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One early study (Anderson & Levin, 1976) compared one- to four-year-old
childrens attention to Sesame Street and found that attention paid to the program
by four-year-olds was dramatically higher as compared to one-year-olds.vi
watching a particular program by comparison with children who did not watch
that program. The researchers found that vocabulary rates grew most when
children were exposed to Dora the Explorer, Blues Clues, Dragontales, Arthur,
and Clifford between 6 and 30 months of age.ix Vocabulary rates grew least
when children were exposed to Sesame Street and the Teletubbies. Viewing
Barney and Friends was associated with reduced vocabulary but increased
expressive language.
The negative association with expressive language found for children viewing
Sesame Street may be accounted for by two important factors. First, Sesame
Street is not designed for children under 2, but for preschoolers. In addition, the
Sesame program that the children viewed was developed before Sesame Streets
format was redesigned to make the story vignettes contiguous, rather than more
discrete or broken up. For children viewing the Teletubbies, researchers theorized
that aspects of this program, such as its loose narrative structure, intense auditory
and visual stimulation, and poor language models (characters mainly use
babytalk), may have inhibited expressive word use.x
Researchers believe that engagement strategies in programs like Blues Clues and
Dora the Explorer, in which characters speak directly to the child and actively
elicit their participation, encourage expressive language production and
vocabulary. In programs such as Arthur, Clifford, and Dragon Tales, their strong
narratives and story-book like structure may have supported language
development.
In a follow-up analysis of the data, the researcher found that repeated exposure to
Sesame Street videos was related to higher vocabulary growth (Linebarger,
2005).xi Repetition of the content and higher music content in the program may
be contributing factors.
Limitations
This study included a small, homogenous sample size (51 White middle to upper
middle class families), which may limit the ability to generalize these findings,
especially to a more socio-demographically diverse population.
Comment
While the sample size is small and homogenous, the results indicate that television
content affects childrens outcomes in different ways and perhaps at different times
across development.xii Some programs may have a positive impact on language
development while others may have a negative impact. This suggests that future
studies should examine the effects of specific content, not TV viewing time alone.
Currently, studies on young children and the media often do not distinguish among
programs according to their content.
In one study with older children, 3- and 5-year-olds and their families participated
in a two-year study of their television viewing patterns. Five, 1-week diaries for
all family members were collected at 6-month intervals. This study found that,
when parents co-view with their preschool children, it largely occurs around
adult-oriented programs (i.e., not developmentally appropriate for young
children), rather than child-oriented or educational programs.xiii
Another study found that, among 300 surveyed parents of children aged birth to
23 months, television and videotapes were reported to be co-viewed 47% of the
time.xiv
The Kaiser Foundation Zero to Six Study in 2003 found that 69% of parents
indicated that, for most of the time that their child aged birth to 6 was watching
television, he or she was watching with someone else.xv
In research by Lemish and Rice, when parents and their infants or toddlers
(sample ranged in age from 6 months to 2 years, 5 months) co-viewed television
in their homes, there tended to be multiple occurrences of language-related
behaviors that emerged from this shared experience.xvii For example, some
children labeled objects on the screen, asked questions about the program,
repeated television dialogue, and/or described the program content. Parents
verbalizations included answering childrens questions, answering questions
posed by television characters on the screen, and repeating words from the
program.
Limitations
The Lemish and Rice studys limitations include a small sample size of 16 children
who ranged in age from 6 months to 2 years, 5 months.
Generalization from the data on the impact of co-viewing on children under age one
is discouraged. Given the rapid developmental changes in young children, it is
critical for there to be more age-specific studies on co-viewing with children under
age 2.
Comment
The study results suggest that television can facilitate childrens language development
from 6 months to 3 years of age, if parents are active participants who interpret the
television programs their children watch. In the Lemish and Rice study on co-viewing
mentioned above, it was observed that parents tended to use the television as a teaching
tool similar to the way they read books to their infants.
