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1 results

  • 16 - Infant Learning in the Digital Age

  • from Part III - Cognitive Development
  • Edited by Jeffrey J. Lockman, Tulane University, Louisiana, Catherine S. Tamis-LeMonda, New York University
  • Book:
    The Cambridge Handbook of Infant Development
    Published online:
    26 September 2020
    Print publication:
    13 August 2020, pp 435-466

  • Summary

    Media is so embedded in the lives of infants and toddlers that it should no longer be considered a nuisance variable that could affect development but rather a fundamental part of the context in which development occurs. Parents, educators, and policy makers often remain polarized in the adoption of digital devices, either acting with extreme concern or overly optimistic enthusiasm (Lauricella, Blackwell, & Wartella, 2017). Researchers have recognized that it is not only the amount of time with which children were interacting with these technologies but also how and what they were engaging with that predicted learning and other outcomes (Lauricella et al., 2017). However, accurately assessing the content and context of media use during early childhood has been problematic, with some methods leading to overestimation and others to underreporting of media exposure (Vandewater & Lee, 2009).