You Do You[Tube]！在线视频观看在美国儿童生活中的多重作用

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-10-11 DOI:10.1016/j.ecresq.2024.10.001

J. Alex Bonus , Rebecca A. Dore , Brenna Hassinger-Das , Julia M. Wilson , Elena O'Hara , C. Joseph Francemone

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引用次数: 0

摘要

在使用和满足理论的指导下，本项目邀请家长（358 人）提交其 0 至 8 岁子女最近观看的 YouTube 视频（973 人）。家长们根据每段视频对孩子的影响程度进行评分，而编码人员则根据每段视频的内容进行评估。结果表明，在这些视频中很少有深入的教育课程，而有潜在危害的描述却很常见（如身体侵犯）。尽管存在这些问题，但据家长们反映，这些视频往往能唤起孩子们的快乐，促进社交关系，并让孩子们探索自己的兴趣所在。一些模式因年龄而异，比如年龄较大（相对于年龄较小）的儿童观看的教育视频较少，他们从观看中获得的情感满足也较少。不过，年龄较大的儿童也会与同伴一起观看更多的视频，而家长也表示这些经历促进了同伴之间的联系。总之，这些研究结果重复了以往研究中发现的一些令人担忧的模式，同时也暗示了在讨论儿童在线体验时被忽视的接触 YouTube 的积极方面。

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You Do You[Tube]!The multifaceted roles of online video viewing in the lives of U.S. children

Guided by uses and gratifications theory, the current project invited parents (N = 358) to submit YouTube videos (N = 973) recently viewed by their children aged 0 to 8. Parents rated each video for its perceived impact on their child, while coders evaluated each video for its content. Results indicated that in-depth educational lessons were rare in these videos, and potentially harmful depictions were common (e.g., physical aggression). Despite these issues, parents reported that these videos often evoked children's joy, fostered social bonding, and allowed children to explore niche interests. Some patterns varied by age, such that older (vs. younger) children viewed fewer educational videos, and they experienced fewer emotional gratifications from viewing. However, older children also viewed more videos with peers, and parents reported that those experiences facilitated peer bonding. Collectively, these findings replicate some concerning patterns found in previous research while also hinting at positive aspects of YouTube exposure that are neglected in discourse about children's experiences online.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.