The Handbook of Children, Media, and Development
Abstract
The Handbook of Children, Media and Development brings together an interdisciplinary group of experts in the fields of developmental psychology, developmental science, communication, and medicine to provide an authoritative, comprehensive look at the empirical research on media and media policies within the field. 25 newly-commissioned essays bring new research to the forefront, especially on digital media, developmental research, and public policy debates. Includes helpful introductions to each section, a theoretical overview of the field, and a final chapter that offers a vision of future research. Contributors include key, international authorities in the field.
... However, only limited research has been done to incorporate emotion, personality and social relationships models together. Social relationships models can be adjusted to enrich the game story as well (Calvert and Wilson, 2008). ...
... This direct engagement has helped children feel like they have a personal relationship with these characters. Mr. Tumble engages children by asking them questions and pausing to allow them to respond, creating an interactive experience (Calvert and Wilson, 2008). This engagement fosters a parasocial relationship where children feel as though they are friends with him. ...
... By engaging with detailed personas, developers could be better able to understand the needs, desires, and challenges faced by SEN users, encouraging a user centred approach. Developing personas would help shift the focus from the designer's own preferences and biases to the needs of the SEN users, fostering creativity that is more aligned with user expectations and real-world scenarios (Calvert and Wilson, 2008). Research is being conducted on the development of storylines in language learning games engaging players in dialogues and decision-making processes, similar to the interactive elements of "Dora the Explorer". ...
Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.
... Government can play an important role in assisting the media content that children access. Over the past fifteen years, the number of distributors that allocate significant airtime for younger children's series has increased six times (Calvert and Wilson 2008). Children, especially preschool-aged children, have become a new market area for the screen business (Calvert and Wilson 2008). ...
... Over the past fifteen years, the number of distributors that allocate significant airtime for younger children's series has increased six times (Calvert and Wilson 2008). Children, especially preschool-aged children, have become a new market area for the screen business (Calvert and Wilson 2008). Industries that produce movies, music, and games often lag behind in providing resources for parents to make choices. ...
... The gaming industry follows the advertising code that limits advertising such as "Teen," "Mature," or "Adults Only" to whom the rating is not suggested as consumers. There is a preference for market-driven development, production, distribution, and funding behind the commercial media channels (Calvert and Wilson 2008). There are so many questions that can impact the design, development, and distribution of children's media. ...
... Communication is a vital component of healthcare delivery. It has long been invaluable in health promotion which, in the last few decades of the 20 th century, became a critical part of public healthcare delivery programmes (Bhattacharyya, 2020;Calvert, 2011;Fatema and Lariscy, 2020;Mahmouda & Omarb, 2018;De Wet et al., 2014). ...
... Mass media exposures can promote awareness of an issue, enhance knowledge and beliefs, and reinforce existing attitudes (Calvert, 2011;Khan & Ali, 2017). The mass media is the key component of a global strategy for sustainable health issues (Ogunjuyigbe & Adepoju, 2014). ...
... News is information people urgently need in getting their bearings in a rapidly changing world." Calvert (2011) affirms the association of exposure to quality media content with positive educational outcomes. Responsible journalism is one in which information from the mass media does not contain any form of inaccuracy, distortion, confusion and error of fact (Igbinoba, 2009;Orhewere & Kur, 2004). ...
Maternal health has been an issue of priority to nations across the globe for years now. This study sought to: identify the sources of maternal health awareness; examine means of obtaining maternal health information; determine the frequency of mass media exposure; and analyse the influence of mass media exposure on maternal health awareness among the female residents. The Agenda-setting theory and the descriptive (survey) research design, using the questionnaire as the research instrument, were utilized in this study. For this study, the purposive and haphazard sampling techniques were used. The internet (49%) was the topmost source of maternal health awareness; adverts/campaigns (30.6%) were the most common means of obtaining maternal health information; once in a month [27.6%] was the exposure frequency of most participants to the mass media while the least exposure frequency was once in two weeks [5.1%]. It was discovered that mass media exposure had a significant influence on maternal health awareness. Given a number of factors noted to challenge people’s access to communication interventions in Nigeria, the study recommends that the goal of increasing the level of maternal health awareness needs to be matched with action thereby influencing the adoption of intervention measures aimed at reducing the rate of maternal mortality to the barest minimum.
... Conteúdo, violento, aparece em estimados 90% dos filmes, em 68% dos vídeos games, em 60% dos programas de televisão e em 15% dos vídeos musicais (Calvert;Wilson, 2008). É utilizado aqui o conceito apresentado pelo National Television Violence Study (NTVS), de 1998. ...
... Conteúdo, violento, aparece em estimados 90% dos filmes, em 68% dos vídeos games, em 60% dos programas de televisão e em 15% dos vídeos musicais (Calvert;Wilson, 2008). É utilizado aqui o conceito apresentado pelo National Television Violence Study (NTVS), de 1998. ...
Este estudo documenta as principais características da narração esportiva, em especial a que descreve e relata as lutas violentas do boxe e das lutas de MMA. Ele elabora igualmente sobre a prosódia emocional. O efeito da voz e da melodia do discurso nessas apresentações é decisivo para o engajamento da audiência. Esses recursos são utilizados também pelo documentário e pelo jornalismo noticioso. A trilha musical dos filmes é outro fator desse tipo. Nesses casos o impacto é sutil, mas decisivo para enquadrar a atenção do público.
... As we can see, it is easy to mobilize Indonesian people to collaborate and cooperate for the common goal. This value or spirit has been deeply ingrained by our ancestors who trained the young generation to synergize and collaborate through traditional children's games [37]. ...
... You win some, you lose some. Any hardship and obstacles in life must be faced with happiness, enthusiasm, joy, and togetherness[37]. ...
This research focuses on the contextualization and preservation of the diminishing local values which are slowly abandoned by the young generation. The data consists of texts containing local values or presumed to contain values collected by the researchers. The data was gathered by observing the texts describing traditional children’s games during the timeline of research. The technique to implement the observation method was recording and note-taking. Besides, interview or speaking method was employed to gather the data. Interview was conducted to experts who understood the values of local wisdom contained in the traditional children’s games. The data analysis was done using the distributional and content analysis methods. The result of the analysis shows that the values of local wisdom contained in the traditional children’s games are values of: (1) Affection; (2) Agility and Fighting Spirit; (3) Creativity and Adaptability; (4) Creative Imagination; (5) Acceptance of the Facts of Life; (6) Fulfilling the Destiny; (7) Obedience and Discipline; (8) Intelligence Test; (9) Synergy and Collaboration. These values and wisdoms were found in the following games: (a) Dedek-Dedekan, (b) Rerodaan, (c) Bentik, (d) Topeng-Topengan, (e) Boneka Kodokan, (f) Kitiran Umbul, (g) Masak-Masakan, (h) Polisi-Polisian, (i) Mekrok, (j) Dingklik Oglak-Aglik.
