Journal of Children and Media最新文献

{"title":"Reimagining early childhood education with an urban preschool network: a U.S. partnership to drive greater equity","authors":"M. Levine, Chavaughn Brown, Jacklyn McCarthy, J. Levy","doi":"10.1080/17482798.2020.1861042","DOIUrl":"https://doi.org/10.1080/17482798.2020.1861042","url":null,"abstract":"In March 2020, AppleTree Institute sent 1,100 children and 100 teachers home from its nine Washington, D.C. preschools, following Mayor Muriel Bowser’s call to slow the virus’ spread. More than 80% of AppleTree’s families are economically disadvantaged, and the school took immediate action to continue delivering high-quality education: it created educational materials for homes; launched a website with curriculum-aligned content; and hosted online synchronous classes with mission-driven urgency. By the second week of distance learning, only 50% of preschoolers were attending online classes. Families lacked computers or tablets to access online instruction, and, often, reliable Internet connections. Many parents were deemed “essential workers,” which made them unavailable to consistently support home learning. Parents who were available often reported feeling overwhelmed. Economically disadvantaged families are experiencing greater levels of income, food, and housing insecurity, and concomitant increased levels of trauma and stress. AppleTree’s experience was not unique: Similar problems challenged preschools across the United States. Many schools saw declining attendance and increased stress on caregivers, teachers, and children. The Wall Street Journal reported that preschool/daycare enrollment “slumped in the spring and never fully recovered.” By October 2020, about 40% of U.S. day care centers had closed and those remaining served half the number of children (Rexrode, 2020). Also in Spring 2020, Noggin, the interactive early learning service developed by its parent company Nickelodeon, made its preschool learning app free for families in need through Noggin Cares. Noggin, whose design is informed by decades of research on the potential benefits of science-based educational media (Guernsey and Levine, 2015) engaged more than 30 nonprofit organizations serving hundreds of thousands of lowincome families. The subsequent six months of free distribution was judged as useful by Noggin and its partners, but did not spur the transformative use of its media assets that was needed for the longer term.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"85 - 90"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1861042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42945857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The collective challenges of color, COVID-19, and their convergence","authors":"David Stamps","doi":"10.1080/17482798.2020.1858903","DOIUrl":"https://doi.org/10.1080/17482798.2020.1858903","url":null,"abstract":"There are numerous challenges many of us must confront, including COVID-19 and expansive, global anti-Blackness, that often results in far-reaching consequences for Black individuals worldwide (Bledsoe & Wright, 2019). As a parent of two young Black boys, I worry about these issues influencing my children’s emotional health and physical safety. I value my role as a parent, and as a Black person, partner, researcher, teacher, and activist, these identities cannot be compartmentalized. I pursue grants, conduct research, and teach amid continued trauma. Yet, how does one concentrate on scholarship and protect their children from the pandemic, racial resentment, and the potential of media’s representation of both, which may create concern among young audiences? I offer my narrative as a Black media scholar, adopting the feminist intellectual traditions of standpoint theory (Hartsock, 1983), acknowledging the struggle to be seen, heard, and represented in a society that historically erases the hardships Black folks often face. To offer an illustration of those circumstances, on day two of my six and eight-year-old heading back to elementary school, after seven weeks of at-home virtual learning, my son said, “Daddy, I don’t think the Coronavirus is real.” Hearing my son say this broke my heart; I believe in science and work alongside multiple organizations to research the virus and its impact on Black Communities. My family has numerous friends and family members, all Black, who have contracted the virus, and some have died. At that moment in the car, I turned off the Frozen soundtrack to discuss his statement. My son shared that he overheard that the Coronavirus was fake while listening to news programs, confusing him. I know my children are tired of isolation, and now they see their friends and teachers in person and question why they had to spend months indoors. At that moment, I realized that the media contributed to my child questioning the existence of COVID-19. Sadly, my children did not know their father recently overcame the virus. To protect them, I mentioned that I was exhausted and needed to rest in solitude. I work extremely hard to safeguard my children from the structural inequalities Black people face due to their racial identity. Currently, COVID-19 highlights those