Abstract
Young children are being increasingly exposed to media, technology, and screen time (MeTS) at home and in instructional settings. Little is known about the long-term effects of MeTS and there is a lack of research concerning caregivers’ opinions regarding young children’s exposure to and utilization of MeTS. Therefore, this study explored the opinions of parents and teachers of preschool-aged children from three diverse centers and examined MeTS usage across the varying centers and sociodemographic strata. Principal Components and MANOVA analyses indicated differences across, as well as similarities between, the centers. Collectively, caregivers from the three centers concur that MeTS can expand children’s knowledge, and that children’s exposure to violent MeTS is harmful. Caregivers from the varying centers differ in opinion regarding linking children’s MeTS exposure to harmful social and health outcomes, and teachers’ responsibilities regarding the developmentally appropriate usage of MeTS. Recommendations are provided for administrators and teachers to consider regarding communication efforts with parents, and MeTS usage in the childcare setting.
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Sharkins, K.A., Newton, A.B., Albaiz, N.E.A. et al. Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings. Early Childhood Educ J 44, 437–444 (2016). https://doi.org/10.1007/s10643-015-0732-3
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DOI: https://doi.org/10.1007/s10643-015-0732-3