Relevant bibliographies by topics / Children’s media

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children’s media'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Children’s media"

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Verbeten, Sharon. "Wilder, the Mass Media, and Social Media." Children and Libraries 16, no. 3 (September 24, 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, no. 11 (October 1, 2011): 249–51. http://dx.doi.org/10.15373/2249555x/nov2013/80.

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Goonasekera, Anura. "Children’s Voice in the Media." Media Asia 25, no. 3 (January 1998): 123–29. http://dx.doi.org/10.1080/01296612.1998.11726557.

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Haddon, Leslie. "Mobile media and children." Mobile Media & Communication 1, no. 1 (January 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, and Paulina Nowicka. "Parental Monitoring of Children’s Media Consumption." JAMA Pediatrics 168, no. 5 (May 1, 2014): 414. http://dx.doi.org/10.1001/jamapediatrics.2013.5483.

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Nayazik, Akhmad, Joko Suwignyo, and Fara Meidika. "Peningkatan Kemampuan Kognitif Dalam Mengurutkan Lambang Bilangan Melalui Media Kartu Angka." Scholaria: Jurnal Pendidikan dan Kebudayaan 9, no. 2 (May 23, 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, and 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, no. 5 (May 19, 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, no. 6 (August 11, 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, and Shoug Aljuhani. "Media use and behavioral disorders among Saudi Arabian children." Belitung Nursing Journal 7, no. 1 (February 22, 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, and Jiyoung Lim. "Structural Relationship among Children’s Academic Stress, Grit, Executive Function Difficulty, and Media Device Addiction." Family and Environment Research 59, no. 3 (August 23, 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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Dissertations / Theses on the topic "Children’s media"

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Wilson, Benjamin. "HOLDEN: REFLECTIONS ON CHILDHOOD AND CHILDREN’S MEDIA." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/410.

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In the fall of 2009, filmmaker and media artist Benjamin Wilson began a creativeinvestigation into the theme of childhood, which had been present in his previous work but not closely examined and reflected upon. Wilson combined his personal experiences as a child along with his budding interest in the field of children’s media in the creation of Holden, an animated short film. What began as an exploration of the emergence of self and identity in children also became a questioning of the idea of advertising to children through media and treating them as consumers. Wilson hopes to expand the concept into a larger series of work, with the story world that he created in Holden serving as a platform for children to learn life lessons.
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ALSADAH, ZAINAB. "Using Electronic Media and Children’s Social Development: Parent’s Views." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo149460325668019.

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Grabowski, Anna. "“It’s not necessarily the app, the app can be a positive thing” : children’s perspectives on their own social media use." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175507.

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This thesis was motivated by the widespread use of social media by children, and the lack of research on perceptions of their own use. It expands on previous research which, while sometimes including children’s voices, largely focuses on the negative impact that social media has on well-being. Instead, this thesis seeks insight into children’s views on their and their peers use of social media, what motivates their particular use, and how they describe the positive and negative experiences of it. Semi-structured interviews were conducted with children between 12 and 15 years old and thematic analysis was used to consider the data, along with an interpretivist and contextualist epistemological approach. The themes included, firstly; social media as a place for children to connect and to spend time, secondly; positive experiences that included, learning and inspiration, fun and happiness, and perspective taking, thirdly; negative experiences relating to privacy and anonymity, bullying and bad feelings, and a lack of social clues, and lastly; a particular peer culture which included gender differences as part of their experience of using social media. The study concludes that, though research on social media and children has been largely looked at in terms of risk, children see it as a normalized aspect of childhood where they socialize with friends, spend time playing and learning about different things, and hang out with their peers. Social media is described as a neutral tool by the children. With this notion of neutrality, by further understanding children’s experiences and perspectives, there could be more support in ensuring that this tool is shaped and used in a way that works more in their best interest. Social media is inevitably a big part of children’s leisure time today, and ‘moral panic’, being a persistent rhetoric around childhood, may not be helpful for children.
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Beamer, Paloma, Walter Klimecki, Miranda Loh, Horne Yoshira Van, Anastasia Sugeng, Nathan Lothrop, Dean Billheimer, et al. "Association of Children’s Urinary CC16 Levels with Arsenic Concentrations in Multiple Environmental Media." MDPI AG, 2016. http://hdl.handle.net/10150/617372.

