Dramatic change, persistent challenges: a five-year view of children’s educational media as resources for equity

References

• Alper, M. (2011). Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Early Childhood Literacy, 13, 175–196.
   Google Scholar
• Barron, B., Cayton-Hodges, G., Bofferding, L., Copple, C., Darling-Hammond, L., & Levine, M. (2011). Take a giant step: A blueprint for teaching children in a digital age. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop.
   Google Scholar
• Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310–319.
   Web of Science ®Google Scholar
• Brown, A., Shifrin, D. L., & Hill, D. L. (2015). Beyond ‘turn it off’: How to advise families on media use. AAP News, 36 (10).
   Google Scholar
• Carlsson-Paige, N., McLaughlin, G. B., & Almon, J. W. (2015). Reading instruction in kindergarten: Little to gain and much to lose. College Park, MD: Alliance for Childhood and Defending the Early Years.
   Google Scholar
• Daugherty, L., Dossani, R., Johnson, E. E., & Wright, C. (2014). Moving beyond screen time: Redefining developmentally appropriate technology use in early education. Washington, DC: RAND Corporation.
   Google Scholar
• Gola, A. A., Richards, M. N., Lauricella, A. R., & Calvert, S. L. (2013). Building meaningful parasocial relationships between toddlers and media characters to teach early mathematical skills. Media Psychology, 16, 390–411.10.1080/15213269.2013.783774
   Web of Science ®Google Scholar
• Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16, 3–34.10.1177/1529100615569721
   PubMed Web of Science ®Google Scholar
• Johnson, P., Steven, D., Lovitts, B. E., Lowenstein, D., & Rodriguez, J. (2016). Leveraging transmedia content to reach and support underserved children. Journal of Children and Media, 10, 265–273.
   Google Scholar
• Katz, V. S. & Levine, M. H. (2015). Connecting to learn: Promoting digital equity for America’s Hispanic families. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop.
   Google Scholar
• Lee, J. (2015, September). The iPad and your kid—digital daycare, empowering educator, or something bad? ArsTechnica. Retrieved from http://arstechnica.com/science/2015/09/the-ipad-and-your-kid-digital-daycare-empowering-educator-or-something-bad/
   Google Scholar
• Lee, J., & Barron, B. (2015). Aprendiendo en casa: Media as a resource for learning among Hispanic-Latino families. New York, NY: The Joan Ganz Cooney Center at Sesame Street.
   Google Scholar
• Marrapodi, M. (2016). Transmedia meets the digital divide: Adapting transmedia approaches to reach underserved Hispanic families. Journal of Children and Media, 10, 274–282.
   Google Scholar
• McCarthy, B., Li, L., & Tiu, M. (2012). PBS KIDS Mathematics transmedia suites in preschool homes: A report to the CPB-PBS Ready to Learn initiative. San Francisco, CA: WestED.
   Google Scholar
• McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67, 14–24.
   Google Scholar
• National Association for the Education of Young Children & Fred Rogers Center. (2012). Technology and interactive media as tools in early childhood programs serving children from birth to age 8. Washington, DC: NAEYC.
   Google Scholar
• Pasnik, S., & Llorente, C. (2013). Preschool teachers can use a PBS KIDS transmedia curriculum supplement to support young children’s mathematics learning: Results of a randomized controlled trial. New York, NY: Education Development Center & SRI International.
   Google Scholar
• Pasnik, S., Llorente, C., Hupert, N., & Moorthy, S. (2015). Children’s educational media 2010–2015: A report to the CPB-PBS Ready to Learn initiative. New York, NY: Education Development Center & SRI International.
   Google Scholar
• Pasnik, S., Moorthy, S., Llorente, C., & Hupert, N. (2015). Supporting parent-child experiences with PEG+CAT early math concepts. New York, NY: Education Development Center & SRI International.
   Google Scholar
• Penuel, W. R., Bates, L., Gallagher, L. P., Pasnik, S., Llorente, C., Townsend, E., … VanderBorght, M. (2012). Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial. Early Childhood Research Quarterly, 27, 115–127.10.1016/j.ecresq.2011.07.002
   Web of Science ®Google Scholar
• Plowman, L. (2014). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27, 36–46.
   Web of Science ®Google Scholar
• Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children and Society, 24, 63–74.10.1111/chso.2009.24.issue-1
   Web of Science ®Google Scholar
• Rideout, V., & Saphir, M. (2011). Zero to eight: Children’s media use in America. San Francisco, CA: Common Sense Media.
   Google Scholar
• Rideout, V. J. & Saphir, M. (2013). Zero to eight: Children’s media use in America 2013. San Francisco, CA: Common Sense Media.
   Google Scholar
• Shuler, C., Levine, Z., & Ree, J. (2012). iLearn II: An analysis of the education category of Apple’s app store. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop.
   Google Scholar
• Simon, F. & Donohue, C. (2011, May). Tools of engagement: Status report on technology in early childhood education. Exchange. pp. 16–22
   Google Scholar
• Strouse, G., O’Doherty, K., & Troseth, G. (2013). Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental Psychology, 49, 2368–2382.10.1037/a0032463
   PubMed Web of Science ®Google Scholar
• Takeuchi, L., & Stevens, R. (2011). The new co-viewing: Designing for learning through joint media engagement. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop and LIFE Center.
   Google Scholar
• Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2014). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research. doi:10.11771476718X14523749
   Google Scholar
• Wartella, E., Blackwell, C., Lauricella, A., & Robb, M. (2013). Technology in the lives of educators and early childhood programs. Latrobe, PA: Fred Rogers Center for Early Learning and Children’s Media at St. Vincent’s College and Northwestern University.
   Google Scholar
• Wong, A. (2015, June 17). The Sesame Street Effect: How the children’s show has enhanced learning in America—and why it’s a reminder of what’s lacking from education today. The Atlantic. Retrieved from http://www.theatlantic.com/education/archive/2015/06/sesame-street-preschool-education/396056/
   Google Scholar