Children under 2 can learn from TV, but not as effectively as from real
life.
There have been several studies that reveal a video-deficit. The video deficit is the
phenomenon that children younger than age three have difficulty transferring what they
view on screen to real life and consistently learn less from television than from a live
demonstration.
Research has found that 14- and 24-month-olds can imitate specific manipulations
of toys performed by adults on video immediately after viewing the video and 24
hours later.xix Another, similar study found that when televised demonstrations
are repeated, even 6-month-olds can imitate simple actions from television.xx
A study by Lemish found that after children (ranging in age from younger than 6
months to 18 months old) repeatedly viewed programs that featured regularly
appearing characters, they became familiar with and attentive to those characters.
They were also able to recognize those characters in other contexts, such as in
books or stuffed animals.xxi
Research by Mumme and Fernald (2003) found that babies as young as 12 months
old were capable of responding to emotional cues shown on televisionxxii. Babies
aged 10- and 12-months old were given unfamiliar objects (e.g., plastic valve) to
explore, touch, etc. Next, babies watched a videotape in which an actor
responded in either a positive or negative manner to each of these objects. The
researchers then showed the babies the objects a second time. The 10-month-olds
were apparently uninfluenced by the video. The behavior of the 12-month-olds,
however, suggested they had been influenced by the video, but only by the
negative emotion. Note that the actual objects were in front of the baby during
the viewing activity, which may have helped the baby understand what the adult
was referring to. Having relevant props available for babies to look at may help
them interpret the information they are seeing on the screen.
Barr and Hayne found that the ability for children aged 12, 15 or 18 months to
imitate multi-step sequences, such as shaking a rattle, from televised images
lagged behind their ability to learn from live, observed events. Learning through
an interaction with another person was a more effective means of gaining new
information.xxiii
A follow-up study (Barr and colleagues, under revision) has shown that when the
actual demonstration on television was longer and babies saw the actions more
frequently, they were able to imitate the same amount from television as from a
real interaction.xxiv In addition, infants as young as 6 months were able to copy
actions from television.xxv This suggests that learning from television is a
complex process that may require more time (i.e., repetition) for the information
to be processed.
Additional research by Troseth (2003) showed that there are ways to help younger
(pre-symbolic thinking) children learn from the televised event.xxvii In this study,
every day for two weeks, parents were asked to hook up video cameras to the
family television and film their children as the children simultaneously watched
the TV screen. Researchers found that 2-year-olds who have experienced seeing
themselves on television perform better on the hiding task described above.
In their most recent study, Troseth, Saylor and Archer (2006) found that
interactivity helps children learn and apply information from TV.xxviii One group
of 2-year-olds watched a personwhom they did not knowon a closed-circuit
TV for 5 minutes. This televised person engaged in a variety of activities with the
children, such as playing Simon Says and telling children where to find a sticker
in the room. The televised person responded in a contingent way to the children's
actions, commenting on what children were doing while playing Simon Says or
when a child found the sticker. The person on TV also called the children by
name. The second group of children watched a five-minute video tape that was
made of the person on the closed-circuit TV during her interaction with the first
group of children. The televised person was not, of course, responding
contingently to the children in the second group. For example, she often
commented on their actions, such as the retrieval of the sticker, before the
children had actually found it.
After this 5 minute period, the two groups of toddlers participated in the hiding
game described above. They were told by a person on TV where to find a toy in
the adjacent room. The researchers found that 2-year-olds in the socially
contingent group could retrieve the hidden object but 2-year olds in the second,
non-contingent group failed to find the object. They concluded that 2-year-olds
expect socially contingent reactions from other people; when they detect the lack
of contingency in televised presentations, learning from television is disrupted.
Once again, this suggests that watching television with a parent who makes the
viewing experience interactive may play a role in helping toddlers understand this
medium.