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Arsenic exposure has been associated with decreased club cell secretory protein (CC16) levels in adults. Further, both arsenic exposure and decreased levels of CC16 in childhood have been associated with decreased adult lung function. Our objective was to determine if urinary CC16 levels in children are associated with arsenic concentrations in environmental media collected from their homes. Yard soil, house dust, and tap water were taken from 34 homes. Urine and toenail samples were collected from 68 children. All concentrations were natural log-transformed prior to data analysis. There were associations between urinary CC16 and arsenic concentration in soil (b = -0.43, p = 0.001, R-2 = 0.08), water (b = -0.22, p = 0.07, R-2 = 0.03), house dust (b = -0.37, p = 0.07, R-2 = 0.04), and dust loading (b = -0.21, p = 0.04, R-2 = 0.04). In multiple analyses, only the concentration of arsenic in soil was associated with urinary CC16 levels (b = -0.42, p = 0.02, R-2 = 0.14 (full model)) after accounting for other factors. The association between urinary CC16 and soil arsenic may suggest that localized arsenic exposure in the lungs could damage the airway epithelium and predispose children for diminished lung function. Future work to assess this possible mechanism should examine potential associations between airborne arsenic exposures, CC16 levels, lung function, and other possible confounders in children in arsenic-impacted communities.
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Björkholm, Richard. "Hur uppfattar föräldrar Babblarna som fenomen?" Thesis, Högskolan i Gävle, Media- och kommunikationsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27894.

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I uppsatsen undersöks det hur föräldrar uppfattar Babblarna som leksak och pedagogiskt medel, Babblarna är ett barnmedium riktat till barn dock köps Babblarna av föräldrarna som övertygas av dess narrativ av olika skäl. En receptionsanalys med intervjuer och ett fältarbete med bloggar och forum genomfördes. Resultatet av detta analyseras sedan genom en dekonstruktion samt genom att applicera olika tolkningar efter Kim Schröders flerdimensionella teori. Detta tolkades sedan i samband med en definition av vad föräldraskap är. Slutsatsen blev att föräldrarna uppfattade uttrycket pedagogiskt efter sin egen tolkningsram och att Babblarna var positivt efter hur deras barn reagerade, i slutändan kan förälderns resonemang tolkas som en kamp mellan barnets glädje och förälderns förnuft.
This essay discusses how parents perceive Babblarna as a toy and as a pedagogic instrumentation, Babblarna is children’s media aimed towards children however it’s bought by their parents that are persuaded by it for different reasons. One receptions analysis with interviews and a field research with blogs and forums was done. The results of it were then analyzed with the deconstruction theory and with Kim Schröder’s evaluation implentetion theory as a point of departure. This was then interpreted with the definition of what parenthood is. The conclusion is that parents perceived the term pedagogic after their own interpretation and that Babblarna was regarded as positive after how their children reacted. In the end can the reasoning be interpreted like a struggle between the child’s happiness and the reason of parenthood.
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Elvin, Emelie. "I Am Someone : Towards a Recognition of Nonhuman Personhood in Children’s Media and Education." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105309.

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From our earliest days of childhood, our exposure to certain species is confusing and contradictory, with animals like the beloved characters who fill our storybooks moulded into unrecognisable shapes and served up to us in deceptively happy packaging. With a recognition of this cognitive dissonance as a starting point, this report seeks to highlight the inconsistency of teaching children to love and respect animals whilst at the same time to accept the eating and usage of them.  Whilst the topic of animal farming is finally beginning to be taken seriously in conversations about environmental sustainability, its ethical implications for both humans and nonhumans remain massively overlooked. My project aims to bring the conversation about animal rights to the forefront of our moral considerations with childhood education as an entry point.  In collaboration with a primary school class (ages 9-11) and an animal sanctuary, I ran a three-part workshop designed to encourage interspecies thinking and provide a space for students to critically evaluate mainstream attitudes and assumptions towards nonhuman animals and, by extension, to question current norms surrounding animal use and consumption.
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Blank, Alyssa S. "The Framing of Myth in the Creation of a Palestinian Identity: Hamas, Fatah and Children’s Media." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19934.

