Lecture 3 Flashcards
chapter 11 Revelle Blumberg Brooks Bailey Araiza
Core aim of Sesame street
Foster the school-readiness skills of
preschool children
Reason for acceleration in (educational) media use in early childhood?
Increased marketing efforts directed toward the youngest age group (diaper demographic)
Most common goals for educational media (3x)
Academic skills
Social-emotional learning
Creativity
Social cognitive theory (Bandura)
Predicts that children are more likely to learn from a model in the media if they are able to identify with the model or if they perceive the model to be similar to themselves
The Capacity Model (Fisch)
The Capacity Model (Fisch)
Children’s working memory is limited, cognitive demands of the embedded educational content should not be more than the available working memory space.
Forms of content (Capacity Model) 2x
- Narrative
- Embedded educational content
Tangential (capacity model)
educational content and the narrative compete (parallel) for children’s limited resources in working memory –> possibly impaired learning
Integral (capacity model)
comprehension of the educational content is expected to improve
General learning model (Buckley & Anderson)
effects of prosocial video games
Features of games that make them great teachers (general learning model) 5x
- Games easily attract attention
- Highly motivating
- Allow people to actively participate instead of passively watch
- Show all steps necessary to perform a specific behavior
- Allow repetitive practicing
Key argument General Learning Model
prosocial media, in which the characters (or players in games) help one another, can increase both short- and long-term prosocial behavior
How General Learning Model increase both short- and long-term prosocial behavior? (2x)
Cognitive route
Emotional route
Can children learn academic skills from educational media?
Yes, but depends on 3 C’s
How to neutralize/reduce video deficit? (2x)
- Repeated viewing
- child being familiar with a character
Scaffolding/parental mediation?
adult provides additional information to the child in order to help with learning. Aids in deconstructing video deficit.
zone of proximal development (Vygotsky)
The space between what children can achieve alone and what they can achieve with support of a competent other
Prosocial behavior
positive interactions such as friendly play or peaceful conflict resolutions, altruism and stereotype reduction
self-regulatory skills
ability to resist impulses and temptations that keep them from achieving their long-term goals. Children under 18 months are incapable of it
stimulation hypothesis (Valkenburg & Calvert)
well-designed educational media can enrich the store of ideas from which children can draw when engaged in imaginative play or creative tasks
For younger children, comprehension is enhanced when:
simple, prototypical story line
educational content is explicitly modeled (that is, every step is clearly demonstrated)
Advance organizers are used
For older children, a developmentally appropriate story line:
Violates some of the rules of the prototypical story (ex. flashbacks)
a balance of explicit and implicit modeling of the embedded
educational lessons
Program characteristics that enhance children’s learning from media (2x):
- Appropriate degree of content complexity
- Repetition of the educational lesson
- Ability to participate
- Entertainment
Types of repetition (2x)
- Repetition within the program
- Repeated exposure to program
