Back-and-Forth Conversation during Parent-Child Co-Use of an Educational App Game

Autor/inn/en	Griffith, Shayl F.; Casanova, Samantha M.; Delisle, Jillian H.
Titel	Back-and-Forth Conversation during Parent-Child Co-Use of an Educational App Game
Quelle	In: Early Child Development and Care, 193 (2023) 8, S.1007-1021 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Griffith, Shayl F.) ORCID (Casanova, Samantha M.) ORCID (Delisle, Jillian H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2023.2199173
Schlagwörter	Parent Child Relationship; Computer Software; Child Development; Preschool Children; Video Technology; Naming; Narration; Computer Games; Verbal Communication; Cues; Measurement Techniques; Discourse Analysis + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Computer game; Computerspiel; Computerspiele; Stichwort; Messtechnik; Diskursanalyse
Abstract	Parent-child back-and-forth conversation is recognized as important for early development. Accordingly, child media use guidelines encourage parents to co-use media, including mobile media, with children. However, information on the types of conversational interactions that occur during co-use of apps, and the best ways for parents to encourage back-and-forth conversation in this context, is lacking. This study described parent-child conversational turns and explored parent verbal behaviours in relation to the frequency of conversational turns in a sample of 44 parent and preschool-aged child dyads, who were videotaped co-using an educational app. Observed conversational turns most frequently involved simple naming or exchanges about app procedures, and rarely included expanded or distanced talk. Parent reflections of the app narration and content-related talk were positively related to conversational turns, while praises and directiveness were negatively related. Results suggest the need for a nuanced approach to guiding parents to make the most of co-use interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01