ABSTRACT

Although much parental mediation literature discusses restrictive mediation, less nuanced consideration has been given to the diverse nature of positive or instructional active mediation. The present study suggests family mediation of preschool children’s digital media practices at home includes a more diverse range of positive or instructional strategies than previously acknowledged. Two novel mediation practices are identified. ‘Extending’ refers to family members drawing on a child’s media interests to engage them in new (media or non-media) activities. ‘Relating’ refers to family members drawing a child’s attention to a connection between their media or non-media interests and something else (digital or non-digital). The study highlights that family members are often unaware of the extent to which they support children in developing competencies in relation to media texts and devices. Findings are based on rigorous analysis of ethnographic video observation and interview data generated in a qualitative study in the United Kingdom.

摘要

尽管许多父母调解文献都讨论了限制性调解，但对积极或指导性主动调解的多样性的考虑却较少。本研究表明，对学龄前儿童在家中数字媒体实践的家庭调解包括比以前承认的更多样化的积极或教学策略。确定了两种新的调解做法。“扩展”是指家庭成员利用孩子对媒体的兴趣，让他们参与新的（媒体或非媒体）活动。“相关”是指家庭成员将孩子的注意力吸引到他们的媒体或非媒体兴趣与其他事物（数字或非数字）之间的联系。该研究强调，家庭成员通常不知道他们在多大程度上支持儿童发展与媒体文本和设备相关的能力。调查结果基于对英国定性研究中产生的民族志视频观察和访谈数据的严格分析。