Parents’ and Educators’ Perceptions of the Impact of Media Exposure on the Cognitive and Communicative Development of Preschool Children

Mina Mavrić, Ibro Skenderović, Jasmina Kurpejović, Semra Selimović

Abstract


Modern childhood is characterized by intense media exposure, which simultaneously carries developmental opportunities and risks. The aim of this research was to examine how parents and educators in Serbia perceive the impact of different types of media content on the cognitive and communicative development of preschool children, with a special emphasis on the differences in perceptions between these two groups. The research was conducted on a sample of 205 respondents – 105 educators and 100 parents of children aged 3 to 6 from different regions of Serbia. Two original questionnaires were constructed for the research – the Educator Questionnaire (28 items) and the Parent Questionnaire (22 items) – both using a five-point Likert scale. The data were processed using descriptive statistics and Pearson’s chi-square test of independence, supplemented by Cramér’s V as a measure of effect size. The results show that respondents perceive educational and interactive media content as a positive developmental activity, while passive and entertaining content in both groups is associated with negative perceptions. In all measured dimensions, statistically significant differences in perceptions between educators and parents were found (p < 0.05), with educators taking a more critical stance. The findings indicate the need to develop media literacy programs and harmonize approaches between families and preschool institutions.

Keywords


media exposure; preschool age; perceptions; cognitive development; communicative skills; parental mediation; educational content

Full Text:

PDF

References


Council on Communications and Media, David Hill, Nusheen Ameen- uddin, Yolanda (Linda) Reid Chassiakos, Corinn Cross, Jeffrey Hutchinson, Alanna Levine, Rhea Boyd, Robert Mendelson, Megan Moreno, Wendy Sue Swanson (2016), ˝Media and young minds˝, Pediatrics, 138(5), e20162591.

Anderson, Craig A., Brad J. Bushman (2001), ˝Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review˝, Psychological Science, 12(5), 353–359.

Bandura, Albert (1977), Social learning theory, Prentice Hall

Christakis, Dimitri A., Michelle M. Garrison, Todd I. Herrenkohl, Kevin P. Haggerty, Frederick P. Rivara, Chuan Zhou, Kimberly Liekweg (2013), ˝Modifying media content for preschool children: A randomized controlled trial˝, Pediatrics, 131(3), 431–438.

Christakis, Dimitri A., Frederick J. Zimmerman, David L. DiGiuseppe, Carolyn A. McCarty (2004), ˝Early television exposure and subsequent attentional problems in children˝, Pediatrics, 113(4), 708–713.

Cohen, Jacob (1988), Statistical power analysis for the behavioral sciences (2nd ed.), Lawrence Erlbaum Associates

Coyne, Sarah M., Laura M. Padilla-Walker, Heiley G. Holmgren (2018), ˝A meta-analysis of prosocial media on prosocial behavior, aggression, and empathic concern˝, Developmental Psychology, 54(2), 331–347.

Denham, Susanne A., Hideko Hamada Bassett, Katherine Zinsser (2012), ˝The socialization of emotional competence˝, In: J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research, Guilford Press, 590–613.

Domoff, Sarah E., Aubrey L. Borgen, Jenny S. Radesky (2020), ˝Interactional theory of childhood problematic media use˝, Human behavior and emerging technologies, 2(4), 343–353.

Etikan, Ilker, Sulaiman Abubakar Musa, Rukayya Sunusi Alkassim (2016), ˝Comparison of convenience sampling and purposive sampling˝, American Journal of Theoretical and Applied Statistics, 5(1), 1–4.

Fisch, Shalom M. (2004), Children’s learning from educational television: Sesame Street and beyond, Lawrence Erlbaum Associates

Gerbner, George (1998), ˝Cultivation analysis: An overview˝, Mass Commu- nication and Society, 1(3–4), 175–194.

Goleman, Daniel (1995), Emotional intelligence, Bantam Books

Kuzmanović, Dobrinka, Dragan Popadić (2016), Youth in the internet world – use of digital technology, risks and representation of digital violence among students in Serbia, Ministry of Education, Science and Technological Development of the Republic of Serbia and UNICEF Serbia

Lillard, Angeline S., Jennifer Peterson (2011), ˝The immediate impact of different types of television on young children’s executive function˝, Pediatrics, 128(4), 644–649.

