Zeitschriftenartikel: „Children’s media“

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Verbeten, Sharon. „Wilder, the Mass Media, and Social Media“. Children and Libraries 16, Nr. 3 (24.09.2018): 2. http://dx.doi.org/10.5860/cal.16.3.2.

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It’s a big deal when the library world gets in the national news. I mean, it doesn’t happen every day. And usually, when it does, the news is not positive.This summer, the children’s library world burst into the national news—and into swift social media discussion—with the ALSC board’s unanimous decision to change the name of the Laura Ingalls Wilder Award to the Children’s Literature Legacy Award.

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Gupta, Kooshna. „Moving Media Influences on Children’s Linguistic Behaviour“. Indian Journal of Applied Research 3, Nr. 11 (01.10.2011): 249–51. http://dx.doi.org/10.15373/2249555x/nov2013/80.

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3

Goonasekera, Anura. „Children’s Voice in the Media“. Media Asia 25, Nr. 3 (Januar 1998): 123–29. http://dx.doi.org/10.1080/01296612.1998.11726557.

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4

Haddon, Leslie. „Mobile media and children“. Mobile Media & Communication 1, Nr. 1 (Januar 2013): 89–95. http://dx.doi.org/10.1177/2050157912459504.

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This article explores a range of research issues relating to children and mobile media, including the potential growth of children’s screen time, the regulation of children’s use of these media, the challenge of managing increasing media options, effects on children’s perception of time, problems posed for parental surveillance and the domestication of mobile media within peer groups. All of these are viewed in the context of broader societal change, evolving norms of childhood and parenthood, cross-cultural variation and the existence of diversity amongst children and youth.

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Tiberio, Stacey S., David C. R. Kerr, Deborah M. Capaldi, Katherine C. Pears, Hyoun K. Kim und Paulina Nowicka. „Parental Monitoring of Children’s Media Consumption“. JAMA Pediatrics 168, Nr. 5 (01.05.2014): 414. http://dx.doi.org/10.1001/jamapediatrics.2013.5483.

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Nayazik, Akhmad, Joko Suwignyo und Fara Meidika. „Peningkatan Kemampuan Kognitif Dalam Mengurutkan Lambang Bilangan Melalui Media Kartu Angka“. Scholaria: Jurnal Pendidikan dan Kebudayaan 9, Nr. 2 (23.05.2019): 160–71. http://dx.doi.org/10.24246/j.js.2019.v9.i2.p160-171.

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Children’s characteristics can become absolute, and it can be understood in child’s development. Children’s characteristics is not formed by itself but needs to be directed and provided guidance in knowledge, so supports children's creativity. This research aims to improve the cognitive abilities of children for their ability of sorting numbers through playing card numbers in Group A TK Handayani VI Bantarbolang Village Wanarata Bantarbolang sub-district, Pemalang Regency. This is a classroom action research (CAR) with 2 cycles, each cycle consisting of stages of planning, implementation, observation, and reflection. The subjects of this study were 14 students of Group A. The data collection methods used were observation and documentation. The instrument was tested for its validity and reliability. The data analysis technique used was descriptive qualitative and quantitative descriptive. The result shows that the pre-action activities scored to 35%, and reached an increase in the first cycle to 50%, then reached to 80% in the second cycle. It can be concluded that the research hypothesis, which states the number symbol printed on the playing cards can improve the children’s cognitive ability, was accepted because it was evidence from the result that there was an increase to the higher score.

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Binder, Alice, Brigitte Naderer, Jörg Matthes und Ines Spielvogel. „Fiction is Sweet. The Impact of Media Consumption on the Development of Children’s Nutritional Knowledge and the Moderating Role of Parental Food-Related Mediation. A Longitudinal Study“. Nutrients 12, Nr. 5 (19.05.2020): 1478. http://dx.doi.org/10.3390/nu12051478.

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Nutritional knowledge is an important cognitive facilitator that potentially helps children to follow a healthy diet. Two main information agents influence children’s development of nutritional knowledge: the media and their parents. While a high amount of media consumption potentially decreases children’s nutritional knowledge, parents may shape the amount of information children can gather about nutrition through their food-related mediation styles. In addition, children’s individual preconditions predict how children can process the provided nutritional information. This two-wave panel study with children (N = 719; 5–11 years) and their parents (N = 719) investigated the main effects and interplay of children’s amount of media consumption and their parents’ food-related mediation styles by performing linear regression analysis. Children’s individual preconditions were also considered. We measured children’s self-reported amount of media consumption, children’s age, sex, weight, and height (BMI). Additionally, in a parent survey we asked parents about how they communicate their rules about eating while especially focusing on active and restrictive food rule communication styles. As a dependent measure, we examined children’s nutritional knowledge at Time 1 and 2. The results show that the amount of media consumption has a negative effect on children’s nutritional knowledge over time. Parents’ restrictive or active food-related mediation asserted no main effects and could not lever out the negative effect of the amount of media consumption. Therefore, we argue that parents should limit children’s amount of media consumption to avoid the manifestation of misperceptions about nutrition.

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Sazonenko, M. A. „Attributes of Soviet Childhood: History of Transformation (On the Example of Illustrative Material Children’s Magazines 1920–1990s)“. Vestnik NSU. Series: History and Philology 20, Nr. 6 (11.08.2021): 85–95. http://dx.doi.org/10.25205/1818-7919-2021-20-6-85-95.

