By Dafna Lemish
Taking an international and interdisciplinary approach, teenagers and Media explores the position of recent media, together with the web, tv, cellular media and games, within the improvement of youngsters, teens, and childhood.
- Primer to international matters and middle study into childrens and the media integrating paintings from round the world
- Comprehensive integration of labor that bridges disciplines, theoretical and learn traditions and methods
- Covers either critical/qualitative and quantitative ways to the topic
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Extra info for Children and Media: A Global Perspective
By-products of the transition to a more modernized lifestyle have been, on one hand, the creation of family leisure time and, on the other hand, the growing emphasis on the home as a center of indoor Children and Media: A Global Perspective, First Edition. Dafna Lemish. © 2015 John Wiley & Sons, Inc. Published 2015 by John Wiley & Sons, Inc. com/go/lemish/childrenandmedia 14 Children and Media life. The home can be a fertile ground for the gradual growth of the central role media have in family life, given growing urbanization and concern for personal safety in the streets together with exponential technological developments.
Thus, as with other issues discussed, a comprehensive account of any aspect of media experience has to take into consideration characteristics of the context, viewer, and medium. Studying naturally occurring conversations in the family is a difficult task, as it involves intrusion in homes by a researcher, recording equipment, or a combination of both. The existing literature focuses almost exclusively on television, as most other screens are used more privately, and conversations focused on their use is less predictive and thus less studied.
For example, research conducted in Israel found that the presence of mothers during the child’s viewing not only increased viewing time, but encouraged and stimulated the child to be Media and Children at Home 27 actively involved with it. In the USA, children demonstrated better learning of letters and numbers following viewing with mediating adults who called their attention to these messages and gave them feedback during viewing. Adults’ verbal interventions, such as – “this letter is called B”; “let’s read this word together”; or “look, the Giraffe is a vegetarian, he only eats plants” – have very positive influences on children’s learning from television, just as they would if parents were engaging children about other stimuli in their environment.