ABSTRACT
In the last decade, scientifi c research has infl uenced policy and practice involving young children’s media use. For example, research showing the importance of direct social interaction for cognitive, emotional, and social development informed the 1999 American Academy of Pediatrics recommendation discouraging the replacement of interpersonal time with the use of passive screen media for children under two years. In reaffi rming this position, the AAP (American Academy of Pediatrics, Council on Communications and Media, 2011 ) cited research-based evidence not only of little learning from video at this age (see Troseth, 2010 ), but also the negative eff ects of background TV, including disruption of both parent-child conversation and children’s focused attention on play (Kirkorian, Pempek, Murphy, Schmidt, & Anderson, 2009 ). Acknowledging the reality of media exposure for many families, the Academy encouraged parents whose young children used screen media to watch along with them. Similarly, a 2012 joint statement of the National Association for the Education of the Young Child and the Fred Rogers Center emphasized limiting technology for infants and toddlers to experiences in which adults “appropriately support responsive interactions.” In line with these policy statements, recent research shows the value of active parental co-viewing
ABSTRACT Since early in the development of children’s television, research has informed policy and practice involving young children’s media use. To increase the likelihood that new media support children’s development, research in the coming decade must stay current with advancing technology. With the advent of various forms of interactive digital media, key research questions involve social and physical interactivity. How should adults appropriately support children’s use of diff erent kinds of media to promote children’s creativity, learning, and development? How does co-viewing (social interaction) overlap with and diff er from contingency built into the medium itself? When a device interacts, does that change the kind of support required of a co-viewing adult, or eliminate the need for such support? How does the introduction of new technology impact the lives of families? Issues related to video chat, touchscreen and motion capture technology, artifi cial intelligence, and electronic books and games are discussed.