... According to the latest survey released by Common Sense Media in 2020, 41% of young children aged 0-8 in the US have a smart speaker in their homes, while the proportion was only 9% in 2017 [1]. However, whenever new mass media or technological devices (e.g., wireless radio, television, smartphones, or tablets) are widely introduced into public life [2,3], parents and educators always display strong concern: how would these emerging devices affect our children's development? In recent years, as children have increasingly gained access to smart speakers, this emerging internet-based device has not escaped the attention and doubt of researchers and educators. ...
... However, considering the precise definition of "omniscient-knowing everything about everything," using the 2 Human Behavior and Emerging Technologies evidence "children sometimes asked smart speaker questions beyond its capacity" to infer the conclusion "children would believe internet-based devices such as smart speaker are omniscient" may be overgeneralizing. Inspired by the constructive theories of cognitive development, children's understanding of novel entities and phenomena strongly relied on their existing concepts [24][25][26]. ...
In recent years, the growing popularity of smart speakers (e.g., Google Home and Alexa) has facilitated young children’s interaction with internet-based devices and provided them with more opportunities to obtain access to online information. This review summarizes the current state of the research by examining smart speakers’ core characteristics, children’s conceptualization and interaction with smart speakers, and the influences on children’s learning and habits. Our review shows that (a) the natural language processing technology and central computing system (Internet) contribute to the uniqueness of smart speakers; (b) although children tend to attribute human characteristics (e.g., smart and friendly) to smart speakers, they might judge these voice assistant devices as neither explicitly living nor nonliving in ontological perception; (c) children’s overattributing certain knowledge (e.g., questions about personal information) to smart speakers does not necessarily mean that this device is believed to be omniscient; and (d) in terms of promoting children’s learning, smart speakers might not be more effective than a real human, and the interaction with smart speakers may not be conducive to children’s maintenance of civilized social norms. Implications for children’s conceptualization and interaction of smart speakers and the design of children-oriented smart agents are also discussed.
... Komunikasi ostentif seperti yang disampaikan Sperber & Wilson selalu hadir dalam lapis dua komunikasi. Lapis yang pertama adalah lapis informasi, yang lazimnya diemban oleh entitas-entita kebahasaan, dan lapis kedua adalah lapis non kebahasaan yang hadir menyertai informasi yang pertama itu (Calvert & Wilson, 2009;Wilson & Bishop, 2022). Tokoh-tokoh ini menegaskan bahwa lapis kedua itu adalah informasi mengenai informasi (information about information) yang hadir pada lapis pertama itu. ...
The purpose of this study is to describe the form and pragmatic meaning of visual ostentivity in the cybertext context of socio-political hate speech in public spaces from a critical pragmatic perspective. This study is a qualitative study. The object of this study is the visual ostentivity of the cybertext context. The research data were excerpts of speech in social media which contain forms and pragmatic meanings of visual ostentivity in the cybertext context. The data source for this study was social media on various platforms found in public spaces, especially virtual public spaces which contain data on visual ostentivity in the cybertext context. Data were collected using the listening method and the listening was carried out using the note-taking technique. Recording was carried out by paying attention to the multimodality-based cybertext context before data classification and typification were carried out. Triangulation was carried out with an investigation model carried out by related experts. Data analysis was carried out by applying distributional methods and equivalent methods, especially extralingual. The distributional analysis method was used to reach the linguistic dimensions of this study. The extralingual equivalent analysis method was used to reach its pragmatic dimensions. The steps of data analysis were identification, classification, interpretation, and ending with the presentation of the analysis results. This study found five forms of visual ostentivity in the cybertext context. The five forms of ostentivity were presented below: (1) Visual Ostentivity in Cybertext Context with Pragmatic Meaning of Insult, (2) Visual Ostentivity in Cybertext Context with Pragmatic Meaning of Blasphemy, (3) Visual Ostentivity in Cybertext Context with Pragmatic Meaning of Mockery, (4) Visual Ostentivity in Cybertext Context with Pragmatic Meaning of Satire, (5) Visual Ostentivity in Cybertext Context with Pragmatic Meaning of Insult.
... As prior studies have shown, exposure to media messages on a subject can increase understanding, strengthen opinion and reinforce previously held attitudes (Calvert 2011;Khan & Ali, 2017). Yar'zever and Said's (2013) study in Kano State (Nigeria) on the knowledge and use of maternal health services reported that both urban and rural respondents had a good understanding of the variety of maternal health services provided by healthcare facilities. ...
... The increase in interest and sales of games and toys is due to social and economic factors: although birth rates have declined, parents are buying more and more expensive toys; the number of divorced or separated families has increased, and this often means more relatives buying toys; most women are giving birth late, which means higher incomes for such products (Kotler et al., 1999, pp.154-155) Other factors identified are: both parents work, which means higher revenues for children; children have their funds at their disposal, and this makes them a target for marketing (Calvert & Wilson, 2008) (McNeal, 2007. ...
... Excessive screen time was found to lead to decreased well-being, and the researchers warn about digital worlds perpetuating already existing inequalities in adolescent well-being. Nevertheless, increased screen time is time away from other activities that, for children, are deemed to support the development, practice, and strengthening of executive functioning skills (see e.g., Calvert & Wilson, 2011). Thus, the socioeconomic differences in screen time may exacerbate already existing inequalities in executive functioning. ...
In the popular and academic literature on the problems of the so-called attention economy, the cost of attention grabbing, sustaining, and immersing digital medias has been addressed as if it touched all people equally. In this paper I ask whether everyone has the same resources to respond to the recent changes in their stimulus environments caused by the attention economy. I argue that there are not only differences but disparities between people in their responses to the recent, significant increase in the degree and persuasiveness of digital distraction. I point toward individual variance in an agent's top-down and bottom-up attention regulation, and to further inequality-exacerbating variance in active participation on the internet and in regulating reward-seeking behaviors on the internet. Individual differences in these areas amount to disparities because they have been found to be connected to socioeconomic background factors. I argue that disparities in responding to digital distraction threaten fair equality of opportunity when it comes to digital distraction in the classroom and that they may lead to an unequal contribution of achievements that require complex cognition by people from lower socioeconomic backgrounds.
... Of these positive behaviors, prosocial behavior has received considerable attention and broadly defined as "any voluntary behavior intended to benefit another person" (Eisenberg et al., 2006). Prosocial behaviors include behaviors with altruistic intentions, delaying gratification in the benefit of others, friendly acts towards others, sharing, cooperation, sympathy, acceptance of others belonging in different groups, and higher capacity to imitate such positive behaviors ( Bar-on, 2000;Wilson, 2008). If the content of media includes prosocial elements, called prosocial content, it is defined as having "the potential of fostering social interactions that are nonviolent and positive in tone" (Mares & Woodard, 2001). ...