disparities, and we are dying at alarming rates (Center for Disease Control, 2020). It pains me that often news programs encourage a narrative of seemingly impartial storytelling, framing the pandemic and the deniers of its reality as “newsworthy.” Likewise, scholars note news media’s role in uneven","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"134 - 137"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1858903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44958153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Free, appropriate, public, and educational? Screen-schooling U.S. children with disabilities during the 2020 pandemic","authors":"Kristen Harrison","doi":"10.1080/17482798.2020.1866628","DOIUrl":"https://doi.org/10.1080/17482798.2020.1866628","url":null,"abstract":"I was born in 1969, the year Sesame Street debuted. I love and respect educational screen media. However, screens exist in environments that modify the effectiveness of screen-delivered education far more than I could have imagined pre-COVID-19, especially for children with disabilities. In the U.S., kids with disabilities were granted the right to a public education in the 1970s. The national shift to online instruction was a metaphorical time machine sending them back to the 1960s. My goal in this essay is to explain how even an extensively privileged white family headed by two COVID-free parents with health insurance, the economic security of tenure, the option to work from home, and home ownership in a district that loans a laptop to every student, still failed to adequately educate our own children with disabilities. Kids like ours whose parents have fewer options and resources may be receiving no education at all.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"44 - 48"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1866628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47358186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of digital media in family life during the U.K. lockdown 2020","authors":"E. Bent","doi":"10.1080/17482798.2020.1860099","DOIUrl":"https://doi.org/10.1080/17482798.2020.1860099","url":null,"abstract":"As COVID-19 swept across China and Italy in the formative months of the year, we watched tentatively from the U.K. with an intense fear of what was coming. On 23 March 2020, we were told to go home, stay home and school from home. We were told at the time of the first lockdown to close all shops, leisure, entertainment, and eating venues. And in contrast to our current lockdown, the first lockdown also included all childcare, schools, colleges, and universities closing – a massive blow to the education of children of our nation. Our family of six resides in a small three-bedroom terraced house in the suburbs of Manchester, north west England. With two preteen girls, an eight-year-old son with Autism spectrum disorder (ASD) and a seven-month-old baby, space is tight but manageable in normal circumstances. However, with us all now confined to the house, we had to find new ways of existing together in what was now “our new normal”, allowing the children to socialize, learn, and deal with their emotions during this challenging time.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"33 - 36"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1860099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44877553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Connected to devices, disconnected from children: struggles of urban, dual-earning parents in India during COVID-19","authors":"S. Attavar","doi":"10.1080/17482798.2020.1859396","DOIUrl":"https://doi.org/10.1080/17482798.2020.1859396","url":null,"abstract":"To contain the spread of COVID-19 disease in the country, the Government of India announced a country-wide lockdown on March 25 2020 that remained enforced till 31 May 2020. This lockdown was imposed without much notice and was one of the most restrictive lockdowns imposed by any country (Daniyal, 2020). For instance, restrictions during the lockdown included a total ban on people’s movement outside the home, except for availing essential commodities or emergency medical facilities, no transportation, closure of public places and educational institutions with the latter asked to conduct online classes. Besides, all offices (public and private) except those providing essential services were ordered to switch to work-from-home mode. As the country tried to adapt to the new situation, families in India faced several challenges. In this commentary, I focus on the difficulties faced by dual-earner families in urban India. Dual-earner families are those in which both spouses are employed in full-time employment outside homes (D’Cruz & Bharat, 2001). Available data tells that 20.1% of urban households in India have dual-earning members (Shukla, 2010), and nine million urban households have family members employed in knowledge-based jobs (professional, technical, administrative, executive, or managerial work). My family is one such family. I work in academia; my husband works for a global technology company, and we have two young children. In the subsequent paragraphs using personal anecdotes as examples I reflect upon three