Linebarger, Deborah L. (2016), ˝Contexts for learning: Educational media˝, In: D. Singer & J. Singer (Eds.), Handbook of children and the media, Sage, 337–353.

Linebarger, Deborah L., Dale Walker (2005), ˝Infants’ and toddlers’ television viewing and language outcomes˝, American Behavioral Scientist, 48(5), 624–645.

Livingstone, Sonia, Giovanna Mascheroni, Mariya Stoilova (2023), ˝The outcomes of gaining digital skills for young people’s lives and wellbeing: A systematic evidence review˝, New Media & Society, 25(5), 1176-1202.

Madigan, Sheri, Brae Anne McArthur, Ciana Anhorn, Rachel Eirich, Dimitri A. Christakis (2020), ˝Associations between screen use and child language skills: A systematic review and meta-analysis˝, JAMA Pediatrics, 174(7), 665–675.

Mares, Marie-Louise, Zhongdang Pan (2013), ˝Effects of Sesame Street: A meta-analysis of children’s learning in 15 countries˝, Journal of Applied Developmental Psychology, 34(3), 140–151.

Mavrić, Mina, Maida Bećirović Alić, Semrija Smailović (2024), ˝Stavovi učenika osnovne škole o bezbednosnoj kulturi na internetu˝, Univerzitetska misao, 23, 134–145.

Nathanson, Amy I. (2001), ˝Mediation of children’s television viewing: Working toward conceptual clarity and common understanding˝, Annals of the International Communication Association, 25(1), 115–151.

Nathanson, Amy I., Eric E. Rasmussen (2011), ˝TV viewing compared to book reading and toy playing reduces responsive maternal communication with toddlers and preschoolers˝, Human Communication Research, 37(4), 465–487.

Neuman, Susan B. (1995), Literacy in the television age: The myth of the TV effect (2nd ed.), Ablex

Nikken, Peter, Marjon Schols (2022), ˝Parental mediation of children’s digital media use in the Netherlands, Flanders and Germany: A cross-national comparison˝, Journal of Children and Media, 16(2), 189–207.

Ofcom (2023), Children and parents: Media use and attitudes report 2023, UK Communications Regulator

Piaget, Jean (1952), The origins of intelligence in children, International Universities Press

Piaget, Jean (1959), The language and thought of the child, Humanities Press

Radesky, Jenny S., Dimitri A. Christakis (2016), ˝Increased screen time: Implications for early childhood development and behavior˝, Pediatric Clinics of North America, 63(5), 827–839.

Rideout, Vicky (2021), The Common Sense Census: Media Use by Kids Age Zero to Eight in America, A Common Sense Media Research Study, [United States], 2013, 2017, Inter-university Consortium for Political and Social Research [distributor]

Shawcroft, Jane, Hallie Blake, Alexi Gonzalez, Sarah M. Coyne (2023), ˝Structures for screens: Longitudinal associations between parental media rules and problematic media use in early childhood˝, Technology, Mind, and Behavior, 4(2), 151–160.

Strouse, Gabrielle A., Karen O’Doherty, Georgene L. Troseth (2013), ˝Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention˝, Developmental Psychology, 49(12), 2368–2381.

UNICEF (2017), Children in a digital world: Southeastern Europe regional report, UNICEF Regional Office for Europe and Central Asia

Valkenburg, Patti M., Marina Krcmar, Allerd L. Peeters, Nies M. Marseille (1999), ˝Developing a scale to assess three styles of television mediation˝, Journal of Broadcasting & Electronic Media, 43(1), 52–66.

Valkenburg, Patti M., Jochen Peter (2013), ˝The differential susceptibility to media effects model˝, Journal of Communication, 63(2), 221–243.

Vygotsky, Lev S. (1978), Mind in society: The development of higher psychological processes, Harvard University Press

World Health Organization (2019), Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age, WHO.




DOI: https://doi.org/10.51558/2490-3647.2026.11.1.931

Refbacks

  • There are currently no refbacks.


ISSN: 2490-3604 (print) ● ISSN: 2490-3647 (online)

Društvene i humanističke studije - DHS is under the Creative Commons licence.