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Early Learning and Children's Media: A Theoretical Overview of the Ready To Learn Initiative

Fri, April 17, 10:35am to 12:05pm, Hyatt, Floor: West Tower - Green Level, Crystal C

Abstract

Objective: To situate the Ready to Learn (RTL) projects in the broader context of digital media and early learning, and to discuss the implications of RTL research findings on emerging early childhood technology practices.

Perspective: The RTL projects are exploring child development, early learning, digital media and transmedia approaches. To understand emerging evidence-based practices we need to place these findings in the context of what we know about how children learn from media.

The NAEYC and Fred Rogers Center position statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, has defined effective, appropriate and intentional use of technology and media with young children, grounded the use of media in developmentally appropriate practice, and provided a summary of the research on children’s media and early learning. The position statement says, “When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development.”

Methods: A recent roundtable on the science of digital media and early learning brought together leading children’s media researchers to identify what we know and what we need to learn.

What do we know about mindful media use, essential design elements, effective implementation strategies, and the interactions of content, context and individual child to promote children’s learning?

How are technology and media shaping early experiences and ensuring that children from low-income and disadvantaged families are getting high-quality early learning experiences that promote healthy development and school success?

How can issues of social justice, including access and equity, be addressed effectively through evidence-based research and practice?

Data Sources: Leading children’s media researchers.

Results: A summary of research findings include:

Relationships matter – Young children learn best in the context of interactions and relationships with tuned-in, responsive, and caring adults.

Joint engagement with media matters – Adult/child interactions are key to language learning and learning with media.

Content matters – What children watch on screens can be much more important than how long they watch. Content features that seem to be most important for young children include characters that children build parasocial relationships with, an engaging story, elements that promote guided play, and avoiding distractions that disrupt children’s understanding of the story or activity.

Context matters – Children learn best in active environments when they are engaged in meaningful, interactive and social contexts. Educators in formal and informal settings need to consider the child’s family and home media habits, culture, language and community.

Creating media matters – Children are capable of creating their own messages and expressing themselves through media.

Significance: Evidence-based practices from the RTL projects are contributing to the field by advancing our understanding of how young children use and learn with technology and interactive media, effective teaching practices, what constitutes quality technology and interactive media for young children, how to inform social justice policy about access and equity, and how to ensure that technology and media tools are used in effective, engaging, and appropriate ways in early childhood programs, at home, and in informal learning settings.

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