Children’s digital lives – Do preschoolers learn from screens?
DOI:
https://doi.org/10.7146/pl.v45i1.146543Keywords:
screens, learning, development, children, infantsAbstract
Screens are difficult to avoid today – even for young children. While the focus is often on the potentially harmful impact on child development, this article aims to illuminate a sometimes overlooked perspective, particularly the learning potential of screens. Based on the imitation paradigm, the extent to which different age groups can transfer learning from one context to another (here, from 2D to 3D) is described. Children’s learning is clearly affected by the Media deficit effect, which means that until around the age
194 Summaries of three, young children have difficulties transferring information from one format to another. Focusing on language development, the importance of choosing educational content to increase learning is highlighted. Finally, we describe the research that has investigated the opportunity to promote children’s learning, including specific factors related to the child, the context,
and the content, which is relevant for parents, professionals, policymakers, and program developers.
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