Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings

Young children are being increasingly exposed to media, technology, and screen time (MeTS) at home and in instructional settings. Little is known about the long-term effects of MeTS and there is a lack of research concerning caregivers’ opinions regarding young children’s exposure to and utilization...

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Bibliographic Details
Published in:Early childhood education journal 2016-09, Vol.44 (5), p.437-444
Main Authors: Sharkins, Kimberly A., Newton, Allison B., Albaiz, Najla Essa A., Ernest, James M.
Format: Article
Language:English
Subjects:
Caregiver Attitudes
Caregivers
Child care
Child Care Centers
Child Development
Early childhood education
Education
Educational Policy
Factor Analysis
Information Technology
Learning and Instruction
Literacy
Media
Multivariate Analysis
Parent Attitudes
Preschool Children
Preschool Teachers
Screen time
Social Development
Socioeconomic Influences
Sociology
Sociology of Education
Statistical Analysis
Teacher Attitudes
Teacher Responsibility
Technology
Television Viewing
Young Children
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Summary:Young children are being increasingly exposed to media, technology, and screen time (MeTS) at home and in instructional settings. Little is known about the long-term effects of MeTS and there is a lack of research concerning caregivers’ opinions regarding young children’s exposure to and utilization of MeTS. Therefore, this study explored the opinions of parents and teachers of preschool-aged children from three diverse centers and examined MeTS usage across the varying centers and sociodemographic strata. Principal Components and MANOVA analyses indicated differences across, as well as similarities between, the centers. Collectively, caregivers from the three centers concur that MeTS can expand children’s knowledge, and that children’s exposure to violent MeTS is harmful. Caregivers from the varying centers differ in opinion regarding linking children’s MeTS exposure to harmful social and health outcomes, and teachers’ responsibilities regarding the developmentally appropriate usage of MeTS. Recommendations are provided for administrators and teachers to consider regarding communication efforts with parents, and MeTS usage in the childcare setting.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-015-0732-3