Children's Learning from Media
PSYC 311
Spring 2022 not offered
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Children are surrounded by media that aim to teach them, from television shows that introduce Spanish, to books that promote kindness, to apps that explain the biological world. How do children learn from the wide range of educational media they encounter? In what ways do media set the stage for children's expectations about the world? And does our modern, digital era suggest a shift in children's education? In this course, we will explore theoretical questions and empirical research to better understand how children learn from media and how different forms of media affect cognition and behavior. We will focus primarily on infancy and early childhood as periods of tremendous growth and increasing exposure to media, but will also discuss media use during middle childhood and adolescence. We will consider topics that have been well-studied and important questions that remain unanswered in the field. We will also turn a critical eye to the historical lack of representation (i.e., race, gender, disability, sexual orientation, family structure, etc.) in children's media and discuss necessary changes. Throughout the course, we will engage critically with empirical research, develop ideas for testing unanswered questions, and practice communicating about research to the public. |
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| Credit: 1 |
Gen Ed Area Dept:
NSM PSYC |
| Course Format: Seminar | Grading Mode: |
| Level: UGRD |
Prerequisites: None |
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Fulfills a Major Requirement for: (EDST-MN)(EDST)(PSYC) |
Major Readings:
: For this seminar, students will be reading 1-2 peer reviewed articles or book chapters per day of instruction. Below are a few examples of readings that will be included.
Barr, R. (2013). Memory constraints on infant learning from picture books, television, and touchscreens. Child Development Perspectives, 7(4), 205-210.
Hopkins, E. J., & Weisberg, D. S. (2017). The youngest readers¿ dilemma: A review of children¿s learning from fictional sources. Developmental Review, 43, 48-70.
Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196-198.
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(1), 3-34.
Mares, M. L. & Acosta, E. E. (2008). Be kind to three-legged dogs: Children¿s literal interpretations of TV's moral lessons. Media Psychology, 11(3), 377¿399.
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Examinations and Assignments:
: 1) Attendance and participation are 20%. Students will participate in full-class discussions, small group work, and paired activities. 2) Discussion questions are 15%.
Students will submit discussion questions based on the readings before each class session. The questions should be designed to facilitate class discussion and can focus on a specific article or span several readings (e.g., big picture questions).
3) Blog posts ¿ 20%
Students will write several blog posts to allow them to think critically about the research articles they are reading and practice conveying that information to a public audience.
4) In-class activities ¿ 20%
Students will engage in several in-class activities to promote their understanding of the course content. As a few examples, students will present media that was meaningful during their childhoods, take part in structured debates about topics in media and education, and engage in reflective activities during class.
5) Storybook project ¿ 25%
In small groups, students will design a children¿s storybook using what they have learned about effective strategies for teaching young children through media. The project will have several stages, including a book proposal, storyboarding, a written draft, and a final book. At each stage they will provide and receive feedback from their peers. |
Additional Requirements and/or Comments:
: Students will email me with a paragraph explaining their interest in the course, their learning goals for the course, and one relevant question they would like to discuss in the course. Priority will be given to psychology senior and junior majors. |
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