The present study, exploring media exposure of preschool age children using media diaries had three major goals. First goal was to examine whether there was a relationship between the duration of children’s media use and their prosocial and aggressive behavior. Then, the second goal was to explore links between the content of media they use and children’s prosocial and aggressive behavior. Finally, informed by Displacement theory, we focused on exploring whether the time spent for developmentally enriching activities changed based on the time spent for media use. Parents of 52 preschool age children between the ages of 4 and 6 reported on their children’s media use on a media diary filled out throughout a weekend and the teachers assessed the prosocial and aggressive behaviors of the same children. The results showed that the aggressive behavior of the children increased as their time spent for playing video games increased. Also, the time they spent for engaging developmentally enriching activities decreased as the time they spent for playing video games increased. The results of the study contributed to the field as it provided an in-depth exploration of factors associated with media use habits of children at home using media diaries providing duration, content and context of media use and their relationship to children’s prosocial and aggressive behaviors.
... Play facilitates the establishment of stronger bonds and relationships between parents, caregivers, educators, and children. While games and toys were initially regarded as mere sources of entertainment for children, over time, the realization dawned upon people regarding their pivotal role in the cognitive advancement of children (Calvert & Wilson, 2008). This realization emerged from the understanding that play and imagination serve as essential tools for children to internalize both behaviours and values (Sutton-Smith, 1997). ...
... Today's children are born into a media-saturated environment that includes televisions, radios, DVD players, computers, internet access, mp3 players, and other portable electronic devices such as smartphones. These devices have become an indispensable part of human life and therefore have a significant impact on children's entertainment and leisure, as well as their education (Calvert & Wilson, 2008). While technology has only been in existence for a relatively short amount of time, the usage of electronic media devices continues to grow at a rapid pace (Kabali, Irigoyeni, Nunez-Davis, Budacki, Mohanty, Leister, & Bonner, 2015). ...
Today’s children are born and raised in media-saturated environments, surrounded by televisions, computers, tablets, smartphones, and other portable electronic devices. Because these devices have become an indispensable part of everyday life, they have a significant influence on children's entertainment and leisure, as well as their education. This study, therefore, examined how early and how much young children (from 0 to 6 years of age) use television, computers, and tablet/smartphones, specifically whether this media usage is directly affected by socio-demographic factors related to parents (i.e., their education, income, and age), the children themselves (i.e., their age, gender, and the presence and number of siblings), and the media environment in their homes (i.e., the availability of media, parental opinions about media, and regulation of media use). The sample for this study consisted of 412 parents of 0- to 6-year-old children who brought their children to the Social Paediatrics Department of the Faculty of Medicine in Ankara, Turkey, for developmental check-ups. The data for this study were collected through a questionnaire that was prepared by the researcher. The findings indicate that almost all children live in homes with different types of electronic media devices and the children’s home electronic media environments and their parents’ demographics are important predictors for their usage of electronic media.
... Огляд літератури. У світі накопичено суттєвий досвід досліджень впливу на психічне здоров'я і розвиток дитини як традиційних медіа [23,24,25], так і новітніх інтернет-технологій [28,29]. У роботах українських учених порушено питання проблем деструктивного впливу засобів масової інформації, насамперед телебачення, на розвиток особистості [8, 1, 19, 7 та ін.]. ...
The article raises the current problem for Ukrainian society as the mechanisms of media regulators, which cover sensitive topics that may adversely affect the psychological and moral development of children. The author reviews scientific research related to the negative impact of television programs on child development and justifies the need for media psychological expertise to protect children in the information space and the ability to defend this right in court. The main purpose of the article is to substantiate the scientific construct of media psychological expertise. In connection with this purpose the author presents its methodological principles: typology of leading types of visual, audiovisual mass media and algorithms of visual media texts research, classification of information destructive influences of media (Cherepovska), five planes of film analysis (Chaplinskaya), different types of analysis of media texts (Fedorov) and detailed typology of audiovisual media perception (Hilko), age periodization of media risks and criteria for harming the psychological well-being of children with media products (Naidenova), as well as methods of psychological research in cases of moral suffering to the person (Savkina et al.). The author defines the scientific construct of media psychological examination, describes its object, subject, list of main tasks, methods, process and substantiates the requirements for the competence of the expert. Prospects for research on this topic were outlined in the form of supplementing the procedure of media psychological examination, formation of a psychodiagnostic minimum for the examination of minors, development of curricula for experts, and perhaps the formation of a separate discipline for higher education.
... Bastaría decir que alrededor del 90 % de las películas que se transmiten indiscriminadamente por señal abierta en televisión incluyen significativas secuencias de brutalidad y ataque al otro. La violencia está presente en el 68 % de los videojuegos infantiles, en el 60 % de los programas de televisión, y como si no fuere suficiente, ni siquiera los vídeos musicales están exentos, pues también presentan un 15 % de escenas con agresiones (Wilson, 2008). Y cómo olvidar a Internet, donde siempre hay espacio para la brutalidad. ...
Aunque se lea y se escuche bizarro, los seres humanos, desde tiempos inmemoriales han sentido fascinación por la crueldad. Sin importar quien la produce -el estado o los particulares- la violencia atrae, seduce, tiene su propio auditórium. Y, quienes la rechazan, son, lamentablemente, una ínfima minoría. Los medios de comunicación han tomado el macabro papel que en la Edad Media desempeñaba la plaza pública. No se trata de un fenómeno ingenuo sino de un negocio millonario en el que se impulsa la creación de una sociedad de la vigilancia extrema que mueve capitales hacia los propietarios de los media y todo un amplio espectro empresarial como constructoras de urbanizaciones en las que se vende la falsa ilusión de estar absolutamente libre de toda penuria propia del mundo de los más débiles a quienes se los asocia recurrentemente a un discurso de orden criminal. Esta relación “crimen-medios-miedo-riesgo-mercado-seguridad-neoliberalismo-migrante” desplazó a quienes realmente estudian el fenómeno criminal del análisis serio del mismo y en su lugar ha instalado todo un lenguaje falaz que ha fortalecido el “sacerdocio de la verdad” y que permite pontificar sobre control social a personas sin ningún estudio ni siquiera elemental sobre criminología, que están siempre al servicio del dueño de un medio de comunicación. Se expone cómo estos agentes terminan diseñando “un enemigo feroz” e imponen la política criminal neoliberal, que no tiene mayores diferencias con la política criminal del nazismo, pues su interés es el mismo: tratar de eliminar al que se ve distinto.
