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作者 Malik, Aradhna
書名 Relationship between media screen usage and communicative competence of 4 to 6-year-old children
國際標準書號 9780549071693
book jacket
說明 197 p
附註 Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2243
Advisers: Frank E. X. Dance; Alton Barbour
Thesis (Ph.D.)--University of Denver, 2007
Recent studies indicate the increasing time children spend viewing screen media. Available literature suggests the impact this may have on their face to face human interaction with others in their environment, which, in turn, could impact their competence in communicative situations. The purposes of this study were to find out how much time 4 to 6-year-old children spent viewing screen media, whether a difference in the time spent viewing any form of screen media was related to their communicative competence as suggested by the literature, and the strength of this relationship if it existed. Twenty one 4 to 6-year-old children participated in the study. Following an extensive review of the tests suitable for this study, Vineland Social Emotional Early Childhood Scales (Vineland SEEC) were selected in combination with Daily Screen Time Use Diaries as the tools for the study. The parents of the children filled out screen time use diaries for 7 days in a 15 day period followed by a 25 to 40 minute interview with the researcher. There was no contact with any child
According to norm-referenced tables of the Vineland SEEC, most children were in the average range as regards their social interaction competence as perceived by their primary caregivers. On an average, 4 to 6-year-old children in the study spent about 78 minutes of their waking time per day viewing screen media and 5 to 6-year-olds spent about 81 minutes of their waking time viewing screen media. In terms of percentage of waking time, on an average, 4 to 6-year-olds spent about 9.4% and 5 to 6-year-olds spent about 9.8% of their waking time per day viewing screen media
Results also indicated mild to moderately positive linear correlations between the different aspects of interpersonal relationships, play and leisure time activities and coping skills with screen time use by 4 to 6-year-old children, though these relationships were not found to be very robust
These results suggest the need for more in-depth research possibly through longitudinal studies
School code: 0061
DDC
Host Item Dissertation Abstracts International 68-06A
主題 Speech Communication
Psychology, Developmental
Mass Communications
0459
0620
0708
Alt Author University of Denver
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