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This thesis is an exploratory examination of identity construction and children’s media, with a focus on the Palestinian political groups of Fatah and Hamas. It looks at how children’s media are framed within the context of the Arab-Israeli conflict. It examines how internal and external social factors contribute to identity formation and the interaction among these elements during times of conflict and war. This thesis hypothesizes that both Fatah and Hamas use various myths to differing degrees in order to frame their conception of a Palestinian identity. Specifically, it explores the use of the Myth of Battle, the Myth of Hero, the Myth of Victim, the Myth of Religion, the Myth of Land and the Myth of Other. It seeks to determine which of these myths each group emphasizes through a qualitative and quantitative visual ethnographic content analysis. The quantitative analysis uncovered interesting, albeit not statistically significant, differences between Fatah’s and Hamas’ use of all of the myths in their videos. Specifically it found that both groups made equal and great use of the Myth of Religion; that Hamas produced the videos with the greatest focus on the Myth of Battle and the Myth of Hero; and that neither group greatly emphasized the Myth of Victim, the Myth of Land or the Myth of Other. Finally, the analysis discovered positive correlations between the Myth of Hero and the Myth of Battle as well as between the Myth of Battle and the Myth of Other.
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Noor, Myzan. "Dialogue, new media and children's intellectual development : re-thinking Malaysian teaching and learning approaches." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/14953.

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This thesis examines the extent to which ‘Talk or Dialogue’ contributes to children’s cognitive and psychological development when it is experienced through technological devices. The work analyzes some of the sociocultural theories of children’s speech, cognitive learning, psychological functions, sociocultural learning context, dialogic teaching and learning approaches in the classroom, social interaction and the use of social tools. The theory of speech is built on the Vygotskian notion of language as the prime cultural and psychological tool for children’s learning development in a sociocultural environment. Lev S. Vygotsky emphasised that the development of cognitive processes in children includes thinking, reasoning and understanding of a conceptualised social interaction. These processes are core to children’s intellectual learning. Vygotsky and the neo-Vygotskians emphasised the use of Speech, Talk or Dialogue and the Zone of Proximal Development (ZPD) concept in children’s learning development. In the UK, it was evident that the Talk teaching and learning approach (Mercer & Littleton, 2007) contributed effectively to children’s learning achievements. This approach reinforces Talk or Dialogue collaboratively in the classroom with the ZPD concept. The significance of the Talk teaching approach has encouraged this study to examine further children’s speech and the use of technological devices. Hence, a theoretical discourse methodology on children’s Talk or Dialogue was examined for the research outcomes. The aim is to devise a new teaching and learning approach that contributes to the Malaysian children’s intellectual development inside and outside the classroom through the use of Talk or Dialogue. As a result, a Dialogic framework is articulated based on four existing educational theories of children’s speech and learning. This framework is vital to contribute directly to the Malaysia Education Department Blueprint 2013-2025 in promoting children’s intellectual development. For that reason, two approaches are proposed which emphasise children’s psychological functions of perception, attention, sensory motor-operations and memory through the use of Talk and technological devices. These approaches accentuate the ZPD concept between the teachers and children for learning and activity games. This is the study’s contribution to new knowledge.
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Manotipya, Paweena. "CHILDREN’S ONLINE PRIVACY FROM THE PARENTS’ PERSPECTIVE:CHALLENGES AND A POSSIBLE SOLUTION." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556288209832228.

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McAndrew, Jennie Elizabeth. "I’ve Got a Girl Crush: Parents’ Responses to Stories About Sexuality in Children’s Television." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587084433416255.

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Books on the topic "Children’s media"

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Gong, Qian. Children’s Healthcare and Parental Media Engagement in Urban China. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49877-9.

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Bureau, Punjabi University Publication, ed. Media, parents & children. Patiala: Publication Bureau, Punjabi University, 2009.