... Between ages 3 and 6, children demonstrate variability in how they develop their intellectual, social, emotional, and physical skills, and they also differ in their character and interests. Pre-schoolers have fewer real-life social experiences as compared to older children and adults and they are far less able to tell fantasy from reality, especially at age 3 (Calvert & Wilson, 2008;Weimer et al., 2017). Long-term studies show that using games in educational contexts leads to greater learning, stronger motivation, and more productivity (Kalogiannakis et al., 2021;Tahir & Wang, 2017). ...
Digital gaming has become a regular part of life for today’s pre-schoolers. Hence, there is a need to look at the integration of digital technology into the preschool education. The present study aims to examine the effect digital games have on children’s behaviour and their social competence if played to reach an educational purpose (supervised play) and for fun (without educational aim). The study population consists of 54 pre-schoolers (26 girls and 28 boys), aged 4 to 6, who were recruited in Moscow, Russia. All children were divided in two groups: children playing digital games with peers (n = 28) and children playing digital games at home (n = 28). The pre-schoolers’ social competence and behaviour were assessed before and after the experiment using the Social Competence and Behavior Identification (SCBE-30) questionnaire. Findings revealed a higher level of social competence in the experimental group (+11.71, p < 0.05) as compared to children playing without being told what they were expected to achieve. The experimental group also scored lower on Anxiety-Withdrawal (−7.94, p < 0.05). A higher Anxiety-Withdrawal score normally means that a child experiences some degree of depression or anxiety, and exhibits overly dependent behaviour. At the same time, a higher Social Competence score suggests that a child is more joyful, tolerant, socially integrated, calm, and willing to collaborate with peers and that he or she exhibits a prosocial behaviour. The results of this study may help parents and teachers to use digital learning tools, in particular video games, effectively when working with young children.
... Between ages 3 and 6, children demonstrate variability in how they develop their intellectual, social, emotional, and physical skills, and they also differ in their character and interests. Pre-schoolers have fewer real-life social experiences as compared to older children and adults and they are far less able to tell fantasy from reality, especially at age 3 31,32 . Long-term studies show that using games in educational contexts leads to greater learning, stronger motivation, and more productivity 33,34 . ...
Digital gaming has become a regular part of life for today’s pre-schoolers. Hence, there is a need to look at the integration of digital technology into the preschool education. The present study aims to examine the effect digital games have on children's behaviour and their social competence if played to reach an educational purpose (supervised play) and for fun (without educational aim). The study population consists of 54 pre-schoolers (26 girls and 28 boys), aged 4 to 6, who were recruited in Moscow, Russia. All children were divided in two groups: children playing digital games with peers (n = 28) and children playing digital games at home (n = 28). Findings revealed a higher level of social competence in the experimental group (+11.71, p ˂ 0.05) as compared to children playing without being told what they were expected to achieve. The experimental group also scored lower on Anxiety-Withdrawal (-7.94, p ˂ 0.05). A higher Anxiety-Withdrawal score normally means that a child experiences some degree of depression or anxiety, and exhibits overly dependent behaviour. The results of this study may help parents and teachers to use digital learning tools, in particular video games, effectively when working with young children.
... High utilization of skilled birth services was found among women who had media exposure compared to those without any form of exposure (i.e., television, radio and newspaper) [41]. Mass media exposure has been shown to uphold awareness of societal issues, and further improve the understanding of culture and beliefs [56][57][58]. Specifically, these studies found that women who are exposed to mass media are more likely to utilize maternal healthcare services including skilled birth attendance compared to those who are not exposed to media. Another crucial role of the media is that, it influences societal attitude and political view, changing cultures, business activities and increase awareness on health issues including maternal and child health [59]. ...
Background
In Cameroon, maternal deaths remain high. The high maternal deaths in the country have been attributed to the low utilization of maternal healthcare services, including skilled birth attendance. This study examined the predictors of skilled birth services utilization among married women in Cameroon.
Methods
Data from the 2018 Cameroon Demographic and Health Survey was analyzed on 7881 married women of reproductive age (15–49 years). Both bivariate and multivariable logistic regression analyses were carried out to determine the predictors of skilled childbirth services. The results were presented with crude odds ratio (cOR) and adjusted odds ratio (aOR) and 95% confidence interval (CI).
Results
The coverage of skilled birth attendance among married women of reproductive age in Cameroon was 66.2%. After adjusting for potential confounders, media exposure (aOR = 1.46, 95% CI: 1.11–1.91), higher decision making (aOR = 1.88, 95% CI: 1.36–2.59), maternal education (aOR = 2.38, 95% CI; 1.65–3.42), place of residence (aOR = 0.50, 95% CI; 0.33–0.74), religion (aOR = 0.55, 95% CI; 0.35–0.87), economic status (aOR = 5.16, 95% CI; 2.58–10.30), wife beating attitude (aOR = 1.32, 95% CI; 1.05–1.65), parity (aOR = 0.62, 95% CI; 0.41–0.93) and skilled antenatal care (aOR = 14.46, 95% CI; 10.01–20.89) were found to be significant predictors of skilled birth attendance.
Conclusions
This study demonstrates that social, economic, regional, and cultural factors can act as barriers to skilled childbirth services utilization in Cameroon. Interventions that target women empowerment, antenatal care awareness and strengthening are needed, especially among the rural poor, to reduce barriers to care seeking. Maternal healthcare services utilization interventions and policies in Cameroon need to focus on specific equity gaps that relate to socio-economic status, maternal education, and the economic empowerment of women. Such policies and interventions should also aim at reducing geographical barriers to access to maternal healthcare services, including skilled birth attendance. Due to the presence of inequities in the use of skilled birth attendance services, programs aimed at social protection and empowerment of economically disadvantaged women are necessary for the achievement of the post-2015 targets and the Sustainable Development Goals.
Plain English Summary
Globally, Cameroon is one of the countries with high maternal deaths. Low utilization of maternal healthcare services, including skilled birth attendance have been found to account for the high maternal deaths in the country. This study sought to examine the factors associated with skilled childbirth services utilization among married women in Cameroon.
Using data from the 2018 Cameroon Demographic and Health Survey, we found that the coverage of skilled birth attendance among married women of reproductive age in Cameroon is high. Factors such as higher decision-making power, higher maternal education, place of residence, religion, higher economic status, wife beating attitude, parity and skilled antenatal care were found to be the significant predictors of skilled birth attendance.
This study has shown that socio-economic, regional and cultural factors account for the utilization of skilled childbirth services utilization in Cameroon. Interventions aimed at enhancing the utilization of skilled childbirth services in Cameroon should target women empowerment, antenatal care awareness creation and sensitization, especially among the rural poor, to reduce barriers to care seeking. Maternal healthcare services utilization interventions and policies in Cameroon need to focus on specific equity gaps that relate to socio-economic status, maternal education, and the economic empowerment of women.