specific challenges that affected dual-earner families during the lockdown, with implications for parent-child relationships. First, the lockdown increased work pressures for both parents. Jobs in India’s knowledge-based organizations are demanding and involve long working hours and stringent deadlines (Bansal & Agarwal, 2017). As work pressures intensified during the lockdown, parents employed in these organizations faced a hectic work schedule. For dual-earner families, this meant that both parents, working from home, had more office work than usual. For instance, as a university teacher, I had to teach classes online and redesign a qualitative study’s data collection plan because the lockdown had derailed the existing plan. My husband had to attend several lengthy online meetings a day. Office work was so","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"138 - 141"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1859396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42782502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Voices and images of hope: the rebirth of educational television in Ecuador in times of COVID-19","authors":"Marcela Samudio Granados, Mónica Maruri Castillo, Roberto Ponce-Cordero","doi":"10.1080/17482798.2020.1858901","DOIUrl":"https://doi.org/10.1080/17482798.2020.1858901","url":null,"abstract":"We must stay at home! That was the slogan on March 11, the day the World Health Organization declared COVID-19 a pandemic. Needless to say, no country was prepared for this crisis; some were better prepared than others, though, and some adapted quicker than others. Our home country, Ecuador, was not among those countries, due to a myriad of variables that are at play at any given moment in our national reality: even if we had had a “manual” to respond to COVID-19, the subjacent chaos, incompetence, lack of education and mere common sense, indifference, individualism, and idiosyncrasy, as well as, and especially, the blatant, and increasing, social inequality, made worst yet by recent budget cuts to the educational and health sectors, created the conditions for a perfect storm that made Ecuador one of the worst-hit countries worldwide. It is in this context that the Ministry of Education had to suspend all classes, at all levels and in every district of the country, on March 13. In need of financial resources to massively implement distance learning to guarantee the right to education during a pandemic, the Ministry of Education worked within an emergency group activated by UNICEF that established mechanisms of urgent cooperation between Ecuadorian institutions, national organizations, and private companies like Diners Club. One of the premises upon which this “cluster of education” worked was that virtual education, while important, was not enough, since only 45.5% of Ecuadorian households have access to the internet (INEC, 2019, p. 10). Moreover, a study found out that 38% of those children and youth were “distressed,” and indeed that 24% of them declared to be “depressed” (UNICEF, 2020a, p. 8). Of course, teachers were “distressed” and “depressed,” too, and, at least in some cases, they did not have access to the internet at home, either . . . much less the abilities required to teach virtual classes effectively or to deal with the social-emotional questions that the sanitary emergency brought up in almost every Ecuadorian family. Improvisation was at the order of the day, sometimes heroically so (teachers who sent audio files to their students via WhatsApp, or who printed out materials and brought them personally to each student’s home), but an institutional response was needed.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"20 12","pages":"65 - 68"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1858901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41289954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"U.S. co-viewing during COVID","authors":"Amy Franzini","doi":"10.1080/17482798.2020.1858905","DOIUrl":"https://doi.org/10.1080/17482798.2020.1858905","url":null,"abstract":"My family of five has a lot of moving parts, and on 12 March 2020 those parts were running like clockwork. Then COVID-19 happened. 13 March 2020 brought lockdown. Quarantine. Isolation. The cog of COVID-19 screeched our well-oiled machine to a halt. In retrospect, that forced stoppage of our everyday “normal” brought clarity to both my personal life and professional life. As a researcher of “teachable moments” in children’s media (movies, shows, episodes, storylines and characters that can be employed as discussion starters between parents and children) I was provided a unique opportunity to interweave my personal and professional life. A fundamental ingredient of teachable moments is parental co-viewing and inherent in this research agenda is the assumption that co-viewing can be a valuable family practice. What happens to co-viewing during a pandemic? The COVID-19 pandemic created opportunities that were previously unavailable, if not unheard of, in my household and provided insight for my research as well as a unique perspective of my family dynamics. From the academic viewpoint, I found that co-viewing – in my own