Comment
In the studies above where live and televised learning were nearly the same, embedding
the learning or task within a familiar context for the baby may have had an influence on
the results. Learning occurs best when it is embedded in everyday, familiar, or routine
contexts. Utilizing more naturalistic or realistic contexts may reduce the cognitive load
associated with learning.
A recent study by Munslow and Stevens (2006) found that childrens attentional
processes were not impacted by early television exposure.xxxi
Limitations
In conducting the first 2 studies, parents were asked to report how much television their
young child watched on a typical day. However, researchers did not ask participants
what the children were watching. Of note, is that when these data were collected, there
were hardly any programs or videos designed for children under age 3, so while
programming content may have influenced the findings, content was not assessed. As a
result, the correlations that researchers established in these studies can tell us little about
the impact of viewing content developmentally appropriate for children aged birth to
three.
questions since it is frequently programming that is not created for children and is most
likely incomprehensible to very young children.
One recent study found that 39 percent of children between the ages of 0 and 4
live in households where the television is always on or is on most of the time,
even if no one is watching.xxxii
Research has found that having the TV on in the background interrupts the
duration of play bouts in 1-year-oldsxxxiii.
Comment
The concern about background television is that in addition to interfering in childrens
play, it may reduce interaction between parent and child, creating obstacles to learning on
two fronts. Also of note is that many studies of the impact of television on young
children, it is difficult to determine if researchers are measuring background television or
televised content that is actively watched by young children.
One recent study (Vandewater, Bickham, & Lee, 2006) established a correlation
between TV viewing and parent-child interactionsxxxiv. Participants included a
nationally representative sample of children aged 0 to 12 in 1997 (N = 1712).
Twenty-four-hour time-use diaries from 1 randomly chosen weekday and 1
randomly chosen weekend day were used to assess children's time spent watching
television, time spent with parents, time spent with siblings, time spent reading
(or being read to), time spent doing homework, time spent in creative play, and
time spent in active play.
Results indicated that time spent watching television both with and without
parents or siblings was negatively related to time spent with parents or siblings,
respectively, in other activities. Television viewing also was negatively related to
time spent doing homework for 7- to 12-year-olds and negatively related to
creative play, especially among very young children (younger than 5 years).
There was no relationship between time spent watching television and time spent
reading (or being read to) or to time spent in active play.
Limitations
This studys primary limitation is that it is correlational in nature. It is not clear that
television viewing is the cause of children spending less time interacting with parents or
engaged in other activities. There are many other variables that may influence both
television viewing patterns and the amount of time parents and children spend engaged in
shared interactions or activities. For example, it has been suggested that the relation
between TV viewing and parent-child interactions may be an indicator of a broader
pattern of family relationships, such that even without television, parents and children
may not necessarily be spending more time together.xxxv Further research is needed,
therefore, to clarify the association between television viewing and family interaction
patterns.
One recent study focusing on very young children found that the likelihood of
obesity among low-income multi-ethnic preschoolers (aged one to five years) was
higher for each hour per day of TV or video viewed.xxxvi
A study by Lumeng et al. found that 3-year-old children exposed to two or more
hours of television per day were nearly three times as likely to be overweight than
children who either watched or were in a room with a TV on for fewer than two
hours a day, regardless of the childs environment at home.xxxvii
Conclusion
It is clear that further research is needed before definitive conclusions can be reached
concerning the developmental outcomes of television or video watching for young
children. While several of the studies reviewed above are experimental designs, the
majority are correlational. Correlational studiesin which naturally-occurring television
viewing patterns in families are statistically associated with developmental changes in
childrens conceptual and/or language development cannot be used to infer causation.
That is: Correlation does not equal causation. Television-viewing and childrens early
conceptual growth may appear to be associated because they are each influenced by
common variables, including but not limited to, parenting style, values and practices,
number of siblings in the home, and socio-economic status.