... Hagen (2007) then surmised that the major use of the media by children takes place within the family. Calvert and Wilson (2009) citing Wartella & Robb, posit that 21st Century children typically develop before a screen which has evolved from just television to a digitized, interactive, pervasive screen more under the control of the user. Vandewater, Rideout, Wartella, Huang, Lee & Shim (2007) pointed out that even very young children spend a lot of time with media; about 75% of them spend approximately 1hour 20 minutes before TV screens while they are also now spending about 50 minutes on the average before a computer screen, on a typical day. ...
... They may also compare the levels and impacts of habitual smartphone use among different populations (e.g., children vs. adolescents; adolescents vs. adults), which can help to explore the influence of demographics on the extent and effects of smartphone dependence. As smartphone use becomes an important component of children's social ecology [57], it will be imperative to examine the long-term effects of smartphone experience on school children's cognitive development and health. ...
A growing body of work has been devoted to studying the smartphone addiction in youths and its impact on their lives, but less is known about the predictors and effects of youth habitual use of smartphones. Guided by social cognitive theory, this study investigates how habitual smartphone use affects sleep quality and everyday memory based on a nationally representative sample of Chinese students (N = 2298). It uses a cluster-randomized sampling with stratification of different areas, consisting of both urban and rural students aged 6–18 years from elementary, middle, and high schools across China. It found that Chinese students exhibited a habitual smartphone use, who were generally confident in using mobile devices, but few had smartphone addiction. Significant gender and age differences were identified concerning the habitual use of smartphone. Specifically, boys demonstrated higher levels of habitual use and smartphone self-efficacy than the girls. High school students showed the highest level of habitual smartphone use compared to those in elementary and middle schools. Smartphone use duration, frequency, and self-efficacy predicted the habitual use, which also led to poorer sleep quality and worse memory outcomes. Prebedtime exposure moderated the relationship between habitual smartphone uses and sleep quality. The results show that students’ habitual smartphone use had a significant impact on their health, cognition and more, even when they exhibited little smartphone addiction. The findings contribute to a better understanding of smartphone impact on school-age youths.
... But large, intense, reckless or uninformed use of digital media can also have negative effects. These can be related to media violence (Anderson et al., 2003;Kirsh, 2012), and the negative effects that extensive digital media use can have on psychological development (Subrahmanyam and Šmahel, 2011;Calvert and Wilson, 2011), learning abilities (Dunkels et al., 2011), health issues (physical activity, obesity, sleeping habits) (WHO, 2010;Stansburger et al., 2010), self-perception and interpersonal relationships (Andsager and White, 2009), the development of unwanted or delinquent behaviours (Anderson et al., 2009;Wakefield et al., 2003) and so on. Digital technology and interactivity also pose significant risks to children's safety, privacy and well-being, magnifying threats and harms that many children already face offline and making already-vulnerable children even more vulnerable (UNICEF, 2017). ...
As children are growing up, their use of TV, computers, tablets and mobile phones also increases. The aim of this contribution is to outline how we are, as a society (in the framework of our formal education system or civic activities) and individuals (as parents, educators), dealing with the increased digital media consumption of our children in Slovenia.
... The level of positive identification with the characters was higher in respondents who watch scary shows, in those who suffer from nightmares and fears, and in those who perceive the characters and plots as realistic. Researchers (Bandura, 1971(Bandura, , 1986(Bandura, , 2001Cole & Leeds, 1999;Hough & Erwin, 2010;Livingston & Das, 2010;Morgan & Shanahan, 2010;Rideout et al., 2010;Rome, 2018;Vandewater et al., 2006;Wilson, 2011;Zilka, 2014) found that television presents a wide variety of role models and offers children and adolescents an opportunity to check and compare alternate identities in their imagination. In this way, it exposes children to a variety of characters as possible role models whom they would be unlikely to meet face to face. ...
The identification of children and adolescents with characters from the television programs they watch is not limited to the time when they view the program. The connection with the characters continues across the use of various digital means and in various realms of the children’s lives. The purpose of the present study was to examine the connections between patterns of use of various media, the degree of identification with characters from the programs watched, and the fears and nightmares experienced by the children after watching these programs. This is a mixed-method study. Two hundred ninety-six Israeli children and adolescents participated in the study; 45 children and adolescents among those who completed questionnaires were interviewed. The data were collected in 2017-2018. The data revealed that negative identification with the show characters was higher among children than in adolescents. Positive identification with the characters was higher among viewers of scary programs, among those who suffered from nightmares and fears, and among those who perceived the characters and plot as realistic. It was found that interest in programs involving tension, drama, and action increases the risk of nightmares and fears after watching these programs.
In this modern world, technology has become a significant feature that is part of every human's life. Besides, third-millennium kids are born with technology and an enormous chance for easy access. It causes the behaviour of every kid who facilitates to access technology like watching TV, Internet, and mobile phones at an early stage. In consideration, this study examines the correlation between YouTube content and the impact on toddlers.Structured questionnaires are developed based on existing literature to assess parental awareness, the impact of demographic factors such as economic status, residence, and family structure on toddlers' viewing hours, and the effects of viewing content on toddlers, including alterations in aggressive behaviour, imitation, and sleep deprivation.More than 300 samples are obtained using snowball sampling procedures, and the acquired data is subjected to statistical analysis to determine the specified correlation. This survey indicates that despite parents being informed about the repercussions of improper content on YouTube, they have yet to act, resulting in the majority of toddlers using YouTube instead of YouTube Kids. The results also indicate that demographic factors significantly affect toddlers' usage time, with more YouTube exposure correlating with heightened aggression, sleep deprivation, and imitation in toddlers.
Multimodal discourse is an influential way of social communication where thoughts, ideology, and cultural perspectives, including superiority and racism, are conveyed. The current study is a critical multimodal discourse analysis of the ‘Ugly Duckling’ video cartoons that were designed to be shown internationally for children’s TV entertainment. While the textual comparison has revealed that the theme of physical ugliness has almost multiplied four times in the English translation of the story than it was first introduced in Danish by Hans Christian Andersen in 1843, the critical multimodal analysis of the ‘Ugly Duckling’ cartoons has shown the intertwined use of verbal and visual elements to construct the meaning of racist social rejection and colourism. The multimodal discourse of racial exclusion and colourism employed several tools including lexical choices, textual narrative, colour, angles, size and the positioning of characters on the cartoon screen. Cartoon filmmakers are recommended to take a critical stance towards the multimodal narratives they (re)produce to help avoid producing material that may bring about social discrimination against people of different races and colours. Children of all races should be able to observe positive reflections of themselves and feel empowered through the multi-ethnic stories they watch and engage with daily.
