Parental Mediation for Young Children’s Use of Educational Media: A Case Study with Computational Toys and Kits

Junnan Yu, Andrea DeVore, Ricarose Roque
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引用次数: 7

Abstract

Parental mediation literature is mostly situated in the contexts of television, Internet use, video games, and mobile devices, while there is less understanding of how parents mediate their children’s engagement with educational-focused media. We examine parental involvement in young children’s use of a creation-oriented educational media, i.e., coding kits, from a mediation perspective through an interview study. We frame parents’ mediation practices along three dimensions: (1) creative mediation, where parents mediate to support children’s creating and learning with media; (2) preparative mediation, where parents explore and prepare media for children’s engagement; and (3) administrative mediation, where parents administer and regulate their children’s media use. Compared to the restrictive, active, and co-using mediation theory, our proposed framework highlights various supportive practices parents take to help their children learn and create with media. We further connect our findings to Joint Media Engagement and reflect on implications for parent involvement in children’s creation-oriented media design.
父母对幼儿使用教育媒体的调解:以计算玩具和工具包为例
父母调解的文献大多是在电视、互联网使用、视频游戏和移动设备的背景下进行的,而对父母如何调解孩子与教育媒体的接触的了解较少。我们通过访谈研究,从中介的角度考察了父母参与幼儿使用以创造为导向的教育媒体,即编码工具包。我们从三个维度来构建父母的调解实践:(1)创造性调解,即父母通过媒介进行调解以支持儿童的创造和学习;(2)预见性调解,即家长探索和准备儿童参与的媒介;(3)行政调解,由父母管理和规范子女的媒体使用。与限制性、主动和共同使用的中介理论相比,我们提出的框架强调了父母采取的各种支持性实践,以帮助他们的孩子通过媒体学习和创造。我们进一步将我们的发现与联合媒体参与联系起来,并反思父母参与儿童创造导向媒体设计的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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