Chapter 5 - Parasocial Relationships With Media Characters: Imaginary Companions for Young Children's Social and Cognitive Development

Abstract

Learning cognitive concepts, such as STEM (science, technology, engineering, and mathematics), involves engagement, attention, interaction, and mastery of information, generally through the guidance of a teacher in formal learning environments. In this chapter, I examine the ubiquitous presence and value of media characters as children's early teachers of STEM concepts in informal environments through social processes that bind the child to the character. Specifically, I describe the importance of emotionally tinged relationships, known as parasocial relationships, that children form with media characters in early learning. I discuss what comprises these relationships, how they develop, end, and impact STEM learning in both established and emerging technological interfaces. The creation of engaging media characters is explored, including ways to address the developmental needs of children and how certain production features aid cognitive skill development. I conclude by examining the value of creating engaging educational media characters for children's future scholastic and occupational success.