Abstract
This study examines children's use and understanding of videocassette recorders using a combination of research approaches — a general survey of 50 preschoolers as well as observations and depth interviews with parents and children in three homes. Both the level of parental support and the level of direct access to the VCR were critical factors in understanding the child's knowledge about and competence with the technology. In addition, the results examine the role of parental rules and differential paren tal involvement in shaping children's television viewing and VCR use.
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