For correlational studies to be useful in the context of young children and the media, it
would be important that they: (a) control systemically for potentially extraneous variables
(such as those listed above), and (b) systematically evaluate the kinds of variables that are
likely to moderate the impact of viewing on young children. Such variables include:
frequency of co-viewing with a sibling or adult, specific age of child, other activities
occurring while viewing, the content of the programming, its developmental
appropriateness, and other variables. Currently, there is no research of this kind. As a
result, any inferences concerning the impact of television viewing on early childhood
development must be tentative and qualified by existing studies limitations.
These limitations include:
Small sample sizes;
Lack of diversity within the sample; and/or
The only variable examined was amount of television watched, with no regard
given to what children watched (programming content).
Additional research is needed to isolate and better understand what components (e.g.,
programming content, length of viewing, age and developmental stage of child) are most
significant in shaping a childs experience with television programming. Specifically,
studies featuring large-scale, specific age cohorts, diverse populations and studies which
examine the implications of both length of time viewed and programming content would
be valuable additions to the literature. Of particular importance is the need for more
research on the impact of media on children under one year given the lack of studies with
this age group. In addition, great caution should be taken about generalizing any of the
findings reported in this document to children under one.
In the absence of conclusive findings, parents can use the current research to inform the
creation of house rules on television viewing that also reflect their own values and
beliefs. Some guidance is offered below.
Linebarger, D. L., & Walker, D. (2005 January). Infants and toddlers television viewing and language
outcomes. American Behavioral Scientist, 48(5), 624-645.
ii
Kaiser Family Foundation. (2003, October). Zero to six: Electronic media in the lives of infants,
toddlers and preschoolers. Menlo Park, CA: Author.
iii
Ibid.
iv
Ibid.
Lemish, D. (1987). Viewers in diapers: The early development of television viewing. In T. R. Lindlof
(Ed.), Natural audiences: Qualitative research of media uses and effects (pp. 33-57). Norwood, NJ:
Ablex.
vi
Anderson, D. R., & Levin, S. R. (1976). Young childrens attention to Sesame Street. Child
Development, 47, 806-811.
vii
Anderson, D.R., Lorch, E.P., Smith, R., Bradford, R., & Levin, S.R. (1981). Effects of peer presence on
preschool children's television-viewing behavior. DevelopmentalPsychology, 17, 446-453.
viii
Barr, R., Zack, E., Muentener, P., & Garcia, A. (in progress). Parent-infant interactions during exposure
to infant-directed programming in 6- to18-month-olds.
ix
Linebarger, D. L., & Walker, D. (2005 January). Infants and toddlers television viewing and language
outcomes. American Behavioral Scientist, 48(5), 624-645.
x
Ibid.
xi
Linebarger (2005, April). Infants and toddlers video and on-air viewing and language development.
Paper presented at the biennial meeting of the Society for Research on Child Development, Atlanta, GA.
xii
Linebarger, D. L., & Walker, D. (2005 January). Infants and toddlers television viewing and language
outcomes. American Behavioral Scientist, 48(5), 624-645..
xiii
St. Peters, M., Fitch, M., Huston, A. C. Wright, J. & Eakins D. (1991). Television and Families: What
Do Young Children Watch with Their Parents? Child Development, 62, 1409-1423.
xiv
Weber, D. S., & Singer, D. G. (2004 September). The media habits of infants and toddlers: Findings
from a parent survey. Zero to Three, 25(1), 30-36.
xv
Rideout, V. J., Vandewater, E. A., & Wartella, E. A. (2003 Fall). Zero to six: Electronic media in the
lives of infants, toddlers, and preschoolers. Menlo Park, CA: The Henry J. Kaiser Family Foundation.
xvi
Schmitt, K. M. (2001, October/November). Infants, toddlers, & television: The ecology of the home.