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The article is analyzes the images of the children's characteristics on illustrations for children’s magazines of the Soviet Union in the context of three periods: the period of experiments (1920–1930), military-sports period (1930–1950) and familytime (1950–1980). The characteristics of kids, in this case, are considered not only as certain features that are inherent for them on the images but also wider – as a child’s symbol that indicates the attitude towards childhood in certain social, cultural and political conditions. Since the visual children’s culture, and especially children’s media, are a matter of high interest now, this study and its main achievements, including contribution to the establishing correlation of the visual representation of children's characteristics and the cultural content of childhood of a certain era, have wide applicability. The article presents a cultural-semantic and socio-psychological explanation of the visual component of children’s illustrated periodicals in the conclusion section.

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Alghamdi, Salmah, Duaa Bawageeh, Hessa Alkhaibari, Amwaj Almutairi und Shoug Aljuhani. „Media use and behavioral disorders among Saudi Arabian children“. Belitung Nursing Journal 7, Nr. 1 (22.02.2021): 31–36. http://dx.doi.org/10.33546/bnj.1294.

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Background: Despite children’s frequent use of electronic devices, there is a lack of evidence showing how such media use influences their behavior. Objective: This study was to assess the relationship between media use and behavior among a sample of children aged three to 11 years. Methods: This was a descriptive cross-sectional study. An electronic self-administered questionnaire was completed from January 2020 to March 2020 by a convenience sample of 234 parents with healthy children in the target age group. Descriptive statistics and One-Way Analysis of Variance (ANOVA) were used for data analysis. Results: There was no significant difference in children's behavior according to the type of media [F(3, 230) = 1.673, p = 0.174]. In contrast, there was a significant difference in children's behavior according to hours per day of media use [F(4, 229) = 2.701, p = 0.031]. The most commonly used mobile device was the smartphone (n = 87, 37.2%). More than a quarter of the children spent three hours a day using media. Conclusions: This study offers insight into associations between children’s frequent media use and their behavior. The results suggest that the significant factor associated with behavioral problems is not the type of media but the time spent using it. Nurses are encouraged to use these findings in developing educational programs that raise awareness among parents and children regarding the consequences of excessive media use.

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Kong, Youngsook, und Jiyoung Lim. „Structural Relationship among Children’s Academic Stress, Grit, Executive Function Difficulty, and Media Device Addiction“. Family and Environment Research 59, Nr. 3 (23.08.2021): 387–400. http://dx.doi.org/10.6115/fer.2021.028.

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This study examined the structural relationship between children’s academic stress, grit, executive function difficulty, and media device addiction. Data on 1,132 children and their mothers from the 11<sup>th</sup> (2018)Panel Study on Korean Children were used for the study. Data were collected by Academic Stress Scale, Grit Scale-Children, Child-Adolescent Self-reported Executive Function Difficulty Screening Questionnaire, and K-Internet Addiction Scale. Data were analyzed using SPSS 25.0 and AMOS 23.0 program with Pearson correlation, structural equation model and bootstrapping. The main results were as follows. 1) Children’s academic stress had a negative influence on their grit. 2) Children’s grit had a negative influence on their executive function difficulty and media device addiction. 3) Children’s executive function difficulty had a positive influence on their media device addiction. 4) The relationship between children’s academic stress and media device addiction was mediated by their grit and executive function difficulty. This study is significant in the sense that it found protective factors and risk factors for children’s addiction to media devices. We suggest that children’s grit be improved, and their academic stress and executive function difficulty be reduced to prevent and mediate children’s media device addiction.

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Zanker, Ruth. „The future isn’t coming; the future is here: The New Zealand Children’s Screen Trust’s engagement with media policy for children“. Media International Australia 163, Nr. 1 (01.02.2017): 56–66. http://dx.doi.org/10.1177/1329878x17693935.

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This article draws on contributions by the New Zealand Children’s Screen Trust to a strategic review of children’s media provision and delivery in 2015–2016. The Trustees’ understanding of local media policy settings, their research into international best practice and their local production expertise enable them to address the challenges facing local public service provision for children in Aotearoa/New Zealand. How can one effect change to meet children’s evolving media requirements in a radically deregulated broadcasting and media economy with static funding? This article tracks the Trust’s engagement with children’s media policy in New Zealand from the perspective of one of the trustees.

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Poyntz, Stuart R., und Michael Hoechsmann. „Children’s Media Culture in a Digital Age“. Sociology Compass 5, Nr. 7 (Juli 2011): 488–98. http://dx.doi.org/10.1111/j.1751-9020.2011.00393.x.

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Roberts, Joanne, und Lisa Hunter. „Otitis Media and Children’s Language and Learning“. ASHA Leader 7, Nr. 18 (Oktober 2002): 6–19. http://dx.doi.org/10.1044/leader.ftr2.07182002.6.

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Korsvold, Tora. „Childhood and Children’s Retrospective Media Consumption Experiences“. Nordicom Review 38, Nr. 2 (08.12.2017): 97–112. http://dx.doi.org/10.1515/nor-2017-0394.

