Uploaded byJoan Ganz Cooney Center at Sesame Workshop
Zooming in: Studying family engagement with media at large and small scales
The document presents findings from a study on family engagement with media, particularly focusing on joint media engagement (JME) among families with young children in the U.S. It outlines the importance of co-viewing media for educational outcomes and the evolving nature of family dynamics and media consumption, highlighting the trends and factors that influence how families interact with media together. Key insights include the effects of parental involvement on children's learning and the various reasons families choose to engage with media collectively.
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Zooming in: Studying family engagement with media at large and small scales
- 1. Zooming in: Studying familyengagement with media at large and small scales Lori Takeuchi & Briana Pressey | The Joan Ganz Cooney Center @ Sesame Workshop | AERA 2014 1
- 2. • How arefamilies with young children using media together? – Large-scale national survey of parents – Case studies of families with young children • The Families and Media Project OVERVIEW 2
- 3. A brief historyof coviewing BACKGROUND 3
- 4. A brief historyof coviewing • Kids who watch educational TV with their parents are more likely to learn than those who watch alone (Ball & Bogatz, 1970; Bogatz & Ball, 1971; Salomon, 1977) • Specific coviewing “moves” by parent account for learning (Reiser, Tessmer, and Phelps, 1984; Reiser, Williamson, & Suzuki, 1988) • Informed design of Sesame Street segments and parental outreach BACKGROUND 4
- 5. BACKGROUND Need to rethinkcoviewing for modern times Media is changing • Shrinking size (portability) • Multiple delivery platforms • Convergence • Connectivity • Author-ability Families are changing (Bianchi, 2011) • More mothers in the workplace • More parents work double-shifts • More single-parent households • Higher rates of poverty • More ESL households 5
- 6. Joint media engagement(the new coviewing) “Joint media engagement refers to spontaneous and designed experiences of people using media together. JME can happen anywhere and at any time when there are multiple people interacting together with media. Modes of JME include viewing, playing, searching, reading, contributing, and creating, with either digital or traditional media. JME can support learning by providing resources for making sense and making meaning in a particular situation, as well as for future situations.” (Stevens & Penuel, 2010) BACKGROUND 6
- 7. The studies • Nationalsurvey of parents: To what extent is JME occurring in families with young children across the U.S.? Who is using media together? • Case studies: How might particular family characteristics and circumstances shape how parents and children engage around media? BACKGROUND 7
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- 9. Purpose • Measure howmuch of children’s screen media use is “educational” by platform and by age – Defined educational as “content that is good for your child’s learning or growth, or that teaches some type of lesson, such as an academic or social skill.” • Explore which platforms parents think are effective • Discover which subjects parents think children are learning about through media • Measure how much children are using media with parents and others • Document patterns of reading and e-reading PARENT SURVEY 9
- 10. Purpose • Measure howmuch of children’s screen media use is “educational” by platform and by age – Defined educational as “content that is good for your child’s learning or growth, or that teaches some type of lesson, such as an academic or social skill.” • Explore which platforms parents think are effective • Discover which subjects parents think children are learning about through media • Measure how much children are using media with parents and others • Document patterns of reading and e-reading • Research led by Vicky Rideout, analyses conducted by June Lee, and GfK administered online survey PARENT SURVEY 10
- 11. Methods • Sample size:1,577 parents children ages 2 through 10-years-old • Oversamples of African-American (290) and Latino parents (682) • Online probability-based survey • Panel recruited through address-based sampling and random digit dialing • Those without Internet connection were given one as well as laptop PARENT SURVEY 11
- 12. 1. Joint mediaengagement by device PARENT SURVEY In a typical day: TV Mobile Computer Video games All % of children who co- engage with a parent 52% 9% 7% 7% 58% % of child time with device spent co-engaging 55% 29% 26% 25% Average time spent co- engaging 49 minutes 3 minutes 3 minutes 3 minutes 59 minutes 12
- 13. 2. Joint mediaengagement by partner • Parents spend more time using media with younger children than older – 65% of 2–4-year-olds’ TV time is spent coviewing, compared to 51% among 5–10-year-olds • No differences in proportion of parent-child JME time based on ethnicity, income, or parent education EXCEPT on mobile devices: PARENT SURVEY 43% 25% 21% 0% 10% 20% 30% 40% 50% Latino White Black Proportion of children’s mobile media time in joint engagement Consistent with Pew Hispanic Center findings (Lopez, Gonzalez-‐Barrera, & Pa=en, 2013): • LaDnos own smartphones and go online from a mobile device at similar or higher rates than Blacks and Whites • Rate of cellphone-‐only households is higher among LaDnos (47%) than Black (38%) or White (30%) Americans. 13
- 14. 2. Joint mediaengagement by partner • Siblings are children’s most common JME partner • No differences in percentage of parents, siblings, or friends who “often” or “sometimes” co-engage based on race, income, or parent education PARENT SURVEY 0.03 0.07 0.07 0.07 0.43 0.48 0.08 0.25 0.25 0.16 0.41 0.31 0.14 0.32 0.32 0.37 0.14 0.13 0.73 0.35 0.33 0.4 0.02 0.07 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Nanny/babysi=er Grandparent Friend Other relaDve A parent Sibling Oen SomeDmes Once in a while Never 14
