Structural Relationships among Media Exposure, Parental Interaction, and School Readiness in Early Childhood
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Studies of media exposure in early childhood debate the negative and positive effects of media on students’ learning skills. This study attempted to clarify the structural relationships among media exposure, parental interaction, and school readiness in early childhood. The participants comprised 1,620 five-year-old children and their mothers or main caregivers, from the Panel Study on Korean Children (PSKC). The statistics of the structural equation modeling were analyzed by using Mplus 8.4 and SPSS 20.0. The results show that young children’s exposure to media have significant direct effects on parental interaction and school readiness. Moreover, parental interaction exhibited significant indirect effect on the relationship between media exposure and school readiness. The analysis results show that although media exposure in early childhood may have side effects on school readiness, which predicts successful transition to school age, these can be offset with adequate parental interaction. These results can be applied to establish media technology usage standards for young children and their parents. The study suggests that most young children can come up with countermeasures about correct media use as they are often exposed to media, which can also contribute to their successful preparation for elementary school.
Abstract
Studies of media exposure in early childhood debate the negative and positive effects of media on students’ learning skills. This study attempted to clarify the structural relationships among media exposure, parental interaction, and school readiness in early childhood. The participants comprised 1,620 five-year-old children and their mothers or main caregivers, from the Panel Study on Korean Children (PSKC). The statistics of the structural equation modeling were analyzed by using Mplus 8.4 and SPSS 20.0. The results show that young children’s exposure to media have significant direct effects on parental interaction and school readiness. Moreover, parental interaction exhibited significant indirect effect on the relationship between media exposure and school readiness. The analysis results show that although media exposure in early childhood may have side effects on school readiness, which predicts successful transition to school age, these can be offset with adequate parental interaction. These results can be applied to establish media technology usage standards for young children and their parents. The study suggests that most young children can come up with countermeasures about correct media use as they are often exposed to media, which can also contribute to their successful preparation for elementary school.
참고문헌 (39)
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