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Abstract The focus in this article is on childhood and consumer culture with a special view on children’s media experiences retrospective. A historical perspective is applied as history provides an opportunity to reflect on changing processes within contemporary consumer culture, especially with a view on exploring how children grew up within a Norwegian context with the tradition of state regulated media. The following main research question is addressed: What are the dominant narratives on retrospective media experiences (radio and television)? The findings are based on a case study of adults reflecting on media consumption. Their experiences have been collected through focus group interviews as this approach can generate new insights into former experiences and contemporary childhood. The study shows that narratives on childhood in retrospective media experiences are influenced by both contemporary notions of childhood and the new media flow.

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Stiller, Anja, Hanna Schwendemann, Paula Bleckmann, Eva-Maria Bitzer und Thomas Mößle. „Involving teachers in reducing children’s media risks“. Health Education 118, Nr. 1 (02.01.2018): 31–47. http://dx.doi.org/10.1108/he-11-2016-0061.

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Purpose The purpose of this paper is twofold: first, to introduce MEDIA PROTECT, a multi-modal intervention for parents and teachers with six components preventing problematic, and in the long run addictive, use of screen media by children; second, to present results of a formative evaluation of the teacher training, an important component of the intervention. Design/methodology/approach In presenting the intervention, the authors used a common framework to describe complex interventions systematically. For the evaluation, participants were recruited from German schools and kindergarten for a cluster-controlled trial. As part of a formative evaluation, the participants completed written questionnaires to determine the importance of different components of the intervention in addition to their overall satisfaction. Additional qualitative interviews with teachers were conducted. Findings The authors recruited n=50 kindergartens and n=9 schools; n=30 received the intervention. N=222 teachers participated in the training and n=192 completed the questionnaire (86 per cent). Seven qualitative interviews were conducted. Participants exhibited high levels of overall satisfaction with the training, considered it moderately to highly relevant to their work, and exhibited varying satisfaction levels with different components and multipliers. The qualitative data support these findings. Originality/value Few interventions to date have pursued a universal approach to the prevention of problematic screen media use. This evaluation of MEDIA PROTECT is the most recent study in Germany, which involves a complex programme through which teachers are taught ways to promote the age-adequate use of screen media in the family, parents are provided with guidance and healthy leisure time activities for children are fostered.

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Hofferth, Sandra L. „Home Media and Children’s Achievement and Behavior“. Child Development 81, Nr. 5 (14.09.2010): 1598–619. http://dx.doi.org/10.1111/j.1467-8624.2010.01494.x.

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Strandgaard Jensen, Helle. „Parent-Pressure“. Nordicom Review 37, Nr. 1 (01.06.2016): 29–42. http://dx.doi.org/10.1515/nor-2016-0001.

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Abstract In this article, I examine change and continuity in conceptions of parental agency in public debates about children’s media consumption in Scandinavia, 1945-1975. During this period, public debates about the various kinds of media products children consumed were dominated by different groups of professionals: first, by teachers and librarians in the mid-fifties and, then, by intellectuals and performing artists in the late sixties. With a radically changed professional hegemony and a shifting media landscape, the role of media in children’s lives was described very differently during the period. However, a strong continuity in the debates was the negative influence parents were seen as having on children’s media consumption due to their lack of insight and interest in the topic. Drawing upon recent works on children’s media, consumption and enculturation, I analyse why the negative description of parents as co-consumers prevailed despite radical changes in views on children’s media consumption. In particular, I examine the shared inter-Scandinavian socio-cultural contexts that structured the changing professional and political groups’ pressure on parents to perform according to their norms and values.

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James, Patience Ada, und Jude Terna Kur. „Parental Mediation of Children’s Risky Experiences with Digital Media“. Journal of Society and Media 4, Nr. 2 (30.10.2020): 298. http://dx.doi.org/10.26740/jsm.v4n2.p298-318.

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Children’s use of digital media is associated with risky experiences, a situation warranting parental mediation. Previous studies on parental mediation of children’s digital media use, conducted in advanced countries in Europe, America and Asia with rich experiences of children’s digital media use, examined only specific risks and rarely focused on effectiveness of the mediation strategies adopted. The present study investigated parental mediation of children’s risky experiences with digital media in an African setting, focused on four categories of risks and measured the effectiveness of adopted mediation strategies. Objectives of the study were to identify the mediation strategies parents applied in mediating risks (conduct, content, contact and commercial) encountered by children in the use of digital media, and ascertain the consequences of the mediation strategies. The study, a survey, used a sample of 265 parents drawn from a population 863 academic and non-academic staff members of Ibrahim Badamasi Babangida University, Lapai, Niger State, Nigeria. Parental Knowledge and Intervention in Children’s Risky Experiences with Digital Media Questionnaire (PKICREDMQ), designed by the researchers, and successfully scaled through validity and reliability tests, was used to generate data. Findings revealed that the parents adopted mainly two mediation strategies – restrictive and active

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Baukienė, Edita, und Roma Jusienė. „Associations among Toddlers’ and Preschoolers’ Sleep Problems, Emotional Reactivity, Sleep Regime and Parental Applied Rules for Screen-Based Media Use“. Psichologija, Nr. 62 (01.02.2021): 69–86. http://dx.doi.org/10.15388/psichol.2020.22.

