The spontaneous and designed co-viewing, co-playing, and other interactions among children with their peers, siblings, caregivers, teachers, or others as they use hands-on and/or digital resources.
Published in Chapter:
Using Public Media to Support Early Learning and School Readiness
Deborah Rosenfeld (Education Development Center, USA), Megan Silander (Education Development Center, USA), Joy Lorenzo Kennedy (Education Development Center, USA), and Naomi Hupert (Education Development Center, USA)
Copyright: © 2022
|Pages: 24
DOI: 10.4018/978-1-7998-8649-5.ch023
Abstract
This chapter examines how intentionally designed public media supports young children's learning across domains and settings. Incorporating robust learning goals and building on rich research into how best to support learning with media, public media represents a free and scalable means of ensuring that children of all backgrounds have access to quality educational materials delivered in an entertaining format. The authors discuss the importance of context, content, curation, and adult mediation in children's learning from digital media, and provide specific examples from decades of research on the effectiveness of public media in improving children's learning outcomes. The authors discuss how public media fits within screen time conversations and recommend further research in the specific contexts of public media usage to further develop resources with embedded supports tailored to the reality of public media use by families and within the community.