About this srcd poster session

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Panel information
Panel 24. Technology, Media & Child Development

Abstract

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Recognizing emotions and using socially appropriate strategies to manage emotions, known as emotional regulation, develops rapidly during early childhood (Harrington et al., 2020). Early childhood caregivers often provide both implicit and explicit lessons in emotion regulation; however, other tools can be supplemental. One possibility is digital media, as it is accessible, engaging, and delivers content in multiple formats (Barr, 2019).

Our pilot study tested this by using caregiver reports and a 10-day longitudinal design to assess mobile apps with pre-set scaffolding levels as a social-emotional learning opportunity for preschool families. Caregivers were randomly assigned to use one of three apps: “Embedded Scaffolding” in the “Daniel Tiger for Parents” app, which explicitly encourages families using app components to learn socio-emotional skills (n=10), “Available Scaffolding” using the “Learn with Sesame” app (n=10) with the opportunity to see what social-emotional lessons are being learned, and “Control”, using the “Bimi Boo Baby Piano” app (n=8), which encouraged child exploration. A 12-item Caregiver of Scaffolding of Emotional Regulation Scale (CSERS), adapted from Meyer et al (2014) and 7-item Joint Media Engagement Measure (JME) (Dore et al., 2020) assessed caregiver emotion regulation teaching and joint media engagement behaviors. Frequency of app use (FoAU) was determined by screen time of assigned app, calculated by the mobile devices’ operating system.

There was a significant positive correlation between FoAU and CSER in the Control condition; however, JME, CSER, and FoAU were not correlated across other conditions. A one-way ANOVA looking at FoAU across conditions revealed a significant difference F(2,15.1) = 927, p < 0.001. A Tukey HSD post hoc revealed parents used the Available Scaffolding condition significantly more (17.85; SD = 2.56) than the Control condition (3.00; SD = 2.56). A 2x3 Factorial ANOVA revealed no interaction or main effects between time and condition on average CSERS scores.

Follow up thematic analyses of caregiver feedback to the apps provided context to quantitative findings. Across all conditions, families were utilizing the apps during “downtime”. However, in the Available Scaffolding and Control conditions, apps were being used as breaks for caregivers. Participants shared child frustration and loss of interest due to the locked content and paywalls in these conditions. Additionally, only Control participants viewed the app as game-like. Available Scaffolding participants noted the app’s repetition and children feeling bored. In contrast, the Embedded Scaffolding participants viewed app strategies as appropriate and entertaining. They expressed no challenges using the app. Therefore, while only the Control condition showed a connection between app use and emotion regulation teaching quantitatively, the qualitative results suggest differentiation that could be reflected in future quantitative work with larger samples.

Child facing apps are here to stay. The present study reveals potential effectiveness (or not) of supplementary digital media as a social-emotional resource. Maximizing these resources could educate children and families about socialization and emotion regulation; however, differentiating how caregivers interact with children and apps is critical.

Author information

Author	Role
Abigail R. Milhaven, George Mason University	Presenting author
Lauren J. Myers, Lafayette College	Non-presenting author
Thalia R. Goldstein, George Mason University	Non-presenting author

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