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Background. Children’s sleep problems are associated with temperament. One of the dimensions of temperament – higher emotional reactivity – is defined as a risk factor for children’s emotional, behavioral, and sleep problems. Screen-based media use is a very common phenomenon among children that relates to sleep problems. Still there is a gap of research explaining the interactions between children’s sleep problems, temperament, and parental discipline (sleep regime and rules for screen-based media use). The aim of this study is to evaluate the relations between preschool children’s sleep problems and parents’ discipline (sleep regime and rules for screen-based media use), and the role of children’s emotional reactivity. Methods. This research is a part of the longitudinal study “Electronic Media Use and Young Children’s Health” conducted in the year 2017–2018 and funded by the Research Council of Lithuanian (agreement no. GER-006/2017). Participants are 876 children aged 2 to 5 years old and their parents. Children’s sleep problems and emotional reactivity were assessed using the Child Behavior Checklist (CBCL/1½-5). Information about rules for screen-based media use and sleep regime was obtained using the parent-report questionnaire. Results. Sleep problems are related to emotional reactivity, sleep regime, and rules for screen media use. Children without regular sleep regime and without constant rules for screen-based media use have higher sleep problems and emotional reactivity. The results of the regression analysis show that emotional reactivity, together with sleep regime and rules for screen-based media use, significantly explain one-fifth to one-third of children’s sleep problems at different ages of the preschool period. However, the prognostic value of emotional reactivity and parental discipline varies according to a child’s age, as they are significant predictors of sleep problems among two, three and four-year-olds, but no longer explain sleep problems of five-year-olds. The path analysis confirmed that emotional reactivity, directly and through mediating variables, e.g., parental reported child’s sleep regime and rules for screen-based media use, is significantly associated with children’s sleep problems. Conclusions. Emotional reactivity should be considered as a significant risk factor in the relation between children’s sleep problems, sleep regime and parental applied rules for screen-based media use. These results are important while identifying children at higher risk for sleep problems. The results also support that parental discipline, such as sleep regime and rules for screen-based media use, are significant for preventing sleep problems in children with higher emotional reactivity.

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Lee, Nick, Angela Hewett, Clara Rübner Jørgensen, Jerome Turner, Alex Wade und Annalise Weckesser. „Children and sexting: The case for intergenerational co-learning“. Childhood 25, Nr. 3 (18.05.2018): 385–99. http://dx.doi.org/10.1177/0907568218777305.

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Children’s sexting is presented as an emergent outcome of technology-based innovation in children’s peer-to-peer relations. We argue that it calls for creative responses that draw on adults’ and children’s understandings and views and on exchanges of these. We describe, and make the case for, intergenerational co-learning as a practice that could foster such creativity, as a pathway for children’s participation in the debate, and as a means by which media regulators, children’s service providers, and social media companies can consider and address their capabilities and responsibilities.

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Ganapathy, Malini, und Amareena Jayabalam. „The effects of educational media on children’s language development: A case study“. Journal of English Language and Literature 6, Nr. 1 (31.08.2016): 433–43. http://dx.doi.org/10.17722/jell.v6i1.299.

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The descriptive research examines the effects of educational media on children’s language development . It aims to answer the following questions; a) To what extend does the educational media influences the children’s language development? b) Do parents interact with their children during co-viewing ? Since many of the children in this era are exposed to educational media programs/apps/ games at a very young age, it is important for the researcher to find out the extend educational media influences children’s language development and do parents co-view and interact with the children. Five parents with children from age one year of age to pre-school were interviewed face to face. The research is carried out at Seberang Perai Urban Area targeting parents who send their children to middle income kindergartens. Face to face interviews were carried out to find out to what extend educational media influences on children’s language development and to find out whether parents co-view and interact with their children. Upon completion of the data collection , the results will be used to determine the positive and negative part of educational media on children’s language development and how parents co-view and interactions can benefit them.

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Awan, Feryal. „Contemporary Notions of Childhood and the Function of Children’s Media in Palestine“. Middle East Journal of Culture and Communication 11, Nr. 1 (19.03.2018): 29–51. http://dx.doi.org/10.1163/18739865-01101003.

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Abstract This paper maps out constructions of childhood as reflected in debates about the provision children’s media and various screen-based initiatives in the West Bank. It identifies key issues affecting children’s media in Palestine, through an analysis of the changing discourses of childhood in Palestinian society and the ways in which these discourses are articulated in academic and public debates, and in strategies for children’s screen media. Analysis and findings are based on fieldwork undertaken in April and May 2014; this included participant observation and interviews with stakeholders in the children’s cultural sector in the West Bank cities of Ramallah and Nablus. In this paper, I conclude that protectionist discourses based on western Romantic and Lockean constructions of childhood dominate discussion on childhood and the media, and hence children’s television space is ‘occupied’ by adults (parents and producers). Children are constructed as vulnerable and passive victims of their society and are not credited with possessing the tools to play an active role in their own learning.

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Rek, Mateja, und Andrej Kovačič. „Media and Preschool Children“. Medijske studije 9, Nr. 18 (15.02.2019): 27–42. http://dx.doi.org/10.20901/ms.9.18.2.

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The authors conducted a survey with a nationally representative sample of Slovene parents of 1- to 6-year-old children, collecting parental opinions about their and their children’s media habits. The survey also collected the data about parents’ behaviour in terms of educating their children about the media as well as the data regarding parents’ opinions about positive and negative effects of the media on their children. The authors established that role modelling is crucial in developing children’s media habits. Statistically, parents’ own media habits significantly affect media exposure of their children and their opinion about what an appropriate daily screen limit for their children is. The extent to which parents are exposed to the media as well as the level of their formal education have a statistically significant impact on parents’ behaviour in terms of educating their children about the media and on their opinion about the influence of the media on their children.