- 15. 3. Joint mediaengagement with grandparents • Multigenerational families are more likely among Latinos (10.3%) than among Blacks (9.5%) or Whites (3.7%) (Pew Research Center, 2011) PARENT SURVEY MORE likely to co-engage with grandparents LESS likely to co-engage with grandparents African-American children Latino children Lower-income children Children whose parents did not attend college 15
- 16. 4. Purposes ofusing media together • Which of the following are reasons you use media together with your child when you do? Check all that apply. PARENT SURVEY 60% 56% 55% 45% 41% 30% 16% 0% 10% 20% 30% 40% 50% 60% 70% To make sure s/he doesn’t get exposed to inappropriate content S/he asks me to I enjoy it It’s our together Dme It helps him/her get more benefit from it I happen to be in the same room To make sure s/he doesn’t break the equipment 16
- 17. 5. What parentsconsider “educational media” • “Here is a list of popular TV shows as well as some electronic games. If you are familiar with them, indicate how educational you think they are for children: very, somewhat, not too, or not at all.” – Average rating of how educational each title is, on a 4 point scale (4=very educational) • Lower income parents have broader definition of “educational” PARENT SURVEY Show Family Income < $25K Family Income $25 -‐ $49K Family Income $50K -‐ $99K Family Income > $100K Sesame Street 3.61 3.60 3.47 3.47 Dora the Explorer 3.38 3.39 3.08 3.05 Mickey Mouse Clubhouse 3.13 3.11 2.84 2.77 SpongeBob SquarePants 1.67 1.56 1.43 1.28 Angry Birds 1.69 1.61 1.52 1.40 17
- 18. Available for freedownload from www.joanganzcooneycenter.org 18 PARENT SURVEY
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- 20. • Breadth anddepth are necessary to inform the work of producers, educators, and others interested in enhancing family learning and connection through media • Case studies complement quantitative data by providing insights into why and how particular families use media together • Featured cases don’t represent all U.S. families, but their stories surface phenomena that warrant investigation in future JME research CASE STUDIES 20
- 21. CASE STUDIES Research questionsand conceptual frameworks • How do cultural, historical, and individual factors shape technology/ media use in families? • How do technology/media shape family interactions and activities? • What roles do digital media play in family functioning, routines, and learning? Ecological Systems Theory Bronfenbrenner, 1979 Activity Theory Engeström, 2000
- 22. CASE STUDIES Methods Setting • Urbancommunity center serving primarily low-income population • 55% of families are Hispanic and 33% are African-American Data collection • Interviews with: • 6-to-9-year-old children who attend after-school program (45 m) • Their parents (45 m) • Their counselors (25 m) • Technology inventory questionnaires for parents • Children’s drawings of their families 22
- 23. CASE STUDIES Participants Family Focal childage and gender Ethnicity Language(s) spoken at home Marital situation Siblings, relatives 1 7-year-old Male African-American English Lives with grandparents 4 aunts and uncles 2 8-year-old Male African-American, Puerto Rican English, Spanish Single mother 3 brothers 3 9-year-old Female Taiwanese, Japanese English, Japanese, Chinese Married parents 1 brother 4 6-year-old Female Dominican English Single mother, father incarcerated 3 half sisters 5 6-year-old Female African-American, Cambodian English, Khmer Single mother 1 half sister 6 8-year-old Male African-American English Single mother Only child 7 6-year-old Male Ecuadorian English, Spanish Married 2 brothers, 2 sisters 8 9-year-old Male Puerto Rican English, Spanish Single mother, father passed 1 sister 23
- 24. What drives jointmedia engagement? 1. Spatial arrangements of household (Horst 2008; Takeuchi, 2011) 2. Child’s desire to connect around media (Dugan, Stevens, & Mehus, 2010) 3. Parent’s desire to connect child to heritage/culture CASE STUDIES 24
- 25. Purposes of usingmedia together • Which of the following are reasons you use media together with your child when you do? Check all that apply. CASE STUDIES 60% 56% 55% 45% 41% 30% 16% 0% 10% 20% 30% 40% 50% 60% 70% To make sure s/he doesn’t get exposed to inappropriate content S/he asks me to I enjoy it It’s our together Dme It helps him/her get more benefit from it I happen to be in the same room To make sure s/he doesn’t break the equipment 25
- 26. CASE STUDIES The AlmeidaFamily 26
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- 28. Purposes of usingmedia together • Which of the following are reasons you use media together with your child when you do? Check all that apply. CASE STUDIES 60% 56% 55% 45% 41% 30% 16% 0% 10% 20% 30% 40% 50% 60% 70% To make sure s/he doesn’t get exposed to inappropriate content S/he asks me to I enjoy it It’s our together Dme It helps him/her get more benefit from it I happen to be in the same room To make sure s/he doesn’t break the equipment 28
- 29. Findings • Children’s desireto connect with parents and siblings: Challenges the idea that new media devices isolate children. • Culturally themed content (e.g., Dora the Explorer, telenovelas) – Parents can connect child to heritage and child can spend time with parent – Both parties equally enjoy – Media that is “important” to the family as opposed to “educational” – Ideal content for JME Recommendations • Create “ideal content” for mobile devices (expanding market across all segments of U.S. population) • Rethink the value and use of the term “educational” media IMPLICATIONS 29
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