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Youth, media and technologie
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Week 1: Intro and screen time. Chapter 1 , 2 and 3.General: developmental stages
Early childhood:
- Infants (0-2)
- Toddlers (2-4)
- Preschoolers (4-5)
Middle Childhood
- Early middle childhood (5-8)
- Tweens (8-12)
Adolescence
- Speci c:Early (12-14), Middle (14-15), Late (16-19)
- We: Adolescence (12-19)
Why this course now?
- Media landscape has changed drastically over the the last 15 years.
- Kids and youth entertainment landscape is changing rapidly
- Kids and youth education is changing. Also classroom setting changed
What to think of these changes ? Concerns about…
- Screen addiction
- Kids and iPads
- Media and technologie in the classroom ( rst7 Steve Jobsschools, it failed )
Media and technology: Identity, Well being and relationships Concerns..
- Overal a negative view.
- It's making kids more narcissistic and materialistic.
- Also cyber bullying
- And sexting
Any news from the sunny side (positives sides)
- Parents read more than double in amount to time to kids because of iPads en Tablets
- Improvement social skills for autistic kids
- App that make learning a di erent language easier.
Kids and youth lucrative market
- Media companies try to appeal with the di erent kids age groups
Media theory then and now
Hypodermic Needle perspective
- Start of communication science. Very basic (everyone is e ect by media the same way)
- The e ects were immediate, direct and the same for everyone
Payne Fund studie: interest in youth + media e ects
- The rst studie that look at kids and media.
Screentime Spotlight of the week!
Screentime: What about it ?
Why will screen time not be a main focus of this course ?
- Kids in di erent age groups use di erent devices for di erent gaols.
- Concern about how much time kids spent on screen ?
How did it all start?
- Commercial TV 70s-80s
- Diaper Demographic: Teletubbies, Baby Einstein, Baby TV
- 2001: The American Association of Pediatrics (AAP), (advise then> NO TV before 2yrs)
- When new technologies get introduces people always get worried about the e ects of it on
kids.
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, What did research say then
- Not much yet, but it stared to take o
- Most in uential: > Attention problems and negative e ect on language development
What does the research say now ?
- No / limited association between screen time and negative outcomes (with series like Baby TV/
Einstein)
But, There is some evidence for a positive in uence of educational TV:
- Cognitieve and emotional development
- And research questions over time have started to changed
Importance of screen time ?
- The di erential susceptibility model: We are all di erently e ected !
- In behavior, Knowledge, Attitudes and emotions
- And the 3C’s: give more insight on the e ect of Media. Child, Context and Content.
In practice:
Should I let my child play the app ?..
I. Content: Carefully asses app content, is it educational, age appropriate?
II. Context: Will you and your child use the app together ?
III. Child: How old is your child. Does your child have attention problems?
- It’s the best to apply the model to your own situation.
Aan what about gaming and social media ?
- Same story
- And now school, work, leisure, all comes with screens
- Including parents
What about these guidelines?
- What is screen time in 2020
- No “absolute” maximum screen time
- Royal College of Paediatric and child Health (RCPCH) & AAP.
- Balance between screen time and other activities is important
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, Chapter 1. Youth and Media
In the 1990s, children and teens spent on average four hours a day with media; these estimates
have now skyrocketed to an average of six (for children) and nine hours a day (for teens). Along
with the signi cant growth in media use, the gaps in our knowledge are caused by the sweeping
and rapid changes in the media landscape.
The changes in the media landscape are due not only to the development of new media but also
to the repurposing of traditional media (think about on-demand tv). The commercial environment
surrounding youth is experiencing major changes, too. Traditional TV advertising has lost its
dominant position. Instead, advertisers are being forced to create and implement other, often
more covert forms of advertising, such as product placement and advergames.
Then there is the world of games. In the 1990s, gaming was considered the domain of teenage
boys, but it has increasingly become mainstream for young and old, male and female.
Academic Interest in Youth and Media
In parallel with these wide-ranging changes in the media landscape, the topic of youth and media
has acquired greater signi cance in academia, drawing interest from more and more scienti c
disciplines. Research on youth and media requires an interdisciplinary approach integrating
knowledge and theories from several disciplines. After all, to understand the e ects of media on
children and adolescents, we need to know theories about media in general as well as about
cognitive and socialemotional development in youth, since it is this development that largely
shapes their media use and its e ects.
