Promoting Preschoolers' Vocabulary Learning Through Educational Media: Connecting Co-Viewing, Learning, and Attention

• In Event: 31.065 - Early Childhood Language and Literacy

Abstract

Policy recommends coviewing media with young children, but little is known about how coviewing impacts the viewing experience and learning from educational media. The present study investigated the connections between coviewing, learning, and visual attention to the screen to see how coviewing impacts viewing, vocabulary learning, and story comprehension. Seventy-one low-income preschoolers viewed two educational media videos on an eyetracker- one with an adult coviewer and the other without. Results indicate that coviewing impacts the viewing experience by promoting child visual engagement with the program. Additionally, visual attention to screen predicted improved vocabulary and comprehension in the coviewing condition, but not the noninteractive condition, suggesting that coviewing might support children in translating attention to learning.

Authors

• Preeti Ganesh Samudra, New York University

• Susan B. Neuman, New York University

• Kevin M. Wong, Pepperdine University

• Tanya Kaefer, Lakehead University