TY - GEN
T1 - Parental Mediation for Young Children’s Use of Educational Media: A Case Study with Computational Toys and Kits
AU - Yu, Junnan
AU - DeVore, Andrea
AU - Roque, Ricarose
N1 - Publisher Copyright:
© 2021 ACM.
PY - 2021/5/6
Y1 - 2021/5/6
N2 - 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 fndings to Joint Media Engagement and refect on implications for parent involvement in children's creation-oriented media design.
AB - 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 fndings to Joint Media Engagement and refect on implications for parent involvement in children's creation-oriented media design.
KW - Educational media
KW - Parental mediation theory
KW - Parents
KW - Young children
UR - https://www.scopus.com/pages/publications/85106733940
U2 - 10.1145/3411764.3445427
DO - 10.1145/3411764.3445427
M3 - Conference article published in proceeding or book
AN - SCOPUS:85106733940
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2021 - Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
T2 - 2021 CHI Conference on Human Factors in Computing Systems: Making Waves, Combining Strengths, CHI 2021
Y2 - 8 May 2021 through 13 May 2021
ER -