Do Hours Spent Viewing Television at Ages 3 and 4 Predict Vocabulary and Executive Functioning at Age 5?

Autor/inn/en	Blankson, A. Nayena; O'Brien, Marion; Leerkes, Esther M.; Calkins, Susan D.; Marcovitch, Stuart D.
Titel	Do Hours Spent Viewing Television at Ages 3 and 4 Predict Vocabulary and Executive Functioning at Age 5?
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 61 (2015) 2, S.264-289, Artikel 3 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Television Viewing; Vocabulary Development; Language Acquisition; Age Differences; Family Environment; Parent Child Relationship; Interaction; Mothers; Observation; Problem Solving; Executive Function; Correlation; Predictor Variables; Scaffolding (Teaching Technique); Child Development; Preschool Children; Preschool Education; Child Care Centers; Socioeconomic Status; Racial Differences; Family Income; Questionnaires; Scores; Coding; Numbers; Recall (Psychology); Kaufman Assessment Battery for Children; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Fernsehkonsum; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Age; Difference; Age difference; Altersunterschied; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Mother; Mutter; Beobachtung; Problemlösen; Korrelation; Prädiktor; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Familieneinkommen; Fragebogen; Codierung; Programmierung; Zahlenraum; Abberufung
Abstract	We examined the impact of television viewing at ages 3 and 4 on vocabulary and at age 5 on executive functioning in the context of home learning environment and parental scaffolding. Children (N = 263) were seen in the lab when they were 3 years old and then again at ages 4 and 5. Parents completed measures assessing child television viewing and the home environment at ages 3 and 4, and mother--child interaction was observed during a problem-solving task. At age 5, children completed measures of vocabulary and executive functioning. Results indicated that although the amount of television viewing was negatively related to vocabulary and executive functioning, this association was no longer significant once background variables, home learning environment, and parental scaffolding were taken into consideration. Parental scaffolding emerged as a primary predictor of vocabulary above demographic covariates. Implications of the research are discussed in terms of recommendations for parents regarding television viewing by preschool children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01