Exposure to Audiovisual Media and Its Role in Toddlers' Language Development

Abstract

Aim

This study examined (i) whether the amount of audiovisual media exposure predicts child language use, language input and language interaction, and (ii) the role of the media programme type (child-oriented educational, child-oriented entertainment, adult-oriented) in relation to parent–child language.

Methods

Using Language Environment Analysis (LENA) recorders, we collected day-long language recordings in homes of families with children in the U.S. Human coding of entire recordings was used to capture the amount of total media exposure and programme type for child language environment. Automated measures of language (child vocalisations, adult word count, conversational turns) were obtained from LENA recordings. The study included 29 children (12 girls [41.38%]; mean [SD] age 25.28 months [3.01]).

Results

Regression analyses showed that higher total audiovisual media time was associated with lower child language use, language input and language interaction. Higher child-oriented entertainment media time was also associated with lower child language use, language input and language interaction, while adult-oriented media time was associated with lower child language use and language interaction.

Conclusion

It is recommended that practitioners communicate the importance of caregiver–child interactions as well as media timing and content management to families with young children.