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Frolova, Ksenia. „“It seems like it has always been with us!”: Introducing media technology into children’s lives and family interpersonal relationships“. Networking Knowledge: Journal of the MeCCSA Postgraduate Network 9, Nr. 6 (08.12.2016): 26–39. http://dx.doi.org/10.31165/nk.2016.96.469.

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Research on children and media often focuses on the risks surrounding children’s use of media technology and parents’ attempts to control, manage and limit it. However, while our knowledge of parental mediation styles and strategies is extensive, our understanding of what motivates parents and other members of the family to encourage children to use media technology is far from being comprehensive. Using qualitative data from an original empirical study of UK families and their media use, this article explores why parents and other relatives, such as grandparents, see value in children’s use of media, and how they encourage children to use media technology and maintain an ongoing relationship with it, introducing it into children’s lives and family interpersonal relationships from the early months of infancy.

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Al-Harbi, Salwa Saeed. „THE INFLUENCE OF MEDIA IN CHILDREN’S LANGUAGE DEVELOPMENT“. Globus Journal of Progressive Education 9, Nr. 2 (15.02.2020): 23. http://dx.doi.org/10.46360/globus.9.2.2020.23-27.

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Coulter, Natalie. „“Missed Opportunity”: The Oversight of Canadian Children’s Media“. Canadian Journal of Communication 41, Nr. 1 (01.01.2016): 95–113. http://dx.doi.org/10.22230/cjc2016v41n1a2786.

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Sidekli, Sabri. „Media literacy: perspectives from elementary school children’s views“. International Journal of Academic Research 5, Nr. 2 (26.03.2013): 201–10. http://dx.doi.org/10.7813/2075-4124.2013/5-2/b.31.

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Storm-Mathisen, Ardis. „Grasping children’s media practices — theoretical and methodological challenges“. Journal of Children and Media 10, Nr. 1 (02.01.2016): 81–89. http://dx.doi.org/10.1080/17482798.2015.1121888.

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Vonfeilitzen, Cecilia. „Children’s and Adolescents’ Media Use: Some Methodological Reflections“. Annals of the International Communication Association 14, Nr. 1 (Januar 1991): 91–101. http://dx.doi.org/10.1080/23808985.1991.11678780.

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Halfiza Etri und Rismareni Pransiska. „Penggunaan media belajar untuk mengenalkan anak TK kosakata“. Aṭfāluna: Journal of Islamic Early Childhood Education 4, Nr. 1 (30.06.2021): 39–48. http://dx.doi.org/10.32505/atfaluna.v4i1.2794.

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The purpose of this study was to determine the use of learning media in introducing children’s English vocabulary in Aisyiyah Kindergarten Bustanul Athfal Tapan, Pesisir Selatan District. The method used in this research is descriptive qualitative. The informants in this study were teachers who pursued classes B1, B2, B3, and B4. This study’s data collection techniques were carried out by observation, interviews, field notes, and documentation. This research was carried out for approximately five weeks. Data analysis in the form of descriptions was in the form of words with data reduction techniques, display data and drawing conclusions and data validity techniques using credibility, transferability, and dependability techniques. Based on the research results that have been done, it was found that the learning media was favored by children in the learning process of introducing children’s English vocabulary. The learning media used by teachers have various unique variations that attract children’s attention and make children more enthusiastic in learning English vocabulary introduction. The learning media used by the teacher in introducing children’s English vocabulary at Aisyiyah Bustanul Athfal Tapan Kindergarten are visual learning media in the form of flashcards, audio-visual learning media in the form of videos, and audio learning media in the form of songs.

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Bertol, Kátia Eloisa, Patricia Liebesny Broilo, Lélis Balestrin Espartel und Kenny Basso. „Young children’s influence on family consumer behavior“. Qualitative Market Research: An International Journal 20, Nr. 4 (11.09.2017): 452–68. http://dx.doi.org/10.1108/qmr-07-2016-0057.

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Purpose This study aimed to understand young children’s influence on family consumer behavior by examining children's and parents’ points of view in the Brazilian context. Design/methodology/approach Through an exploratory approach, the study used focus group discussions and in-depth interviews. Specifically, to elicit children’s perceptions, two focus groups were conducted, and to capture the perspective of the parents, 8 families, via 12 participants, were interviewed. Findings Children’s use of information provided by the media in their attempts to influence family decisions is perceived positively by parents because such behavior helps parents to fulfill their parental duties. Research implications This study examines how young children perceive their influential role in family consumer decisions and how parents perceive this influence, given the existence of child adultization and adult infantilization. Originality/value The findings extend the discussions regarding the adultization of children and the infantilization of adults, revealing positive aspects of such a trend in association with consumer behavior.

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Koniski, Elisa. „‘Please turn it off ’: Negotiations and morality around children’s media use at home“. Discourse & Society 29, Nr. 2 (30.10.2017): 142–59. http://dx.doi.org/10.1177/0957926517734349.