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International Conference on New Media and Children (2006 Tiruchchirāppalli, India). Children and new media. Delhi: Authorspress, 2009.

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J, Josephine, ed. Children and new media. Delhi: Authorspress, 2009.

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de Block, Liesbeth, and David Buckingham. Global Children, Global Media. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591646.

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International Conference on New Media and Children (2006 Tiruchchirāppalli, India). Children and new media. Delhi: Authorspress, 2009.

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Block, Liesbeth De. Global children, global media: Migration, media and childhood. New York: Palgrave Macmillan, 2008.

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Block, Liesbeth De. Global children, global media: Migration, media and childhood. Basingstoke: Palgrave Macmillan, 2007.

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Block, Liesbeth De. Global children, global media: Migration, media and childhood. New York: Palgrave Macmillan, 2008.

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Cikánová, Karla. Teaching mixed media to children. East Roseville, NSW, Australia: Craftsman House, 1995.

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Book chapters on the topic "Children’s media"

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Castella, Krystina. "Children’s Media and Technology." In Designing for Kids, 394–435. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315266015-10.

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Asthana, Sanjay, and Nishan Havandjian. "Media Narratives and Children’s Rights." In Palestinian Youth Media and the Pedagogies of Estrangement, 59–87. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137541765_3.

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González, Ann, and Giselle Liza Anatol. "Children’s literature." In The Routledge Handbook to the Culture and Media of the Americas, 45–53. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351064705-4.

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Paus-Hasebrink, Ingrid, and Uwe Hasebrink. "Media Brands in Children’s Everyday Lives." In Handbook of Media Branding, 295–306. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18236-0_20.

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Richards, Chris. "Framing and Interpreting Children’s Play." In Children, Media and Playground Cultures, 68–88. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137318077_4.

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Marsh, Jackie, and Chris Richards. "Play, Media and Children’s Playground Cultures." In Children, Media and Playground Cultures, 1–20. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137318077_1.

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Pabilonia, Sabrina Wulff. "Children’s Media Use and Homework Time." In The Economics of Multitasking, 91–107. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137381446_6.

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Karamitroglou, Fotios. "The Choice to Subtitle Children’s TV Programmes in Greece." In (Multi) Media Translation, 189. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/btl.34.24kar.

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Sakr, Naomi, and Jeanette Steemers. "Arab Children in Europe: Managing Diversity on Children’s Television." In Screen Media for Arab and European Children, 101–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25658-6_5.

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de Block, Liesbeth, and David Buckingham. "Making Migrant Identities: Television in Children’s Everyday Lives." In Global Children, Global Media, 115–33. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591646_6.

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Conference papers on the topic "Children’s media"

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Hamida, Layli. "The Impact of Children’s You Tube Videos on English Language Socialization and Acquisition in Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-7.

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This study aims at describing how the use of English on youtube videos play a significant role in the socialization and acquisition of the language for children in Indonesia. It particularly focuses on the depiction of how the media serve a platform for children’s English language development and socialization and whether parents or other adults’ accommodation reinforces or counteracts the language. Ethnographic interviews were conducted on five middle class parents with children of 3-5 years of age so as to collect information on children and parents’ everyday practices with the media. The findings suggest that parents’ beliefs and ideologies on foreign language socialization as well as their English proficiency lead to their primary support for English. Their everyday media consumption and communication practices with children show how arenas provided by parents have turned into an assumed form of scaffolding in the way that children reflect on the language collected from the media. The research indicates that global practices of English on the internet intersect with local practices of language socialization.
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Kantarcı, Şevval. "PARENTS’ CONSCIOUSNESS OF THEIR CHILDREN’S MEDIA CONSUMPTION HABITS." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021198.

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Bhatti, Neelma, Timothy L. Stelter, Scott McCrickard, and Aisling Kelliher. "Conversational User Interfaces As Assistive Interlocutors For Young Children’s Bilingual Language Acquisition." In IMX '21: ACM International Conference on Interactive Media Experiences. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452918.3465498.

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Naumova, Irina. "Children’s Literature As A Sourse Of Precedent Phenomena In Russiain Media." In WUT 2018 - IX International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.04.02.56.