Encouraging children to engage their imagination and creativity plays a critical role in healthy cognitive, social, and emotional development. As such, questions about the influence of digital media use (“screen time”) on the development of imagination and creativity are critical. Findings to date regarding the impact of media exposure on creativity are mixed. Some studies suggest that decreases in creative thought and expression are related to the frequency of media exposure and having media in the foreground and background during play. However, others suggest that media content aiming to engage children’s imagination can promote creativity and abstract thinking, especially when engaging with characters that they love or want to be like.
The digital age has brought several changes in the understanding of the former mass media and the way of distributing different media contents, but also in the ways of media audience involvement in mass communication processes. Due to the large amount of information and the channels through which it is disseminated and the increasingly fragmented media audiences, the influence of the media on contemporary democratic societies has changed significantly compared to the influence of the mass media in the 20th century. Differences in media representations of social reality, the dispersion of their authors, the number of publications and their reach, as well as the conditioned interpretations of media audiences, have led to the so-called post-truth media constructions of reality, also one of the key features of the 21st century. In this paper, the authors provide an overview of theories about media audiences and generations that have been developed within the communication sciences. They specifically focus on the contemporary trends that have affected the disappearance of the mass audience due to its intense fragmentation as a result of the technology change, and at the end of the paper, they highlight the social changes that arise as a result of the aforementioned processes.
Digitalno doba unijelo je niz promjena u poimanje nekadašnjih masovnih medija i načina distribuiranja različitih medijskih sadržaja, ali i u načine uključenosti medijskih publika u procese masovnoga komuniciranja. Uslijed velike količine informacija i kanala putem kojih se šire te sve fragmentiranijih medijskih publika, utjecaj medija na suvremena demokratska društva značajno se promijenio u usporedbi s utjecajem masovnih medija u 20. stoljeću. Različitosti u medijskim prikazima društvene stvarnosti, disperziranost njihovih autora, količina objava i njihov doseg, kao i uvjetovane interpretacije medijskih publika dovele su do tzv. post-činjenične (engl. post-truth) medijske konstrukcije stvarnosti, ujedno jednog od ključnih obilježja 21. stoljeća. U ovom radu autorice donose pregled teorija o medijskim publikama i generacijama koje su razvijene unutar komunikacijskih znanosti, posebnu pažnju posvećuju suvremenim trendovima koji su promjenom tehnologije utjecali na nestanak masovne publike zbog njezine intenzivne fragmentacije te na kraju rada ističu društvene promjene koje nastaju kao rezultat navedenih procesa.
Ključne riječi: digitalni mediji; medijske publike; medijske generacije; fragmentacija; digitalno doba.
With today’s developing technology, students’ ways of living, learning, and working have been changing rapidly, leading them to acquire new approaches related to technology. The main objective of this study is to identify the views of secondary school students regarding technology. The participants of the study, which was designed as a qualitative study, consisted of 5th grade students studying at a state secondary school in the district of Yalova, Turkey in the fall semester of the 2023-2024 academic year. The data of the study, which consisted of students’ pictures and written expressions, were analyzed with the content analysis technique. As far as the emerging results are concerned, while the students emphasized the more useful and entertaining aspects of technology as its positive features, they expressed their opinions on the lack of social communication, energy insufficiency and environmental damage as technology’s negative features. In the students’ perceptions, it can be seen that technology makes their lives easier, but that the harms to personal health, social communication and the environment are taken into account. Since the study was carried out with 5th grade students, perception of technology at different age and grade levels is a matter of interest for future research. In this sense, it is possible to recommend identifying the direction of the trends with studies to be conducted with different age levels.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Introduction
Parents consistently report being worried about the impact of online pornography on their adolescent and pre-adolescent children’s development. Yet, most parents do not discuss pornography as part of parent–child conversations about sexuality. The current study sought to identify the barriers to parent–child conversations about pornography.
Methods
We present two studies. The first study employed one-to-one interviews to explore parents’ ( n = 14) beliefs about their role in their child’s pornography education. The second study involved the quantitative assessment of Study 1 findings in a sample of parents of pre-adolescent and adolescent children ( n = 408).
Results
Findings indicate that three overarching themes prevent parents from addressing pornography with their adolescent children, parents’ practical ability to discuss pornography, their attitudes toward discussing pornography, and the perceived positive impact of addressing pornography with their adolescent children. Practical ability was most often reported as the greatest barrier to parents engaging in parent–child conversations about pornography. Most notably, parents reported hesitancy in discussing pornography because they did not know how to define pornography or how to address pornography in an age-appropriate way. Fathers were also significantly less likely to believe that talking about pornography was socially acceptable.
Discussion
We discuss the implications of these findings and present recommendations for developing a parents’ pornography education resource.
Advertisements have become an integral part of modern life, significantly influencing the behavior, perceptions, and choices of
today's youth. This research article delves into the multifaceted impact of advertisements on young individuals, exploring both
positive and negative aspects. It also discusses the role of digital media and social platforms in shaping advertising's reach and
influence on the younger generation. By scrutinizing these influences, we can better understand the implications for society and
propose strategies for responsible advertising and media literacy education.
Children watch many hours of television each week. Television programs can be accessed on traditional television sets and on tablets and phones. Television provides information, knowledge, and entertainment, and can be a positive experience for children, through which they learn about the world. Television broadcasts can be less beneficial if children spend so much time in front of a screen that they are not engaged in more healthy activities. Television broadcasts may present a biased view of the world, for example, by showing inaccurate gender or racial stereotypes, or by promoting unattainable ideals of beauty or success. Children's television may also include inappropriate content, including advertisements for unhealthy products. Media literacy programs and other interventions are possible ways to protect children from the negative influences of television.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
The current paper is a comparative analysis of two studies- one conducted by me two decades ago (2002) and the same study carried out again in 2022 that investigated the gender differences in television commercials aimed at children. Both the studies attempted to identify whether there are any patterns in terms of the production, presentation and editing techniques with reference to gender in television commercials specifically aimed at children; to probe the nature of relative patterns within and between sets of data and compare them. Hart (1991) suggested that the underlying meaning in a text, as intended by the producers, could be revealed by identifying and counting any significant textual features. The study attempted to compare the results of the previous study with the current one with the objectives: to (i) find out products associated with girls only, boys only and girls & boys commercials (ii) examine the depiction of boys and girls in these three categories of commercials and compare the results with that of the previous study (iii) dominant settings, activities and governing type of interactions associated with boys and girls in the commercials (iv) examine whether there are any differences in those representations in the current study and if they still continue to be gender stereotyped (v) identify the technical aspects used in these three types of commercials and if there are any changes in the contemporary advertisements when compared to 2002 commercials.
