Parent-toddler interactions during electronic versus print book reading

电子书与纸质书阅读期间的亲子互动

• 批准号: 9764399
• 负责人: JENNY S RADESKY
• 金额: $ 7.8万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-20 至 2020-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9764399
• 关键词: Affective; Age; Analysis of Variance; Behavior; Behavioral; Books; Caregiver support; Caregivers; Child; Child Behavior; Child Language; Child Rearing; Child Support; Code; Complex; Comprehension; Cues; Development; Devices; E-learning; Elements; Emotional; Equation; Exposure to; Eye; Facial Expression; Fostering; Frequencies; Impairment; Informal Social Control; Instruction; Investigation; Joints; Laboratories; Language; Lead; Learning; Letters; Literature; Measures; Mediating; Modeling; Nature; Nonverbal Communication; Nursery Schools; Ownership; Parent-Child Relations; Parents; Play; Policy Maker; Posture; Process; Protocols documentation; Reaction; Reading; Regulation; Shapes; Social Interaction; Structure; Tablets; Technology; Television; Testing; Text; Time; Toddler; Videotape; Visual attention; Vocabulary; Work; aged; animation; base; design; digital media; early childhood; electronic book; evidence base; executive function; experience; experimental study; gaze; handheld mobile device; improved; literacy; negative affect; phonological awareness; recruit; scaffold; skills; social; sound; touchscreen

PROJECT SUMMARY Shared book reading is thought to promote child language, literacy skills, and social-emotional development through multiple mechanisms, including parent-child interaction. With the rapid increases in electronic book (e- book) availability, a growing amount of children's reading is taking place electronically on touch screen tablets. Whether books presented on a screen or with interactive enhancements confer the same benefits as print books is unknown, particularly for toddlers who require extensive scaffolding from parents to comprehend the content of screen media. Tablets, e-books, and other mobile devices are highly absorbing of visual attention; therefore reduced parent-child interaction may occur during e-book reading if children are more attuned to the salient features of the e-book than surrounding social cues, and children may also have more difficulty transitioning away from e-book reading compared to print books. This study's Specific Aims are to: (SA1) Test the hypothesis that the frequency of parent dialogic verbalizations will be lower and the frequency of technology-focused verbalizations higher when reading enhanced e-books (containing interactive features such as animation or sound) and basic e-books (without any interactive elements), compared to print books. (SA2) Test the hypothesis that the frequency of parent-child social-emotional engagement (mutual eye gaze, affective matching, and child-initiated social bids) will be lower when reading enhanced and basic e-books compared to print books. (SA3) Test the hypotheses that (3a) toddlers will show more behavioral dysregulation when transitioning away from enhanced and basic e-books compared to print books, (3b) which will mediate associations in Aim 1 and Aim 2. The study will recruit 72 parent-toddler dyads (children aged 24-36 months) to complete a laboratory-based experiment with counterbalanced presentation of electronic and print books. After a brief free play period, dyads will be presented with 6 books to read together for 2 minutes each: 2 print books, 2 basic e-books, and 2 enhanced e-books, all from the same 2 authors and genres. Books will be presented in counterbalanced order and the entire protocol will be videotaped. Videos will be coded for parent verbalizations (dialogic-related and technology-related), social-emotional engagement (mutual eye gaze, affective matching, and child-initiated social bids), and child behavior dysregulation (negative affect, defiance). Repeated measure ANOVA will be used to test associations between book format, dialogic or technology- related parent verbalizations (Aim 1), social-emotional engagement behaviors (Aim 2), and counts of behavioral dysregulation during transition periods (Aim 3a). For Aim 3b we will use Structural Equation Modeling (SEM) to test whether the associations between book format and parent verbalizations and social- emotional engagement are fully or partially mediated via behavior dysregulation.

项目摘要 共享的书阅读被认为是为了促进儿童语言，扫盲技能和社会情感发展 通过多种机制，包括亲子互动。随着电子书的快速增加（e- 图书）可用性，越来越多的儿童阅读正在以触摸屏平板电脑上的电子方式进行。 无论是在屏幕上呈现的书籍还是交互式增强功能赋予与印刷相同的好处 书籍未知，特别是对于需要父母大量脚手架以理解的幼儿 屏幕媒体的内容。平板电脑，电子书和其他移动设备具有高度吸收的视觉关注； 因此，如果儿童更适合孩子 电子书的显着特征比周围的社交线索，孩子们也可能有更多的困难 与印刷书籍相比，从电子书阅读过渡。这项研究的具体目的是：（SA1）测试 父母对话言语的频率将较低，并且频率的频率 阅读增强的电子书（包含互动功能 与印刷书籍相比，例如动画或声音）和基本电子书（没有任何交互式元素）。 （SA2）检验以下假设：亲子社会情感参与的频率（相互视线， 阅读增强和基本的电子书时 与印刷书籍相比。 （SA3）检验（3a）幼儿将显示更多行为失调的假设 与印刷书籍相比，（3b）从增强和基本的电子书过渡时（3b） AIM 1和AIM 2中的协会。该研究将招募72个父母二元组（24-36个月的儿童） 完成基于实验室的实验，并进行了平衡的电子和印刷书籍。 经过短暂的免费游戏期后，二元组将出现6本书，每本书2分钟：2印刷 书籍，2本基本的电子书和2本增强的电子书，全部来自相同的两位作者和流派。书籍会 以平衡的顺序呈现，整个协议将被录像。视频将为父母编码 语言（与对话有关和技术有关），社会情感参与（相互视线， 情感匹配和儿童发起的社交竞标）和儿童行为失调（负面影响，反抗）。 重复测量方差分析将用于测试书籍格式，对话或技术之间的关联 - 相关的父母语言（目标1），社会情感参与行为（AIM 2）和计数 过渡期间的行为失调（AIM 3A）。对于AIM 3B，我们将使用结构方程 建模（SEM）测试书籍格式与父母语言和社会之间的关联是否是否 情绪参与是通过行为失调完全或部分介导的。

项目成果

Parent Verbalizations and Toddler Responses With Touchscreen Tablet Nursery Rhyme Apps.

使用触摸屏平板电脑童谣应用程序进行家长言语和幼儿反应。

• DOI: 10.1542/peds.2021-049964
• 发表时间: 2021
• 期刊: Pediatrics
• 影响因子: 8
• 作者: Munzer,TiffanyG;Miller,AlisonL;Yeo,Samantha;Wang,Yujie;McCaffery,Harlan;Kaciroti,Niko;Radesky,Jenny
• 通讯作者: Radesky,Jenny