Zero to Three, 22(2), 17-23.
xvii
Lemish, D. (1987). Viewers in diapers: The early development of television viewing. In T. R. Lindlof
(Ed.), Natural audiences: Qualitative research of media uses and effects (pp. 33-57). Norwood, NJ:
Ablex.
xviii
Barr, R., Zack, E., Muentener, P., & Garcia, A. (in progress). Parent-infant interactions during
exposure to infant-directed programming in 6- to18-month-olds.
xix
Meltzoff, A. N. (1988). Imitation of televised models by infants. Child Development, 59, 1221-1229.
xx
Barr, R., Muentener, P., Garcia, A. (under revision). Age-related changes in deferred imitation from
television by 6- to 18-month-olds. Developmental Science.
xxi
Lemish, D. (1987). Viewers in diapers: The early development of television viewing. In T. R. Lindlof
(Ed.), Natural audiences: Qualitative research of media uses and effects (pp. 33-57). Norwood, NJ:
Ablex.
xxii
Mumme, D. L., & Fernald, A. (2003). The infant as onlooker: Learning from emotional reactions
observed in a television scenario. Child Development, 74(1), 221-237.
xxiii
Kaiser Family Foundation. (2003, October). Zero to six: Electronic media in the lives of infants,
toddlers and preschoolers. Menlo Park, CA: Author.
xxiv
Barr, R., Muentener, P., Garcia, A., Chavez, V. & Fujimoto (under revision). The effect of repetition
on imitation from television during infancy. Developmental Psychobiology.
xxv
Barr, R., Muentener, P., & Garcia, A. (under revision). Age-related changes in deferred imitation from
television by 6- to 18-month-olds. Developmental Science.
xxvi
Troseth, G. L., & DeLoache, J. (1998). The medium can obscure the message: Young childrens
understanding of video. Child Development, 69, 950-965.
xxvii
Troseth, G. L. (2003). TV guide: Two-year-old children learn to use video as a source of information.
Developmental Psychology, 39(1), 140-150.
xxviii
Troseth, G. L., Saylor, M. M., & Archer, A. H. (2006). Young children's use of video as a source of
socially relevant information. Child Development, 77, 786-799.
xxix
Christakis, D. A.., Zimmerman, F. J., DiGiuseppe, D. L., & McCarty, C. A. (2004 April). Early
television exposure and subsequent attentional problems in children. Pediatrics, 113(4), 708-713.
xxx
Thompson, D. A., & Christakis, D. A. (2005). The association between television viewing and
irregular sleep schedules among children less than 3 years of age. Pediatrics, 116(4), 851-856.
xxxi
Munslow, T. & Stevens, M. (2006). There is no meaningful relationship between exposure to television
and symptoms of Attention-Deficit Hyperactivity Disorder. Pediatrics, 117, 665-672.
xxxii
Vandewater, E. A., Bickham, D. S., Lee, J. H., Cummings, H. M., Wartella, E. A., & Rideout, V. J.
(2005 January). When the television is always on: Heavy television exposure and young childrens
development. American Behavioral Scientist, 48(5), 562-577.
xxxiii
Anderson, D. R. & Pempek, T. A. (2005). Television and very young children. American Behavioral
Scientist, 48, 505-522.
xxxiv
Vandewater, E. A., Bickham, D. S., & Lee, J. H. (2006). Time well spent? Relating television use to
children's free-time activities. Pediatrics,117, 181-91.
xxxv
Ibid.
xxxvi
Dennison, B. A., Erb, T. A., & Jenkins, P. L. (2002). Television viewing and television in bedroom
associated with overweight risk among low-income preschool children. Pediatrics, 109(6), 1028-1035.
xxxvii
Lumeng, J. C., Rahnama, S., Appugliese, D., Kaciroti, N., & Bradley, R. H. (2006). Television
exposure and overweight risk in preschoolers. Archives of Pediatrics & Adolescent Medicine, 160(4), 417422.
xxxviii
Vandewater, E. A., & Huang, X. (2006). Parental weight status as a moderator of the relationship
between television viewing and childhood overweight. Archives of Pediatric Adolescent Medicine,160,
425-31.