Objective: To evaluate the association of different attachment styles with the exposure of Lebanese male adolescents to violent video games. Methods: This cross-sectional survey study was conducted between October and December 2019 among 388 Lebanese male adolescents (aged 13-17 years) from 5 Lebanese schools. Participants answered questions regarding the 4 attachment styles (secure, preoccupied, fearful, and dismissing) and violent video game engagement. Results: Dismissing attachment style (β = −1.389) was significantly associated with less violent video gaming. Higher fearful attachment style (β = 2.981) was significantly associated with more violent video gaming. Conclusions: Adolescents with more insecure attachment styles were found to be more engaged in violent video games. Further research is needed on stress and empathy in association with these attachment styles to investigate whether they have an impact on violent gaming exposure. Future studies should focus on the type of video games and whether they require interaction with others.
This theoretical review explores the possibility that the consumption of internet pornography (IP) represents a credible risk factor in the perpetration of aggression and violence against women. Sexual violence, abuse, and degradation of women is commonly depicted in mainstream heterosexual IP. Despite the violent tenor, the effect this material may have on beliefs, attitudes and behaviors is understudied, as are the reasons why violent and degrading IP is so widely viewed, enjoyed, and accepted. Both theory and empirical findings support the contention that depictions of violence in IP may contribute to real world aggression and violence against women, with two relevant spheres of inquiry proposed in this theoretical review. The first considers IP as a ‘zone of cultural exception’, in which the perpetration of violent and degrading acts against women are eroticized and celebrated, despite such behaviors being considered antisocial in wider society. It is suggested that this excepted status is enabled by the operation of the third person effect to negate the detrimental effects of IP. The second explores the objectification and dehumanization of women in IP and the use of moral disengagement by viewers to enable their disavowal of any harm in the depicted violence.
The role of violence in the media often enters the debate over how to address and mitigate the national gun violence epidemic. Since the early days of television, there have been concerns about the corrupting influence of violent media on the minds of young people. As teens consume more hours of media per day and the types of available media have evolved, these concerns have become more complex. Current research is unclear as to whether a causal relationship between violent media and violent actions exists but there is evidence that exposure to guns in video games increases interest in real guns. The internet poses unique threats to the mental health and safety of young people in the form of cyberbullying and pro-suicide websites. Child health professionals should screen children and teens for unhealthy media use and should ask research questions to clarify any causal relationship between media violence and violent acts.
Despite over 10 years of research, we still know very little about people’s sexting behaviours and experiences. Our limited and, at times, conflicting knowledge about sexting is due to re-searchers’ use of inconsistent conceptual definitions of sexting, dubious measurement practices, and atheoretical research designs. In this article, we provide an overview of the history of sex-ting research and describe how researchers have contributed to the ‘moral panic’ narrative that continues to surround popular media discourse about sexting. We identify four key problems that still plague sexting research today: (1) imprudent focus on the medium, (2) inconsistent conceptual definitions, (3) poor measurement practices, and (4) a lack of theoretical frameworks. We describe and expand on solutions to address each of these problems. In particular, we focus on the need to shift empirical attention away from sexting and towards the behavioural domain of technology-mediated sexual interaction. We believe that the implementation of these solu-tions will lead to valid and sustainable knowledge development on technology-mediated sexual interactions, including sexting.
هدفت الدراسة إلى معرفة تأثير بعض المتغيرات الأسرية (الدور في الأسرة، العمر، المستوى التعليمي، نوع الزواج، نمط العلاقة الزوجية) على درجة أنماط الاتصال الزواجي بمكوناته ودرجته الكلية خلال الحجر الصحي المنزلي والتباعد الاجتماعي في أزمة "كوفيد 19."لدى عينة من الأزواج والزوجات بمدينة جدة. واعتمدت الدراسة على المنهج الوصفي، ومقياس أنماط الاتصال الزواجي وطبقت على (250) زوجا وزوجة. وكشفت النتائج عن وجود تأثير دال إحصائيا لمتغير الدور في الأسرة على النمط المثالي لصالح الزوجات. يوجد تأثير دال للعمر على أنماط المسترضي، واللوام، والمثالي، والدرجة الكلية لصالح المرحلة العمرية الأكبر. يوجد تأثير دال إحصائيا لمتغير المستوى التعليمي على أنماط المسترضي، واللوام، والمثالي، والدرجة الكلية لصالح المستوى التعليمي المتوسط.. يوجد تأثير دال إحصائيا لمتغير نوع الزواج على أنماط اللوام، والمشتت، والدرجة الكلية لصالح الزواج من غير الأقارب. يوجد تأثير دال إحصائيا لطبيعة العالقة الزوجية على أنماط المسترضي، واللوام، والمشتت، والدرجة الكلية لصالح العالقة الزوجية غير المستقرة، بينما يوجد تأثير دال إحصائيا لنفس المتغير على النمط المنسجم، لصالح طبيعة العالقة الزوجية المستقرة.
Using a between-participants experimental paradigm, the present study investigated U.S. adolescent boys’ (n = 96) and college men’s (n = 194) attitudes toward media images of male athletes as well as their thoughts about the athletes. Participants viewed either sexualized (i.e., skin exposed, sexual pose) or performance (i.e., in uniform and in action poses on the field/court) images of male athletes. They then rated the athletes’ competence, esteem, and sexual appeal and completed a writing task about their reactions to the images. Male viewers rated the sexualized athletes lower in competence and esteem and higher in sexual appeal compared to the performance athletes. These results have implications for advocacy efforts calling for less sexualization in today’s media environment.
