Category Archives: Research

Insights into Social Media and Youth Wellbeing

It’s interesting how much coronavirus has both distanced and gathered people. While we’re distanced physically, many have been connecting in online gathering places. Since April, I have joined video hangouts with five of my siblings and started sharing frequent updates in our new “family group chat”—although the last time we saw each other collectively in […]

Why Public Media Matters for Gen Z and Vice Versa 

“It’s hard to think of a more important audience than kids who are developing their sense of self and their connections to their communities all in this fairly messy and quickly evolving media landscape.”  – Michael Preston Even before the massive disruptions that have now defined 2020, public media leaders were expressing a growing urgency […]

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Kids at Home During School Closure: Is Virtual Reality Helping Them?

Our colleagues at Stanford University’s Virtual Human Interaction Lab are conducting a research survey to investigate the role of VR in educational strategies catered to children while families are sheltering at home as the COVID-19 pandemic progresses. If you are a parent or guardian of a child in grades K-12 and you have a VR […]

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Digital Media Can Help Preschoolers Learn Real-World Science Skills

Young children spend about two hours each day using screen-based media, about half of which is spent on educational media, according to their parents. Many studies report that children can learn a range of skills from well-designed educational media. Yet we know relatively little about whether and how well children are able to apply skills […]

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Helping Young Children Develop Early Science Skills

With Sesame Street: Ready for School! A Parent’s Guide to Playful Learning for Children Ages 2 to 5, Dr. Rosemarie Truglio shares the research-based, curriculum-directed school readiness skills that have made Sesame Street the preeminent children’s television program for the past 50 years. The book features eight chapters on key areas of learning and child development, including […]

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Immersive Media and Child Development

This past November 7 and 8, the Joan Ganz Cooney Center, Center for Science and the Imagination and the School for the Future of Innovation in Society at Arizona State University, and Dubit convened about 60 field leaders at the inaugural Future of Childhood Salon on Immersive Media and Child Development. As salon participants, these […]

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Preparing Early Learners for Future Success Through STEM

If you follow the news or have a child in school, it’s easy to believe that science, technology, engineering, and math (STEM) concepts are more prominent than ever before. And certainly, the importance of STEM learning and STEM experiences are enjoying a renaissance of media coverage. The reality is, however, that our children have always […]

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More Than a Foundation: Young Children Are Capable STEM Learners

The following excerpt from “More Than a Foundation: Young Children Are Capable STEM Learners” by Elisabeth McClure was originally published in the November 2017 issue of Young Children. It appears here courtesy of NAEYC.     Two second-graders sit on their knees with quiet intensity, stacking unit blocks on a wide tower, higher and higher. […]

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Exploring How “Digital Families” Shape Children’s Learning

How did I become a researcher on children, families, and digital media? In September 2013, I started as a Cooney Center Research Fellow, trying to find my way in the world. I was just completing my Ph.D. at the University of Maryland, College Park and had done a dissertation on the development of science ownership in […]

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A Mosaic of Insights Into Families’ Engagement with Digital Media

Children and Families in the Digital Age: Learning Together in a Media Saturated Culture brings together insights from several years of work by a multidisciplinary team of scholars who comprise the Families and Media Project (FAM). As members of FAM as well as co-editors of the volume, we’re delighted to have been a part of […]

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