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This article examines the discourse of negotiation surrounding children’s media time use as it emerges from naturally occurring video-recorded interactions between parents and children. Specifically, it explores how children are socialized into thinking about prioritizing activities when one of them involves media. Also, this study examines how (un)availability of time with media is morally constructed in face-to-face interactions, paying special attention to processes of negotiation, authority and power through directive trajectories. Three trends of discourses around media emerge. First, when media use is framed as problematic, prioritizing certain activities almost systematically entails postponing media use. Second, when parents ratify their children’s use of media, it becomes a prize or a privilege to be earned by children. Third, even when children are rightfully engaged in media, parents often seem to be wary of their children’s ability to turn the technology off by themselves, and reinforce moral accountability.

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Potter, Anna, und Jeanette Steemers. „Children’s television in transition: policies, platforms and production“. Media International Australia 163, Nr. 1 (09.03.2017): 6–12. http://dx.doi.org/10.1177/1329878x17693936.

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While the internet has facilitated a proliferation in children’s media offerings and platforms, television remains the dominant medium in children’s lives. Broadcasters and subscription services both compete for their attention, as viewers and as potential consumers of merchandise. Within this transforming landscape, children’s television is now produced and distributed through complex processes for global and local markets. The arrival of SVOD services like Netflix and Amazon and a dedicated YouTube children’s app further complicated the global production ecology, increasing the transnational nature of children’s screen offerings. Locally produced children’s television content nonetheless retains its importance in policy circles, with its perceived contribution to national cultural representation often used to justify regulatory intervention and financial supports for the genre. This theme issue on children’s television in transition considers policy and production issues related to children’s television in a range of Australasian and international contexts. In doing so it confirms the importance of local content within an increasingly globalized children’s media sector.

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Suh, Bo Lim, Heesoo Han, Tae Ryun Kim, Jinsil Jo und Min Ju Kang. „Longitudinal Effects of Preschool Children’s Media Exposure and Maternal Depression on School Adjustment during First Grade: Mediating Effect of Attention Problem“. Family and Environment Research 58, Nr. 2 (21.05.2020): 267–78. http://dx.doi.org/10.6115/fer.2020.020.

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This study examined the longitudinal effect of preschool children’s media exposure and maternal depression on first-grade children’s school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children’s media exposure and maternal depression were related to higher attention problems after a year and lower level of children’s school adjustment during first-grade. Second, preschool children’s media exposure and maternal depression had an indirect effect on first-grade children’s school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade’s school adjustment.

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Strouse, Gabrielle A., Lisa A. Newland und Daniel J. Mourlam. „Educational and Fun? Parent Versus Preschooler Perceptions and Co-Use of Digital and Print Media“. AERA Open 5, Nr. 3 (Juli 2019): 233285841986108. http://dx.doi.org/10.1177/2332858419861085.

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This study was designed to assess parental beliefs, motivations, and facilitative co-use of print and digital media with preschoolers and identify differences between parents’ and children’s perceptions of these media. We surveyed 43 parents and interviewed their 3- to 5-year-old children. Parents reported their child enjoyed print more than digital books and predicted their child would choose a print over a digital book. Parents indicated they believed print was more educational and entertaining than digital media and were motivated to use print for children’s learning, relaxation, entertainment, and parent-child bonding. Parents also reported they use fewer facilitative behaviors when co-using digital than print media. Children more often chose to read the digital over the print book and more often selected digital devices across most motives. This study highlights a contrast between how parents and children view media and suggests that parents might better facilitate children’s digital media use by creating more interactive digital media co-use opportunities.

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Scherr, Sebastian, Marie-Louise Mares, Anne Bartsch und Maya Goetz. „Parents, Television, and Children’s Emotional Expressions: A Cross-Cultural Multilevel Model“. Journal of Cross-Cultural Psychology 50, Nr. 1 (21.10.2018): 22–46. http://dx.doi.org/10.1177/0022022118806585.

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Parents and media both play an important role in the socialization of children’s emotions, yet it remains unclear whether these socializing influences vary by culture. We studied the joint influences of parents and television on children’s expression of four basic emotions (happiness, anger, sadness, and fear) using self-report survey data from 3570 six- to 15-year-olds from 13 Asian, European, Middle Eastern, and South American countries. Perceived parental approval positively predicted self-reported expression of all four emotions. In addition, children’s approval of TV characters’ expression of happiness and anger (but not sadness and fear) positively predicted self-reported expressions of these emotions. A multilevel model combining cultural indicators (individualism, indulgence, assertiveness, humane orientation) and sociopolitical variables (Human Development Index, Gender Inequality Index, Grade Point Average) at the country level with individual-level variables (age, gender, media use) suggested that parental socialization of sadness, and media socialization of anger, varied as a function of some cultural indicators (assertiveness and humane orientation). Overall, though, despite theorizing about cultural differences, parental approval and (to a lesser extent) children’s approval of media models tended to predict children’s emotion displays rather consistently across a wide array of countries.

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Koo, Hyun-Young, und Eun-Jung Kim. „Influence of Parental Media Use, Educational Needs, and Media Guidance for Children on Children’s Media Use“. Child Health Nursing Research 21, Nr. 2 (30.04.2015): 183–93. http://dx.doi.org/10.4094/chnr.2015.21.2.183.

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Adamski, Andrzej. „Children’s Magazines as Tools for (Not Only) Reading Education“. Acta Universitatis Lodziensis. Folia Litteraria Polonica 54, Nr. 3 (30.09.2019): 151–72. http://dx.doi.org/10.18778/1505-9057.54.09.

