Preschoolers’ beliefs about different symbolic media: The role of socioeconomic backgrounds

• In Event: Young Children and Digital “Symbols”: A Socio-contextual Lens

Abstract

How might preschooler’s thinking about symbolic media (e.g., tablet, computer) differ by social and economic backgrounds? Previous work suggests that children aged 4-6 years tend to attribute certain functions, such as playing games and watching shows over other functions such as learning, to interactive media devices (Eisen & Lillard, 2016). However, it remains a question as to whether there are any potential differences in a learner’s experience and beliefs about media that may be a consequence of varying socioeconomic status (SES). In this study, we investigated whether preschoolers’ beliefs about different media varied with socioeconomic status.

Preschoolers (N = 58) aged 4-5 years were presented with six photographs of different symbolic media (telephone, laptop, book, television, tablet, smartphone) and answered questions about their identification of, exposure to, perceived utilities of, and preference for these media. Additionally, information on parental income was obtained and used to divide participants into low and high SES groups. Families of those earning less than $49,716, which was twice the 2017 low-income federal poverty level, was defined as low SES based on the 2017 census poverty threshold data (U.S. Census Bureau, 2017).

We found no significant differences between the low and high SES groups in their responses to questions about media identification and exposure. Individuals from both low and high SES groups equally identified the six target media and reported to have seen and have access to these objects at home. However, there were a couple of notable differences in children’s beliefs about the utility of some of the media. Specifically, the low SES group (63%) was more likely to endorse the idea that smartphones were used for learning in comparison to the high SES group (29%), χ^2(1) = 5.71, p = .017. Additionally, compared to the high SES group, the low SES group was less selective in thinking that books are for talking to other people (L: 60%, H: 21%), χ^2(1) = 7.36, p = .006, taking pictures (L: 67%, H: 29%), χ^2(1) = 6.96, p = .008, or watching TV shows and movies (L: 60%, H: 25%), χ^2(1) = 5.88, p = .015. Further, the low SES group identified more functions for books, tablets, smartphones, and TVs than the SES group (ps <.05). Lastly, there was no difference between the low and high SES groups in preference for a particular medium across four different learning scenarios.

Our findings suggest that children’s socioeconomic backgrounds play a role in their beliefs about symbolic media. Compared to high SES children, low SES children are more likely to perceive smartphones for learning activities and less likely to associate relevant activities for books. Future studies should explore whether children’s differential beliefs are related to how they utilize symbolic media in their everyday lives and to their learning.

Authors

• Carla Macias, Rutgers University - Newark
  Presenting Author

• Koeun Choi, Virginia Polytechnic Institute and State University
  Non-Presenting Author