anecdotal experience – could be used valuably in multiple ways. Besides my aforementioned “teachable moments” and conversation starters of larger life lessons, parents and children can actual learn new things together. Co-viewing can serve as a springboard to explore new phenomena. For example, my daughter and I watched the entire first season of Crikey: It’s the Irwins (airing on Animal Planet) together during lockdown. This program follows the family of (the deceased) Crocodile Hunter, Steve Irwin, at Australia Zoo. Each episode features different species of wildlife, many native to Australia. There are animal births, animal deaths, and a plethora of animal experiences in between. Through watching this program my daughter was introduced to Australia and to many new animals she had not been exposed to in the past. In addition to viewing the program, we then explored where Australia was on the map, which led to discussions on geography and culture. We pulled out her animal books and flipped through the pages together pointing out animals that were similar to what we saw on television. In another case, my daughter, my husband and I all watched the most current season of Top Chef (airing on Bravo). This was different than the previous example in that this program aired weekly new episodes, so we were scheduling our time to watch this together every week up until the finale. This was much more “appointment television” rather than “binge-","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"10 - 12"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1858905","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46189937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Worriers and warriors","authors":"A. Jordan","doi":"10.1080/17482798.2020.1861639","DOIUrl":"https://doi.org/10.1080/17482798.2020.1861639","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"146 - 147"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1861639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44792401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On research and hope, in an America aflame: sketching youth civic futures as a mother and a researcher","authors":"Ioana Literat","doi":"10.1080/17482798.2020.1858904","DOIUrl":"https://doi.org/10.1080/17482798.2020.1858904","url":null,"abstract":"My research – examining youth political expression in online spaces – stems from a longstanding belief in the empowering potential of young people’s online political practices, and a desire to support youth as civic actors. But with the overlapping crises of Coronavirus and #BlackLivesMatter, plus my personal crisis of childcare (or lack thereof) on the tenure track, this year tested my usual optimism. Scrolling through thousands of TikTok videos tagged #BlackLivesMatter, I see social media facilitating powerful political expression and activism, but also hate and trauma. I see brave young people speaking up about their heartbreak, fear and anger, but also emergent youth expressions of nationalism and racism. Doing research in 2020, I can not ignore the fact that, across political divides, the kids are not alright. Had I been too optimistic all along? Was I being hypocritical, rolling my eyes at romanticized depictions of youth activism in the media, while adopting the same optimistic stance in my research? Was I part of the problem, idealizing – or perhaps tokenizing – youth as civic actors? Was Reviewer 2 right all along, when they accused me of being too optimistic about the civic potential of youth online participation?","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"109 - 111"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1858904","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43860033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleep deprived but socially connected: balancing the risks and benefits of adolescent screen time during COVID-19","authors":"Cassidy M Fry","doi":"10.1080/17482798.2020.1858907","DOIUrl":"https://doi.org/10.1080/17482798.2020.1858907","url":null,"abstract":"The COVID-19 pandemic has drastically altered the daily lives of families across the globe, forcing many to remain physically distanced and quarantine together at home as government-ordered shutdowns shuttered schools, gyms, restaurants, and workplaces. The effects of these guidelines may be particularly impactful for adolescents, as they navigate developmental changes in peer relationships in an unprecedented and more isolated way. Though adolescents are optimally positioned to utilize technology skills and platforms for social connectivity, this massive shift to online engagement may have detrimental implications for sleep and well-being. Before the pandemic, over two-thirds of U.S. teens were chronically sleep deprived (Centers for Disease Control, 2017), which may be exacerbated by pandemic-related increases in screen time. As distancing continues, researchers should reconsider the benefits and risks of adolescent screen use, including the role of caregiver monitoring.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"37 - 40"},"PeriodicalIF":3.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1858907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}