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Kalinowski, Robert D., Ying Xu, and Katie Salen. "The Ecological Context of Preschool-Aged Children’s Selection of Media Content." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445429.

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Chen, Jing. "Innovation of “New Media+ Classical Poetry” for Children’s Traditional Cultural Learning Style." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.117.

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Khorosheva, Nina. "Animation studio at the Children’s Library stimulates reading and love for books." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-215-217.

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The animation studio BiarmFilm of Perm Central Children’s Library is described. The main creative achievements based on interpretation of literary works are demonstrated; the role of reading in building teenagers’ media and information competences is emphasized.
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Putra, Afdal Makkuraga, and Annisa Febrina. "Instagram and the Phenomena of Uploading Children’s Photos in Social Media (a Phenomenology Study)." In Proceedings of the International Conference on Psychology and Communication 2018 (ICPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpc-18.2019.14.

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Miftah, Mohamad, Tri Joko Raharjo, Kamsidjo Budi Utomo, and RC Achmad Rifai. "Utilization of ICT Based on Learning Media to Improve Creativity and Early Children’s Age." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.014.

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Wongrujira, Monwipa. "SURVEY OF CHILDREN’S ACCESS TO INDECENT CONTENT VIA NEW MEDIA: A CASE STUDY FROM THAILAND." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.096.

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Reports on the topic "Children’s media"

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Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones, and Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/119.

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This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.
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Steele, M.D., M.S., Dale, Gaelen P. Adam, M.L.I.S., and Mengyang Di, M.D., Ph.D. Tympanostomy Tubes in Children with Otitis Media. Agency for Healthcare Research and Quality (AHRQ), 2017. http://dx.doi.org/10.23970/ahrqepccer185.

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Budgeon, Machaila. References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.147.

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Lohr-Flanders, Marla. The effect of otitis media on articulation in expressive language-delayed children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6222.

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Tanski, Karen. The Concepts of Mother in Children's Stories in Translation from Print to Visual Media: A Content Analysis. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6667.

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Caldwell, Michael. The Occurrences, References and Projected Attitudes About LGBT Lifestyles in Children's Media: A Content Analysis of Animated Films. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.107.

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Carlson, Lisa, and Karen Guzzo. Median Age at Last Birth. National Center for Family and Marriage Research, February 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-05.

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Trends and differentials in the age at first birth are well-documented (FP-20-06). Given shifts and variation in completed family size (FP-20-04), it is also important to look at the age of last birth – that is, when do women stop having children – which has received very little attention. This profile investigates the median age at last birth among women at the end of their childbearing years, at 45-49 years old. Using the 2015-2019 cycles of the National Survey of Growth, this profile investigates the median age at last birth for mothers aged 45-49 by race/ethnicity, completed education, parity, and age at first birth.
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Carlson, Lisa. Homogamy in U.S. Marriages, 2019. National Center for Family and Marriage Research, March 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-06.

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Trends and differentials in the age at first birth are well-documented (FP-20-06). Given shifts and variation in completed family size (FP-20-04), it is also important to look at the age of last birth – that is, when do women stop having children – which has received very little attention. This profile investigates the median age at last birth among women at the end of their childbearing years, at 45-49 years old. Using the 2015-2019 cycles of the National Survey of Growth, this profile investigates the median age at last birth for mothers aged 45-49 by race/ethnicity, completed education, parity, and age at first birth.
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Florez, Luz A., Ligia Melo-Becerra, and Carlos Esteban Posada. Estimating the reservation wage across city groups in Colombia: A stochastic frontier approach. Banco de la República de Colombia, June 2021. http://dx.doi.org/10.32468/be.1163.

