6.5 Media Exposure and Literacy in Early Childhood

Media Diet

For as long as humans have lived in civilized societies, we have consumed media. In ancient times, this consisted of folklore, legends, and plays. In the industrialized era, media consumption included newspapers, radio, and early photography. By the 1980s, children’s media included brightly colored picture books, cartoons on television, and songs by children’s artists. Today, children consume 100 times more media imagery than previous generations could, from streaming shows to apps and games on their tablets to songs and trivia on home smart speakers (Hawkey, 2019).

A media diet is the information to which people are exposed via mass media outlets such as television, music, video games, and electronic devices. Media diets include intentional exposure, such as a specific online videos children choose, and unintentional exposure, such as advertisements that pop up on a smartphone game. They can also include passive content that might not be noticed immediately such as background music in a shopping center, and more active content that grabs our attention such as a flashing strobe light advertising products on a billboard.

In 2011, a national survey indicated that young U.S. children tend to watch two hours of television per day and spend about one hour playing video games (Common Sense Media, 2011). Ten years later in 2021, young children’s media consumption had increased to 3.5 hours per day and their options had diversified to include smartphones, video on demand, and online streaming (Figure 6.24). However, most children’s media experts recommend that preschoolers should consume only one hour of high-quality educational programming per day and spend no time on any other type.

Figure 6.24 A large majority of children watch videos on YouTube or other streaming services such as Netflix and Disney+. (data source: Precise TV & Giraffe Insights; attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license)

Children and Media Exposure

In much the same way that observation of parents, peers, and siblings teaches children about the world around them, media exposure shows children the social norms and values of their culture and their world. Images on television are captivating, song lyrics are catchy, and characters in children’s media can be inspiring, so children pay attention, encoding and retaining what they see and hear in the media.

Exposure to screens and electronic devices can both stunt and spur child development in certain circumstances. Children’s early language skills tend to develop best when they are interacting with other people face-to-face. Young children who spend too much time watching screens may not experience the beneficial interactions with their caregivers that help with facial recognition, language development, and social emotional intelligence. If television is being used as a babysitter and a substitute for high-quality time with caregivers, then this screen time is associated with children lagging in their cognitive and social emotional development.

Children who spend extremely large amounts of screen time viewing content that is high in aggression may be more likely to display aggressive and disruptive behavior, hyperactive behaviors, and poor self-regulatory skills (Holmgren et al., 2023). Observing violent television shows, video games, or music can make children become more aggressive. Overall, those who consume more aggressive and violent media tend to display more violent behavior. But this association is complex.

Watching a superhero movie may not make all children more aggressive, but it can desensitize viewers to violence. Desensitization occurs when our brains stop reacting and become numb to a certain type of event. Children, teens, and adults who consume more violent media tend to be less reactive to violence and consider it more normative. Children who are desensitized to violence may be more likely to perceive violence and aggression as appropriate and morally justified, particularly if they witness a superhero or favorable character act aggressively. They may then be more likely to act aggressively. However, this is a complex chain reaction of desensitization, normalization, justification, and action (Figure 6.25). Certainly, not everyone who consumes violent media becomes aggressive themselves.

Figure 6.25 A possible pathway to explain the link between violence on television and aggression in children. (attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license)

Still, some screen time is beneficial. Mobile educational games can be particularly helpful for early development because they can provide portable outlets for creativity, problem-solving, and interactions with others. Watching educational programs alongside a parent or caregiver and discussing what they see can be an especially effective way for children to comprehend new concepts, experiences, and ideas (Sanders et al., 2019). Screens can also help facilitate communication with family who live far away or to arrange playdates between friends following a move or, as recently happened, during a pandemic (Quinones & Adams, 2020). Using mobile devices to connect with extended family members provides increased emotional attachment, familial bonds, and companionship.

Watching educational programming alongside a family member has been tied to preschoolers’ improvements in language development, literacy, numeracy, reasoning, and problem-solving. Children’s ability to understand satire, metaphors, and hidden morals in stories, to be critical of advertising and marketing in media, and to break down messages and takeaways in film and television can all be enhanced through watching as a family. Children who consume media with a family member may be more likely to become critical thinkers (Hutton et al., 2020). Helping children navigate media usage in early childhood thus requires nuance, because not all media consumption is detrimental. The recommendations for using screens in a healthy way, based on Ponti et al, 2019, can help in early childhood and beyond.

• Avoid screen time one hour before bedtime, and do not have screens in children’s bedrooms.
• Co-watch and be present when children are consuming media.
• Help children ask questions and think critically about what they are viewing, especially advertisements.
• Encourage screen use that allows for creative, educational interaction rather than passive viewing.
• Help children pick shows and videos that have positive messages and model age-appropriate behavior.
• Avoid using the TV for background noise.
• Encourage and maintain non-screen hobbies and interests.