by conducting an online survey (n=535) in order to situate the work undertaken in Phase 2. The results showed that TV dominates the media use of young Taiwanese children.
Opinions differ regarding the effects of TV viewing on young children. Some child development specialists warn of the dangers of too much viewing, especially for infants (Christakis, 2008). However, more programmes are designed specifically for young children and many aim to support their learning. Evidence has shown that TV can have a positive impact on learning (Wright, Huston, Scantlin, & Kotler, 2001). The key issue is the extent to which children engage with the programme. The literature into children’s learning from media content indicates that the child’s engagement with the programme is strongly related to their understanding of the programme content (Calvert, Strong, Jacobs, & Conger, 2007). However, little is known about how parents can support their child’s engagement by co--‐viewing children’s TV programmes with them. Therefore, Phase 2 of the study aimed to explore in--‐depth this particular link between parental scaffolding and child engagement. Adopting a social constructive paradigm and using case study methodology, the researcher gathered video recordings of thirteen parent/child dyads of 3--‐ to 5--‐year--‐olds co--‐viewing the same episodes of two animated educational television programmes in natural conditions. In the analyses, measures of children’s engagement and thematic coding of the scaffolding behaviour of the parent were used to deductively and inductively analyse video recordings of the home observations.
The findings indicated that there is a positive association between the child’s engagement and the level of parental scaffolding. It is suggested that dissemination of the findings from this study could help parents to understand and appreciate the value of parent--‐child co--‐viewing of educational children’s television programmes and promote children’s learning from the programmes.