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We use the stochastic frontier approach to estimate the reservation wage across different city groups in Colombia. We use the information of GEIH from 2008-2019 of 23 urban cities. We find empirical evidence in favour of the search theory predictions that suggest a positive relation of the reservation wage with the level of education and with the net family labour income. We also find a gender gap in the reservation wage and explore this gap controlling by the level of education and presence of children in the household. Contrary to the results found in the literature, we find that the presence of children reduces the reservation wage of women and men. Finally, we found that the reservation wage increases with the level of development and productivity of the cities, however, qualified workers in low-quality cities present higher reservation wages than median quality cities.
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Nolan, Brian, Brenda Gannon, Richard Layte, Dorothy Watson, Christopher T. Whelan, and James Williams. Monitoring Poverty Trends in Ireland: Results from the 2000 Living in Ireland survey. ESRI, July 2002. http://dx.doi.org/10.26504/prs45.

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This study is the latest in a series monitoring the evolution of poverty, based on data gathered by The ESRI in the Living in Ireland Surveys since 1994. These have allowed progress towards achieving the targets set out in the National Anti Poverty Strategy since 1997 to be assessed. The present study provides an updated picture using results from the 2000 round of the Living in Ireland survey. The numbers interviewed in the 2000 Living in Ireland survey were enhanced substantially, to compensate for attrition in the panel survey since it commenced in 1994. Individual interviews were conducted with 8,056 respondents. Relative income poverty lines do not on their own provide a satisfactory measure of exclusion due to lack of resources, but do nonetheless produce important key indicators of medium to long-term background trends. The numbers falling below relative income poverty lines were most often higher in 2000 than in 1997 or 1994. The income gap for those falling below these thresholds also increased. By contrast, the percentage of persons falling below income lines indexed only to prices (rather than average income) since 1994 or 1997 fell sharply, reflecting the pronounced real income growth throughout the distribution between then and 2000. This contrast points to the fundamental factors at work over this highly unusual period: unemployment fell very sharply and substantial real income growth was seen throughout the distribution, including social welfare payments, but these lagged behind income from work and property so social welfare recipients were more likely to fall below thresholds linked to average income. The study shows an increasing probability of falling below key relative income thresholds for single person households, those affected by illness or disability, and for those who are aged 65 or over - many of whom rely on social welfare support. Those in households where the reference person is unemployed still face a relatively high risk of falling below the income thresholds but continue to decline as a proportion of all those below the lines. Women face a higher risk of falling below those lines than men, but this gap was marked among the elderly. The study shows a marked decline in deprivation levels across different household types. As a result consistent poverty, that is the numbers both below relative income poverty lines and experiencing basic deprivation, also declined sharply. Those living in households comprising one adult with children continue to face a particularly high risk of consistent poverty, followed by those in families with two adults and four or more children. The percentage of adults in households below 70 per cent of median income and experiencing basic deprivation was seen to have fallen from 9 per cent in 1997 to about 4 per cent, while the percentage of children in such households fell from 15 per cent to 8 per cent. Women aged 65 or over faced a significantly higher risk of consistent poverty than men of that age. Up to 2000, the set of eight basic deprivation items included in the measure of consistent poverty were unchanged, so it was important to assess whether they were still capturing what would be widely seen as generalised deprivation. Factor analysis suggested that the structuring of deprivation items into the different dimensions has remained remarkably stable over time. Combining low income with the original set of basic deprivation indicators did still appear to identify a set of households experiencing generalised deprivation as a result of prolonged constraints in terms of command over resources, and distinguished from those experiencing other types of deprivation. However, on its own this does not tell the whole story - like purely relative income measures - nor does it necessarily remain the most appropriate set of indicators looking forward. Finally, it is argued that it would now be appropriate to expand the range of monitoring tools to include alternative poverty measures incorporating income and deprivation. Levels of deprivation for some of the items included in the original basic set were so low by 2000 that further progress will be difficult to capture empirically. This represents a remarkable achievement in a short space of time, but poverty is invariably reconstituted in terms of new and emerging social needs in a context of higher societal living standards and expectations. An alternative set of basic deprivation indicators and measure of consistent poverty is presented, which would be more likely to capture key trends over the next number of years. This has implications for the approach adopted in monitoring the National Anti-Poverty Strategy. Monitoring over the period to 2007 should take a broader focus than the consistent poverty measure as constructed to date, with attention also paid to both relative income and to consistent poverty with the amended set of indicators identified here.
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