Abstract
Several researchers have found that media exposure through books or electronic media contribute to preschoolers’ development. However, research with behavioral measures and during the first years of life have not been carried out in Latin American contexts. The aim of the following research was to evaluate the relations between media exposure through electronic media and books with joint attention skills and temperament (i.e., effortful control, surgency and negative affect) during the first year of life. A free play session was carried out, where the number of mother-infant interaction behaviors were assessed. Findings state that only the amount and the frequency of the use of books at home between caregivers and infants were positively associated with the behaviors of joint attention and surgency. Conclusion denotes that books would probably be associated with more infant interactions and higher SES, mediating in the promotion of cognitive development from the first months of life.
Highlights
¿Se Asocia el Uso de Libros y Medios Electrónicos con las Habilidades de Atención Conjunta y el Temperamento Durante el Primer Año de Vida?
The purpose of this study was focus on a specific variable within the immediate context and its relation to individual differences in both temperament and a foundational element of early cognitive development—joint attention— in an understudied context
We examined correlations of joint attention behaviors, temperamental styles, media use and books, presented in Table 2 to address our research question focused on examining media exposure associations with joint attention and temperament during the first year of life
Summary
¿Se Asocia el Uso de Libros y Medios Electrónicos con las Habilidades de Atención Conjunta y el Temperamento Durante el Primer Año de Vida?. Temperament is thought to be present in infancy and is defined as infant’s individual differences in arousal and selfregulation, that originate and are modulated by both genetics and the environment (Putnam et al, 2006; Rothbart, 1981). It is divided into several subcomponents, including negative affect (propensity to fear, anger, sadness and irritability), effortful control (ability to modify the focus, perception sensitivity, inhibitory control and activation) and surgency (positive affect, activation, impulsivity and risk taking) (Rothbart et al, 2004). This could be due to the fact that sharing books involves and promotes prosocial behaviors, positive emotionality in cases in which the mother maintains an empathic and emotional dialogue, and sustained attention in order to not be distracted during the activity (Brophy-Herb et al, 2015; Buss & Plomin, 1986; Vally et al, 2015)
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