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Play = LearningHow Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth$
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Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek

Print publication date: 2006

Print ISBN-13: 9780195304381

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195304381.001.0001

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Media Use by Infants and Toddlers: A Potential for Play

Media Use by Infants and Toddlers: A Potential for Play

(p.169) 9 Media Use by Infants and Toddlers: A Potential for Play
Play = Learning


Oxford University Press

It is widely believed that television and videos take the place of spending time with others and playing. Another concern is that parents use television as a “babysitter”. This may conjure up an image of children spending numerous hours passively watching television or videos with no adult presence or interaction. The amount of time that very young children spend watching television and video programs is increasing, and unfortunately this most likely detracts from the amount of time they spend playing. Many professionals in the early childhood field are opposed to the practice of encouraging children under age 2 years to view television or video programs. Children are particularly vulnerable and influenced by the messages conveyed through television and unable to discriminate between what they see and what is real. This chapter discusses research regarding infant and toddler media and places it in the context of children's play and parent-child interactions. It offers techniques that could help caregivers and very young children get the most out of media-viewing experiences, thus improving their learning and development.

Keywords:   media, television, videos, children, play, parent-child interactions, learning, development

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