Exploring the Impact of Television Watching on Vocabulary Skills in Toddlers

Autor/inn/en	Alloway, Tracy Packiam; Williams, Skyler; Jones, Britney; Cochrane, Fiona
Titel	Exploring the Impact of Television Watching on Vocabulary Skills in Toddlers
Quelle	In: Early Childhood Education Journal, 42 (2014) 5, S.343-349 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0618-1
Schlagwörter	Vocabulary Skills; Toddlers; Television Viewing; Mass Media Effects; Child Care Centers; Reading Habits; Short Term Memory; Educational Television; Cartoons; Films; Predictor Variables; Fiction; Books + Suchen Sie Ihr Suchwort? Aktiver Wortschatz; Infant; Infants; Toddler; Kleinkind; Fernsehkonsum; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Reading habit; Lesegewohnheit; Kurzzeitgedächtnis; Bildungsfernsehen; Schulfernsehen; Zeichentrickfilm; Film; Prädiktor; Fiktion; Book; Buch; Monographie; Monografie
Abstract	With the rising incidence of television consumption in children, the aim of the present study was to investigate the impact of such habits on vocabulary skills in young children. Very little research has targeted a key cognitive skill--vocabulary--during the toddler years, which represent a critical developmental period. We recruited toddlers, aged two to three, from British child care centers. Parents indicated the television watching habits of their children in different genres (educational, cartoons, baby DVDs, adult entertainment) in order to investigate potential differential effects. We also included other key variables linked to vocabulary acquisition: short-term memory (verbal and visuo-spatial) and reading habits (fiction and educational books). The findings indicated that television did not impact vocabulary scores, either positively or negatively. Instead, reading educational books and short-term memory skills predicted vocabulary performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10