Two major interdisciplinary elds have been studying youth and media since the 1960s: cultural
studies and media psychology. Both elds are part of communication studies. Although many
social trends have contributed to the dramatic growth of this academic interest in youth, three
trends have played particularly impressive roles. The rst is the commercialization of the media
environment around youth. The dramatic uptick in advertising to children was seen across many
industrialized countries and led to the beginning of empirical research on youth and
commercialism.
The end of the 1990s witnessed a second important change in the media landscape that required
an empirically based scienti c standpoint: the development of media for the very youngest
viewers, children between one and two years old. The rise of baby media led to new and heated
debates among the public. The dawn of the new millennium saw a third trend, one that has
irrevocably turned the eld of youth media on its head: social media. The concerns raised by
social media were broader than those raised by television and games.
Although most empirical research in the 1990s was done among pre-schoolers and children, the
rise of new media has brought two additional age groups into the picture: toddlers, as a result of
baby media, and teenagers, as a result of social media. This broadened age range has helped the
eld become more interdisciplinary.
Public Debate
Today, stories about youth and media make the news headlines virtually every day. The news
stories have four common characteristics:
1. More often about negative than positive e ects of media
2. Focus on extreme incidents
3. Lending expert credibility to the topics by quoting clinical experts
4. Misses the nuance of research ndings
The negative spin that youth and media research often receives in the news can give most people
the idea that media primarily have negative e ects on children and adolescents. But this is not the
picture that emerges from empirical research on youth and media. Instead, this research reveals
neither a dystopian paradigm, in which all media are problematic for youth, nor a utopian
paradigm, in which youth universally bene t from media.
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, Chapter 2. Then and Now
In this chapter, we describe how society’s ideas about youth and media have been subject to
swings of the pendulum since the seventeenth century. In additions, we compare the current
generation with previous generations.
The Child as Miniature Adult
Until the second half of the eighteenth century, there were hardly any specialized media for
children nor was there a clear delineation between childhood and adulthood. Children were
essentially seen as miniature adults and were treated as such. Children and adults also read the
same texts in this period.
The Vulnerable Child
The view of children as miniature adults changed in the second half of the eighteenth century.
Thanks, in part, to ideas promulgated by the seventeenth- and eighteenth-century Enlightenment.
As a result of the Enlightenment perspective, citizens were increasingly expected to keep their
sexual and aggressive urges under control. Gradually, they began to be embarrassed about the
physical aspects of life.
The Emerging Notion of an Innocent Childhood
Rousseau was one of the rst to proclaim that children should be raised in freedom and also
protected from the distorting in uences of the adult world. Despite the idea of childhood as a
carefree and joyful phase between infancy and adulthood, such a
childhood long remained the privilege of the aristocracy and the wealthy bourgeoisie Most
children
(and their parents) did not bene t from printed media: most were illiterate, and even if they could
read, books and newspapers were expensive.
These conditions began to change in the early twentieth century. With the introduction of social
legislation such as laws banning child labour and requiring school attendance, the phenomenon
of a carefree childhood began to permeate all classes of society.
The Miniature Adult Returns
In the second half of the twentieth century, the pendulum began to swing back, and the paradigm
of the vulnerable child was increasingly questioned.
Television Viewing as Cause
Scholars argued that the emergence of television played a key role in changing parent-child
relationships. Studies from the dawn of the television age demonstrated that children’s use of
television was di erent from their experience of earlier forms of media such as books and radio.
This early research suggests that children’s exposure to adult programming began with the dawn
of television. Watching television turned out to be a di erent activity from reading or listening to
radio, both of which segregated age groups more that television did.
“Drip-Drip” E ect of Television
While Elkind, Meyrowitz, and Postman used the homogenization argument to explain how
television altered notions of childhood, Meyrowitz o ered a second explanation He argued that it
was not the broad accessibility of television but rather the representations of reality in television
that in uence this change. According to Meyrowitz, the dominant portrayal of children in television
was of outspoken, autonomous, headstrong, and worldly-wise beings wo were smarter than their
silly parents and other authority gures. Television thereby created a distorted reality that
undermined the authority and prestige that historically characterized parents.
Theories about the e ects of media, especially from sociology, have pointed out that media are
indeed capable of in uencing the social order. The theories postulated that the in uence of media
on the social order was rarely immediate, and if it occurred, it did so cumulatively, over a longer
period. Such theories are sometimes referred to as ‘drip-drip’ theories, using the analogy of water
hollowing out a stone drop by drop. Most known example of such theories, is the cultivation
theory.
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