Media Exposure During Infancy and Early Childhood

Chapter 1 The “New” Technology Environment: The Role of Content and Context on Learning and Development from Mobile Media

Chapter 2 Who’s By Their Side? Questions of Context Deepen the Research on Children and Media: Commentary on Chapter 1

Chapter 3 The Dimensional Divide: Learning from TV and Touchscreens During Early Childhood

Chapter 4 Bridging the Dimensional Divide in the Real World: Commentary on Chapter 3

Chapter 5 The Role of Online Processing in Young Children’s Learning from Interactive and Noninteractive Digital Media

Chapter 6 What’s in a Look? How Young Children Learn from Screen Media and Implications for Early Educators: Commentary on Chapter 5

Chapter 7 What Makes Preschool Educational Television Educational? A Content Analysis of Literacy, Language-Promoting, and Prosocial Preschool Programming

Chapter 8 Is Preschool Programming Educational?—Commentary on Chapter 7

Chapter 9 Media Characters, Parasocial Relationships, and the Social Aspects of Children’s Learning Across Media Platforms

Chapter 10 Character Development in Practice: How Producers Craft Engaging Characters to Drive Content Delivery: Commentary on Chapter 9

Chapter 11 Screen Media and Parent–Child Interactions

Chapter 12 Context Matters: How Co-using Screen Media Impacts Young Children—Commentary on Chapter 11

Chapter 13 The Parental Media Mediation Context of Young Children’s Media Use

Chapter 14 Parental Mediation in an Evolving Media Landscape—Commonalities, Contrasts, and Implications for Design: Commentary on Chapter 13

Chapter 16 Smarter, Stronger, Kinder—Developing Effective Media-Based Tools for At-Risk Populations: Commentary on Chapter 15

Chapter 17 Putting the Education Back in Educational Apps: How Content and Context Interact to Promote Learning

Chapter 18 Supporting Children to Find Their Own Agency in Learning: Commentary on Chapter 17

Chapter 19 Conclusions: Making Screens Make Sense for Young Children