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16 - Infant Learning in the Digital Age

from Part III - Cognitive Development

Published online by Cambridge University Press:  26 September 2020

By
Sylvia N. Rusnak  and
Rachel Barr
Edited by
Jeffrey J. Lockman  and
Catherine S. Tamis-LeMonda
Jeffrey J. Lockman
Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda
Affiliation:
New York University
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Summary

Media is so embedded in the lives of infants and toddlers that it should no longer be considered a nuisance variable that could affect development but rather a fundamental part of the context in which development occurs. Parents, educators, and policy makers often remain polarized in the adoption of digital devices, either acting with extreme concern or overly optimistic enthusiasm (Lauricella, Blackwell, & Wartella, 2017). Researchers have recognized that it is not only the amount of time with which children were interacting with these technologies but also how and what they were engaging with that predicted learning and other outcomes (Lauricella et al., 2017). However, accurately assessing the content and context of media use during early childhood has been problematic, with some methods leading to overestimation and others to underreporting of media exposure (Vandewater & Lee, 2009).

Keywords

Digital media in infancyjoint media engagementinfant screen timeinfant learning from mediavideochatneural bases of infant media learningpolicy and infant media
Type
Chapter
Information
The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
 , pp. 435 - 466
Publisher: Cambridge University Press
Print publication year: 2020

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