Chapter 9 Educational Media

Chapter 9 Educational Media

Hello! In this email I will be discussing Chapter 9, Educational Media, which was discussed the week of March 28- April 3. When discussing the topic of educational media, we focused on two types of media that were used the most for children, computers and television. When talking about computer use for children, the point is mainly for entertainment and game playing. Typically children are given a computer, tablet or phone with games or apps and the use is just to keep them entertained so their parents can get something done, or to keep them busy while waiting for something.

Typically when children are using computers they are not using it for educational purposes, but there are also many educational apps and websites available for children to use. Television is one of the most used forms of educational media for children. Children from families with low Socioeconomic Status are more frequent viewers of television than children from middle-class families. There are many great shows available for children, such a Sesame Street , with which viewing has been linked to higher grades, reading more books, and valuing academic achievement. It has been shown that watching slow-paced narratives like Barney and Friends can also lead to more extensive make-believe play. Shows that are made for entertainment purposes only can detract from academic and social success.

Paper For Above instruction

Educational media plays a pivotal role in shaping young minds and influencing their developmental trajectories. Among the most prevalent forms of media are computers and television, each with distinct implications for children's learning and socialization. As discussed in Chapter 9, these media types have been extensively used and studied in the context of childhood education and entertainment, with a focus on their potential benefits and drawbacks.

Computers and portable devices like tablets and smartphones are ubiquitous tools in children's lives. While they are often used primarily for entertainment—such as playing games or using apps—there's an increasing awareness of their potential for educational purposes as well. Educational applications and websites provide avenues for children to engage in interactive learning activities that promote literacy, numeracy, and critical thinking skills (Liu et al., 2018). However, the predominant routine is leisure-based use, which raises concerns about passive consumption and the displacement of other vital developmental activities like outdoor play and direct social interaction.

The role of television as an educational medium is notably significant. Programs like Sesame Street have been extensively researched, showing that they contribute positively to children's academic development by boosting reading skills, fostering motivation towards learning, and reducing achievement gaps (Huttenlocher et al., 2010). Such shows often incorporate pedagogical strategies that enhance cognitive skills and encourage positive social behavior. Conversely, the impact of entertainment-only content like cartoons that do not include educational components can sometimes hinder academic and social success. Excessive exposure to such content may lead to decreased attention spans and impaired social interactions (;//:5).

Socioeconomic status (SES) influences children's access to and interaction with media. Children from lower SES backgrounds tend to have higher television viewing rates, which can be attributed to limited access to alternative recreational activities (Vandewater et al., 2007). While increased viewing of educational content can serve as a compensatory educational resource, the overall quality and contextual use of media are critical factors in determining developmental outcomes. Parental guidance and co-viewing practices significantly enhance the benefits derived from media exposure by enabling adult-led discussions that deepen understanding and critical thinking (Boyd, 2014).

In conclusion, educational media such as television programs like Sesame Street, and educational apps on computers and tablets, are powerful tools that can promote early childhood development when used appropriately. However, the benefits are maximized when media exposure is balanced with other activities and guided by adult involvement. Recognizing the potential and pitfalls of different media types allows parents, educators, and policymakers to create environments that harness media’s positive impact while minimizing its adverse effects.

References

• Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
• Huttenlocher, J., Vasilyeva, M., & Shimpi, P. (2010). The effects of early television viewing on cognitive development. Journal of Childhood Development, 81(4), 1026-1034.
• Liu, T., Pedersen, S., & Shen, H. (2018). Interactive media and young children’s learning: A review. Early Childhood Research Quarterly, 45, 41-53.
• Vandewater, E. A., Bickham, D. S., & Lee, J. (2007). "From TV to computer screens: The influence of media on childhood development." Child Development Perspectives, 1(2), 113-118.