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The main aim of the article is to answer the question of how children’s magazines may be used as tools for media education understood as educating children on how to process media, and also as instilling the habit of reading periodicals and books. Hypothesis: It is generally assumed in the scholarly literature that periodicals for children may be an effective tool in encouraging a reading habit. Unfortunately, this segment of the press market, just as all other segments, faces declining readership due to the expansion of the digital media. Methodology: An analysis the existing data (e.g. study reports) and academic analyses in terms of the impact of the media, pedagogy, media education, and media psychology. The article is theoretical in nature. It stems from the discipline of the “science of social communication and the media”, yet it offers an interdisciplinary approach, due to its references to pedagogy, education, and technology.

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Ayesha Solangi. „IMPACT OF SOCIAL MEDIA ON CHILDREN’S OF WORKING WOMEN’S“. Pakistan Journal of Educational Research 1, Nr. 1 (29.06.2018): 91–105. http://dx.doi.org/10.52337/pjer.v1i1.7.

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This is a famous proverb that knowledge is power. Social media has a very significant role in furnishing the information to consumers in much faster pace which leads them to decision making. Now a day’s social media becoming more popular and famous. Everyone is using social media very frequently. Even little children’s using social media more than elder people. In my research I am searching the impacts of social media on the children of working women because lady who is house wife looking after his/her children can give better time to them relatively a working woman. That’s why the focus of this research is on working women’s who can’t be able to give full time to their children’s just because of their jobs. Quantitative research design & purposive sampling will follow in this research. For data collection a questionnaire was developed and filled by the sample of working women. The data analyses by average percentage method. The findings of this research are that the social media is not a bad thing what people understand and think about it. Social media has its advantage and drawbacks as we all know, it is up to us or parents to check social sites wisely to enhance their children social and personal life, and exercise caution to ensure they do not fall victim to online dangers. So that researcher found that social media is need of everyone in 21st century but when we talking about children they should be provided for limited time with check and balance when they are using it. Same as parents also should aware about it so that they can better understand and control the negative issues related to the social media.

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FEDYUNIN, Dmitry Valerievich, Valery Vasilyevich BEZPALOV, Sergey Alexandrovich LOCHAN, Vera Viktorovna GOLOVINA und Andrey Viktorovich IVANOV. „Information Support Model for the Children’s Leisure and Tourism Industry within the Annual Planning Cycle“. Journal of Environmental Management and Tourism 9, Nr. 6 (04.02.2019): 1256. http://dx.doi.org/10.14505//jemt.9.6(30).15.

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In the contemporary world, tourism is one of the most profitable and fast-growing sectors of the economy, being a stabilizer of a state’s social economic development, providing an inflow of foreign currencies, improving foreign trade and influencing the development of related sectors. The establishment of a stable tourist services market helps resolve the problem of unemployment and social support of the poor. The study’s purpose is to review seasonality factors related to the creation of a positive image of the children’s leisure and tourism system in the Russian Federation. During the study, the authors applied the systematic approach, strategic approach, analytical approach, methods of comparison and analogy, expert estimates of media monitoring and qualitative methods of text analysis. Main results relate to the theoretical substantiation and the development of methodical recommendations on information media support of the children’s leisure and tourism system. The substantiation of novelty is as follows: the authors found factors of overcoming the lack of a systematic approach and chaotic nature of information media events aimed at supporting the children’s leisure and tourism system. As a result, measures to improve the efficiency of information media support of the events conducted by children’s leisure and tourism organizers depend on the competence and qualification of employees who are in charge of children’s entertainment.

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Nansen, Bjorn, und Rowan Wilken. „Techniques of the tactile body: A cultural phenomenology of toddlers and mobile touchscreens“. Convergence: The International Journal of Research into New Media Technologies 25, Nr. 1 (04.12.2018): 60–76. http://dx.doi.org/10.1177/1354856518815040.

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A key dimension of young children’s mobile media engagement and play centres on their embodied relations, and how these are shaped with and through the interfaces, materiality and mobility of haptic media. This article explores these embodied dimensions of young children’s mobile media use, drawing on research from (1) ethnographic observation of young children’s play practices in family homes, (2) analysis of videos of young children’s tactile media interaction shared on YouTube and (3) analysis of user interface (UI) and mobile app developer literature, such as the ‘Event Handling Guide for iOS’, which encodes touchscreen interaction through the design constraints and possibilities of gesture input techniques. Taking as its starting point Marcel Mauss’ famous reflection on body techniques, this article draws on past and present research on mobile technologies, tactility and everyday life, to explore what might be involved in developing a ‘cultural phenomenology’ of mobile touchscreens. This research and analysis reveals the emergence of what we term a haptic habitus or cultivation of embodied dispositions for touchscreen conduct and competence.

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Kordrostami, Melika, Akshaya Vijayalakshmi und Russell N. Laczniak. „Children’s media socialisation: parental concerns and mediation in Iran“. Journal of Marketing Management 34, Nr. 9-10 (13.06.2018): 819–40. http://dx.doi.org/10.1080/0267257x.2018.1515784.

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Neuman, Susan B. „Is Learning From Media Distinctive? Examining Children’s Inferencing Strategies“. American Educational Research Journal 29, Nr. 1 (März 1992): 119–40. http://dx.doi.org/10.3102/00028312029001119.