Çocuk ihmal ve istismarı geçmişten günümüze kadar güncelliğini koruyan bir konu olmuştur. Genel anlamıyla bir çocuğun gelişimsel ihtiyaçlarını göz ardı etmek ihmal, çocuğa bilerek zarar verecek her türlü söz ve davranış ise istismar olarak tanımlanabilir. Gelişen teknoloji ile birlikte dijital aletler günlük yaşamın vazgeçilemez bir parçası haline gelmiştir. Bu dijital cihazlar insanlara çok büyük imkân ve kolaylıklar sunmaktadır. Ancak doğru ve dengeli kullanılmadığında çeşitli zararları olabilmektedir. Çocukların dijital aletleri kontrolsüz şekilde kullanmaları sonucu zararlı içeriklere maruz kalmaları ve bağımlı hale gelmeleri tıpkı istismar gibi ruhsal, bedensel ve sosyal açıdan gelişimlerine zarar vermektedir. Çocukların bakım ve sağlığından ebeveynleri ve ilgili diğer yetişkinler sorumludur. Dolayısıyla çocukların dijital aygıt kullanım alışkanlıkları genelde ailede oluşmaktadır. Araştırmalara göre ebeveynler dijital cihazları çocuklarına; kendi işlerini yapmak, yemek yedirmek, sakinleştirmek ve ödül şeklinde bir bakıcı gibi kullandırmaktadırlar. Kullanım yaşı bebeklik dönemine kadar gerilemiştir. Yanlış kullanım sonucu yaşanan sorunlar görece daha çok bilinen istismar türleri olan fiziksel, duygusal ve cinsel istismar sonucunda da yaşanabilmektedir. Bu bağlamda çalışmanın amacı “teknolojik ihmal ve istismar” kavramına yönelik açıklık getirmektir. İnternet ve ilintili dijital cihazların yetişkinler tarafından çocuk istismarı amacıyla kullanılmasına veya çocuğun bedensel, ruhsal ve sosyal açılardan gelişimsel ve sağlık sorunlarına yol açacak şekilde kullanmasının onaylanmasına veya buna zemin hazırlanmasına teknolojik istismar denilebilir. Teknolojik ihmal ise, dijital cihaz kullanım biçiminin çocuk için zararlı olmasına rağmen bu durumun göz ardı edilmesi veya çocuğa dijital cihazları sağlıklı kullanmak konusunda rehberlik yapılmaması şeklinde açıklanabilir. Çocuk sorumluluğu taşıyan bireyler, çocuklarına teknolojik imkânları ve özellikle dijital cihazları sağlıklı ve yararlı bir şekilde kullanmayı öğretmeli, siber dünyada yaşayacakları sorunlara karşı onları korumalıdırlar.
Anahtar Kelimeler: Teknolojik İhmal, Teknolojik İstismar, Ebeveyn ve Çocuk.
The purpose of the study was two-fold: The first purpose of the research was to conduct the "adaptation study of Brigance K & 1 screen II to Turkish," while the second was to “investigate the effect of the enrichment program applied to gifted children and their classmates in the 1st grade of primary education on their performance in multiple intelligence fields". The research was conducted in the screening model and experimental design. The study group consisted of 477 primary schools first grade students (6 years old). Data collection tools are as follows, Brigance K & 1 Screen II scale, Goodenough-Harris draw-a-person test, Teele Multiple Intelligence Preference Inventory (TIMI), Enrichment Program Pre-test -Post-test, and "Project Evaluation Criteria List." After the screening process, a class-wide enrichment program based on multiple intelligence was applied to gifted and talented children and their classmates. Statistical Package for the Social Sciences (SPSS) was used to analyze the data at hand. The findings of the study revealed that Brigance K & 1 Screen II scale was effective in determining gifted children attending the first grade of primary school with a rough evaluation. The enrichment program results were different from the existing school program in favor of enrichment. The class-wide enrichment program has improved all children, with a more potential for gifted children. As a part of the program, a total of 163 students were given project assignments. At the end of the evaluation, it was determined that the students improved in multiple intelligence areas.
As a result of high-tech developments and the increase in the importance of the global communication, social media websites and applications have occurred as a new way of communication and self-expression in the contemporary world. Globalization has forced people to obtain and spread the necessary information quickly, and due to this requirement, people of all ages have had to acquire digital skills which they utilize to meet their need of learning and being informed about the issues happening around the world. Social media tools and applications are being highly and commonly used all round the world by all kinds of people from all ages in order to express themselves, get to know other people, share their opinions and learn others' opinions on the world issues, socialize, and have fun. Regarding its effects on children, social media has both advantages and disadvantages.
This book critically examines how Walt Disney Animation Studios has depicted – and sometimes failed to depict – different forms of harming and objectifying non-human animals in their films. Each chapter addresses a different form of animal harm and objectification through the theories of speciesism, romanticism, and the ‘collapse of compassion’ effect, from farming, hunting and fishing, to clothing, work, and entertainment. Stanton lucidly presents the dichotomy between depictions of higher order, anthropomorphised and neotonised animal characters and that of lower-order species, showing furthermore how these depictions are closely linked to changing social attitudes about acceptable forms of animal harm.
An engaging and novel contribution to the field of Critical Animal Studies, this book explores the use of animals not only in Disney’s best known animated films such as 101 Dalmatians, but also lesser known features including Home on the Range and Fun and Fancy Free. A quantitative appendix supplying data on how often each animal species appears and the amount of times animal harm or objectification is depicted in over fifty films provides an invaluable resource and addition to scholars working in both Disney and animal studies.
Children adopt lifelong attitudes, behaviors, and beliefs from media messages, yet little is known about what messages visual media send to children on religion. This study addresses this literature gap by analyzing depictions of religion in holiday specials aired in 2018 from three top preschool networks: Disney Junior, Nick Jr., and PBS Kids. Using qualitative content analysis, this study reveals that preschool holiday specials are shifting away from more in-depth portrayals of diverse religions toward commercialized, generalized, and secularized portrayals of Christmas. Although Chanukah and other non-Christmas religious holiday specials are, on average, older and less common than Christmas specials, they portray non-Christmas traditions in greater religious depth than the more recent and numerous Christmas specials portray Christmas. These findings illumine American religious holiday practices and attitudes and provide insights for enhancing media literacy on religion in children’s media and for understanding television’s potential influence on children’s perceptions of religion.
The prevalence of social media in young people’s lives is widely accepted in today’s society. Although social media use is ubiquitous in young people’s lives, schools continue to overlook how young people engage with social media. Drawing on ideas from Deleuze and Guattari (2013) this thesis uses an ethnographic approach to explore the ways in which nine young people engage with social media platforms to generate a sense of identity. Using ethnographic interviews, school and online observations, this thesis examines the relationship between school cultures and online social media environments inhabited by the young people. Working as an academic tutor at a mainstream secondary school in the UK, the researcher had access to the research participants’ day-to-day school activities, as well as extended access to their online lives by conducting online observations on various social media platforms they used. Each participant was analysed using a Deleuzo-Guattarian conceptual frame which draws from the notions of assemblages, becomings, territorialisations and de-territorialisations. The research findings identify some of the participants’ dissatisfaction with narrow and constricting school curricular cultures, whilst also highlighting how the blurred expectations that social media offers facilitates the building of their ambitions and aspirations. Therefore, the thrust of the thesis is to trace some of the relationalities between school cultures and the social media used by the young people. The findings could inform current government initiatives exploring social media’s impact on young people’s health and lives. With legislation due to be passed between 2020 and 2021, this thesis could deepen the understanding of how young people’s online activity is intricately linked with other aspects of their everyday lives, such as school. The thesis demonstrates how participants’ engagements online are nuanced and opening up possibilities for empowerment, identity work and the pursuit of a curated becoming underpinned by the particularities of social media platforms.
ResearchGate has not been able to resolve any references for this publication.