Ready To Learn PBS KIDS Transmedia Supports Math Learning for Underserved Children Across Settings

• In Event: Transforming Early Childhood Education With Transmedia: Findings From the Ready To Learn Initiative (2010–2015)

Abstract

Objectives:

To discuss a body of research designed to measure the degree to which engagement with PBS KIDS transmedia resources support children’s mathematics learning across settings. Between 2010 and 2015, we collected evidence in home, lab, and preschool settings that indicate that high-quality transmedia resources promote children’s learning, especially when used to boost social interactions with adults and peers.

Theoretical Framework:

Young children, including those in low-income communities, use complex mathematical thinking and can develop new mathematical skills and knowledge. Unfortunately, children living in under-resourced communities often don’t have access to preschool experiences needed to support their early mathematics learning, so arrive in kindergarten less prepared than their more affluent peers. Developmentally appropriate digital media and technology resources have been shown to be effective with this population, especially when used with the wise guidance of parents and teachers.

Methods:

In addition to context, content, and pilot studies, our team conducted two randomized controlled trials: 1) a three-condition study (86 classrooms, 966 children) in which the treatment condition featured PBS KIDS videos and digital games played on interactive whiteboards and laptop computers that explored how technology and educational transmedia resources can enhance prekindergarten mathematics teaching and learning in preschools; and 2) a two-condition study (197 children) in which the treatment experience featured a tablet and laptop computer that examined the efficacy of children and families engaging with a curated set of PBS KIDS materials at home.

Data Sources:

Data included child pre and post assessments using the REMA short form and a researcher developed instrument; teacher/parent surveys, classroom/home media logs; classroom observations, home visits, and focus groups.

Results:

Children’s pre-post assessments indicated statistically significant improvements in performance in targeted mathematics skills. In the classroom study, children and teachers had significant gains compared to the business as usual and typical technology integration condition participants. In the home study, children in the intervention condition had statistically significant changes in assessment performance on some mathematics skills.

Significance:

These studies provide evidence of the effectiveness and promise of a transmedia approach to supporting early learning. These and other studies advance the claim that children can learn from transmedia across settings when (1) well-designed, developmentally appropriate resources are curated and organized into a cohesive learning sequence, (2) children’s experiences with media occur in the context of interactions with adults and peers, and (3) adults receive training that helps them scaffold and support children’s experiences with the media. This research also highlights the role that adults play in making media engagements fruitful opportunities to learn, by helping children make connections between media experiences and their everyday lives before, during, and after viewing and play. The home study in particular points up the potential, through on-demand content and mobile devices, for truly anytime anywhere engagement. Overall, our findings from five years of research on children’s engagement with PBS KIDS transmedia provide guidance for parents, educators, administrators and policymakers about how to support early math learning and how to use digital tools to support learning across early childhood settings.

Author

• Shelley Pasnik, Education Development Center, Inc.