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Gentile, Douglas A., Rachel A. Reimer, Amy I. Nathanson, David A. Walsh und Joey C. Eisenmann. „Protective Effects of Parental Monitoring of Children’s Media Use“. JAMA Pediatrics 168, Nr. 5 (01.05.2014): 479. http://dx.doi.org/10.1001/jamapediatrics.2014.146.

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Troseth, Georgene L., Colleen E. Russo und Gabrielle A. Strouse. „What’s next for research on young children’s interactive media?“ Journal of Children and Media 10, Nr. 1 (02.01.2016): 54–62. http://dx.doi.org/10.1080/17482798.2015.1123166.

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Smahel, David, Michelle F. Wright und Martina Cernikova. „The impact of digital media on health: children’s perspectives“. International Journal of Public Health 60, Nr. 2 (20.01.2015): 131–37. http://dx.doi.org/10.1007/s00038-015-0649-z.

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Setiyowati, Nunuk. „PENERAPAN PERMAINAN EDUKATIF MEDIA BERGAMBAR“. Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 2, Nr. 2 (23.11.2020): 29. http://dx.doi.org/10.33474/thufuli.v2i2.9132.

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Play is the world of children. In play there is pleasure and satisfaction without coercion oriented to the process rather than the end result. Piaget (1962), suggested that learning while playing and playing while learning is an activity that must be presented so that children have readiness to enter further education. Educative games of pictorial media have an important role in developing all aspects of children’s intelligence, because in educational play activities, pictorial games of children become active in moving and thinking so that new ideas and experiences that will be important for their growth and development will emerge. Group A children are one of the times when children have to get a lot of positive stimulation in learning to develop their full potential, imagination and intelligence aspects so that they develop optimally. At this time it is often called a critical period or a golden age that whill not be repeated again. So that the role of parent, teacher and the environment becomes the main pillar for children’s growht and development, so that children grow intro tough generations who excel and are ready to face every challenge and all the changing times.

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Robinson, Kerry H., Criss Jones Díaz und Cris Townley. „Constructions of knowledge and childhood: Addressing current affairs with children with a focus on parents’ practices and children’s news media“. Contemporary Issues in Early Childhood 20, Nr. 4 (Dezember 2019): 324–36. http://dx.doi.org/10.1177/1463949119888483.

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This paper examines the ways in which current affairs related to diversity and difference, nationally and globally, are represented to Australian children in children’s digital news media and through family discussions. The discussion is based on qualitative research that explores parents’ views and practices in addressing news media and diversity and difference issues with their children. In addition, this project includes a discursive analysis of stories found in Behind The News ( BTN), the primary digital news media source for Australian children, aged 8–13 years, from 2015–2018. The news stories are related to three significant topics: the marriage equality debate, refugees and terrorism. Within feminist post-structuralist, post-developmentalist and critical theorist frameworks, a focus is given to examining the dominant discourses that prevail in the stories, which provide insight into how childhood and children’s access to certain types of knowledge is viewed and regulated through media and family practices. Drawing on thematic and Foucaultian discursive analyses, the pilot study findings demonstrate that children’s news media is closely scrutinised and regulated, with major news stories framed within dominant discourses of childhood innocence, as well as the agenda and particular interests of the producers of children’s new media. These topics, which have dominated news in recent years, are frequently considered by some adults as inappropriate or difficult topics to discuss with children.

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Mulia, Harpan Reski. „Pembelajaran Berbasis Multimedia: Upaya Memahami Keberagaman Gaya Belajar Anak“. Jurnal Penjaminan Mutu 5, Nr. 2 (11.09.2019): 144. http://dx.doi.org/10.25078/jpm.v5i2.857.

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<em>This writing discusses about a way to understand the varieties of children’s learning styles in environment of formal school. One of the ways that will be discussed is by designing a learning based on multimedia. The research uses an approach which vies some concepts existed in the variable. It is called by library research. The result of this research shows that children’s learning styles generally are divided into three styles, they are auditory, visual, and kinesthetic. By using multimedia approach in teaching, it will help teacher in understanding various styles of children’s learning. It is because of multimedia consist of the components, such as media and audio media and visual media have been integrated in multimedia. Instead of multimedia which is designed well can stimulate children’s attention in learning process so the children are interested to follow the learning and all of aspects that are needed by children.</em>

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Carter, Marcus, Kyle Moore, Jane Mavoa, luke gaspard und Heather Horst. „Children’s perspectives and attitudes towards Fortnite ‘addiction’“. Media International Australia 176, Nr. 1 (03.06.2020): 138–51. http://dx.doi.org/10.1177/1329878x20921568.

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Playing digital games is increasingly pathologized as an addiction or a disorder, but there is limited research into the impact of game addiction discourse on children who play digital games. In this article, we present results from a study into the digital play of twenty-four 9–14-year-olds, attending to our participants’ perspectives and attitudes towards ‘game addiction’ and how it interacts with their play and identity. Focused primarily on the online multiplayer first-person shooter game Fortnite, we examine how children encounter and attempt to negotiate game addiction discourse and demonstrate how the discourse in and of itself produces challenges for young people whose interests and passions revolve around games. This article subsequently discusses how the discursive frameworks that are perpetuated in the media around ‘problematic play’ need to incorporate and be inclusive of the child’s right to play, and the relevance of our findings to the study of media panic and children’s critical media literacies.

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Zeitschriftenartikel zum Thema „Children’s media“

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