Touchscreen mobile devices (eg, smartphones, tablets) have become ubiquitous for young children.1 Interactive applications or “apps” considered “educational” for young children have similarly gained in popularity2 and are increasingly being integrated into early childhood classrooms as learning tools because of perceived advantages for child engagement and active learning.3 The integration of interactive app technology into children’s lives at home and school has outpaced research needed to inform comprehensive recommendations for its use. Recommendations have thus far focused on preventing overuse of screens4 rather than opportunities for maximizing learning. Research on whether young children can learn from interactive apps; the academic, cognitive, or social-emotional skill domains that may be best supported by interactive apps; and the conditions under which this learning may be maximized; is still emerging.
“Apps as Learning Tools: A Systematic Review”1 is a timely look, from a developmental and educational perspective, at the mobile device apps that even young children are using today. This review is as important to us in observing what we do not know as what we do.
In a year when we are celebrating 50 years of Sesame Street as an iconic, genre-defining educational television program, we need to be reminded of just how revolutionary it was and continues to be (and how it has set the gold standard for educational media). Sesame Street dramatically changed early childhood education not only because it made preschool learning available to everyone who had a television but also because it used the unique access and attraction of television to teach in theoretically based, research-proven ways. The genius of Sesame Street is simple: education scholars conducted formative research to design programming that was pedagogically sound, and once the shows were made and shown, they conducted summative research to evaluate how effectively the programming met intended goals.2 The success of Sesame Street drew imitators, some of which were good, but most of which simply aimed to cash in on the fact that parents would encourage their children to watch a television program that was labeled educational, whether there was any research supporting that claim or not. Although there is still no requirement that educational claims made about children’s media be backed by research, concerned consumers supported by the American Academy of Pediatrics motivated a reality check in 2009, forcing a recall and refund of Baby Einstein videos.3,4
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• We estimate that the global kids digital advertising market will continue to grow in excess of 20% p.a. (2018-21). We estimate the market will be worth c.$1.7bn by 2021
• As kids’ media and content is increasingly consumed via desktop, mobile and tablet devices, we expect brands to move more advertising spend onto these digital platforms, and shift spend away from traditional (non-digital) channels
• Additionally, increasing regulatory requirements and awareness of the benefits of compliance support a shift in spend towards dedicated ‘kidtech’ players
Today, in conjunction with a major new study that details a host of concerning practices in apps targeted to young children, CCFC and 21 other consumer and public health advocacy groups called on the Federal Trade Commission (“FTC”) to investigate the preschool app market.
The guide contains: 1) an overview of the core gestures used for most touch commands 2) how to utilize these gestures to support major user actions 3) visual representations of each gesture to use in design documentation and deliverables 4) an outline of how popular software platforms support core touch gestures .
Read more at: https://www.lukew.com/ff/entry.asp?1071
he following health and safety tips are from the American Academy of Pediatrics (AAP). Feel free to excerpt these tips or use them in their entirety in any print or broadcast story, with acknowledgment of source.
In a world where children are “growing up digital,” it’s important to help them learn healthy concepts of digital use and citizenship. Parents play an important role in teaching these skills. Here are a few tips from the AAP to help families manage the ever-changing digital landscape.
- Make your own family media use plan. Media should work for you and within your family values and parenting style. When used thoughtfully and appropriately, media can enhance daily life. But when used inappropriately or without thought, media can displace many important activities such as face-to-face interaction, family-time, outdoor-play, exercise, unplugged downtime and sleep. Make your plan at HealthyChildren.org/MediaUsePlan.
Today’s children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identified health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefits and risks to the health of children and teenagers. Evidence-based benefits identified from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confidentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www.healthychildren.org/MediaUsePlan) that is individualized for a specific child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.
Read the full paper online at: https://pediatrics.aappublications.org/content/138/5/e20162593