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ERIC Number: EJ1125470
Record Type: Journal
Publication Date: 2015-Mar
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0736-8038
Screen Sense: Setting the Record Straight--Research-Based Guidelines for Screen Use for Children under 3 Years Old
Lerner, Claire; Barr, Rachel
ZERO TO THREE, v35 n4 p1-10 Mar 2015
A robust body of research shows that the most important factor in a child's healthy development is a positive parent-child relationship, characterized by warm, loving interactions in which parents and other caregivers sensitively respond to their child's cues and provide age-appropriate activities that nurture curiosity, exploration, and learning. The research is also clear about what constitutes quality early learning experiences: ones that build skills, character, and the ability to be successful in school, relationships, and life. These experiences engage children's minds and bodies; encourage exploration, experimentation, problem solving, and creative thinking; and build "academic" skills such as cognitive, language, executive functioning, and social-emotional skills. Language promoting experiences including storytelling, reading, and pretend play are three such activities that take place with parents, other caregivers, and peers that have been extensively studied and have demonstrated these positive impacts. These rich, multidimensional experiences typically take place in the real, three-dimensional (3-D) world through hands-on exploration and interactions with peers and adults. Two-dimensional (2-D) screen experiences--whether via TV, tablets, smartphones, or computers--do not inherently provide these rich opportunities for whole mind-body learning or the type of social interaction and shared exploration that real-world experiences offer so seamlessly. The reality is that young children now grow up in a world of technology. Not only are screens enticing, but children see their parents, caregivers, and teachers using them, so naturally they are drawn to them. Parents should be provided with the guidance and tools they need to become "media literate" so that if they choose to make screen media a part of their children's lives, they can do so in a way that enhances learning and development as much as possible. This resource--developed in partnership with leading researchers in the field of media and young children--describes what is known at this time about the effect of screen media on young children's learning and development. Implications for parents and other caregivers are provided.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A