Early Childhood Media Research Articles

Improving the Ability to Read Al-Qur'an Using Flash Card Media in Early Childhood in Al-Qur'an Education Park

This article aims to determine the use of Flash Card Media in improving the ability to read the Qur'an in early childhood, increase the ability to read the Koran in early childhood using Flash Card Media, and analyze the factors of using Flash Media. Card in improving the ability to read the Koran in early childhood. The research approach used is non-CAR descriptive qualitative research with data obtained from interviews, observations, and documentation. The results showed that the use of Flash Card Media in improving the ability to read the Qur'an in early childhood has been maximally achieved and has a very large influence in implementing learning, as well as learning materials and the ability of educators to be professional in improving the ability to read the Qur'an. 'an in early childhood by using flash card media.

TEACHING HANDWASHING SOAP SKILL THROUGH DEMONSTRATION FOR KINDERGARTEN CHILDREN


 The research aims to find out whether Effect of Health Education Demonstration Media on Knowledge of Handwashing with Soap (CTPS) in the Work Area of ​​the Sei Pancur Health Center Batam City. Research methods used a quasi-experimental one-group pre-test-post-test. Research result shows that In the pre-test as many as 88.9% of respondents lack knowledge on washing Hands with Soap (CTPS) and on the Post-test as many as 92.6% of respondents Good knowledge of washing Hands with Soap (CTPS) in this case, there is a significant effect between the knowledge of 6 steps of handwashing before and after the intervention of health education about Hand Washing with Soap 6 Steps with demonstration media in Early Childhood in the Work Area of ​​the Sei Pancur Health Center Batam City. Conclusion: There is an effect Demonstration Method on increasing the knowledge of early childhood in proper hand washing in the Work Area of ​​the Sei Pancur Health Center Batam City. Suggestion: The school should further improve the provision of health information, especially about proper handwashing through various health education methods so that early childhood children are happy and not bored in following it.

MANFAAT PENGGUNAAN MEDIA YOUTUBE TERHADAP PERKEMBANGAN ANAK SEKOLAH DASAR DI ASRAMA SPN CISARUA BANDUNG BARAT

such as YouTube content that are popular with children namely online game tutorials, vloger content that is being hit on YouTube, see foreign music bands that are currently being hit are boy bands or girl bands from korea that is on the gadgets or computers respectively. This study aims to determine the process of managing YouTube media in knowledge and behavior towards children at an early age from 6 to 12 years. The theory used in this research is the PLS concept, Youtube. The researcher formulated The researcher formulated three questions 1. To find out the use of YouTube social media in early childhood in the SPN Cisarua Dormitory, 2. To find out the role of parents in managing YouTube's social media for children, 3. To see children's responses to the use of YouTube social media. YouTube media management in West Bandung Cisarua Dormitory in this study researchers used a quantitative approach. Data collected through interviews, observation and documentation. As for the population of this study yatu children who are housed in the Cisarua West Bandung Dormitory. The results of this study most children know about YouTube just for their pleasure and become their passion because every time they play more gadgets than playing outside.

The Role of Parents in the Use of Social Media in Early Childhood

The digital era is information technology that can be accessed by anyone, anywhere and under any conditions, so that it can have a positive and negative impact on the responsibilities of parents to children. This study aims to determine the role of parents in the use of social media in early childhood. This research is a library research whose main source is library data. All library data is analyzed by using data analysis techniques with comparative descriptive techniques and critical analysis. Based on this research, parents are responsible for being more selective in caring for, caring for, educating, and protecting children in today's digital era. They are also required to understand technology and information systems.

Press, swipe and read: Do interactive features facilitate engagement and learning with e‐Books?

AbstractYoung children are introduced to mobile technology at an early age, with many using touchscreens daily. One appeal of touchscreen technology is that it seems to be intuitive for very young children. As a result, many children's e‐books are designed for tablets rather than for e‐readers or computers. E‐books often contain hotspots—interactive areas children can press to receive immediate auditory or visual feedback. This study assessed whether children's (N = 76, aged 3–5 years) interactions with hotspots increased their engagement with reading when using an e‐book independently and how such interactions were related to their learning from the story. Our results suggested that interacting with hotspots enhanced children's emotional engagement and sustained visual attention but not verbal engagement. Interacting with hotspots also benefited children's recall of story elements relevant to the hotspot but not their overall comprehension of the story. These findings inform the design and use of touchscreen media in early childhood.

Peran Media Pembelajaran Guru Pendidikan Anak Usia Dini (PAUD) di Provinsi Jambi

The media is very instrumental and has a strategic function that directly or indirectly can affect motivation, interest and attention for young children in learning. The purpose of this study was to determine the role of PAUD teacher learning media in Jambi Province. The method used is descriptive quantitative cluster sampling technique, in this case the District and City in Jambi Province as the cluster. The number of early childhood education units (schools) include TK / RA, KB, TPA, and SPS, totaling 7,584. Then every District and City was selected by 10% randomly PAUD teachers from each school. So the number of samples was 758. The research instrument was a questionnaire or Media Perception Evaluation Scale (MPES) questionnaire containing 28 question items. Data for all parameters using a Microsoft Excel database. Pearson correlation was used to study the correlation between variables and independent t-test was used to compare groups with SPSS version 22. All statistical analyzes were carried out at a significance level of 5% and P <0.05 was considered statistically significant. The results of the study show that learning media plays an important role in the learning process for PAUD children in Jambi Province. As a result 59.6% answered strongly agree. Through the SPSS analyst results where the most influential visual media statements in PAUD teacher learning in Jambi province are statements 18,19,20,21 and 22 where 100% stated that visual media can provide motivation, whereas statements that had no effect were statements 17 where only 50.4% stated that visual media can provide motivation. It can be concluded that the use of learning media in early childhood is very instrumental to motivate, stimulate, explore and experiment.

IMPROVEMENT OF TEACHER CREATIVITY THROUGH TRAINING OF LEARNING MEDIA FROM BAMBOO BASED LOCAL WISDOM IN KECAMATAN SELO-BOYOLALI

<p>Learning media is one of supporting teaching and facilitate children to understand the learning given, Selo sub-district under the foot of Mount Merapi and merbabu which has a natural wealth of bamboo trees are abundant so it can be utilized as the main ingredient of making APE media for supporting learning in early childhood that are In Selo Boyolali sub-district.This research aims to make training of Educational Game Equipment development by using bamboo natural materials that are widely available in Selo Boyolali area and can be used as learning media in early childhood that can be integrated in accordance with the theme of learning. The research approach uses action research to see the results of improving the ability of teachers to increase in creativity make APE after the training held to make APE media with bamboo materials. The findings of this research, APE Media from bamboo can be used as the main media of APE for learning, so that it has an effect to improve teacher ability in making Educational Game Tool by using material from local wealth, as well as the increasing ability of teachers in creating using the media from natural materials.</p><p> </p><p> </p><center><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></center><p> </p>

The Influence of Media Consumption During Early Childhood on Media Use and Psychological Disorders in Adolescence

The Influence of Media Consumption During Early Childhood on Media Use and Psychological Disorders in Adolescence There are many studies that suggest that there is a link between high media consumption and psychological, physiological and social disorders. Nevertheless, there are also inconsistent results, methodical limitations and a lack of longitudinal studies. The present study analyses habits of media consumption in children and adolescents, the influence of different early childhood risk factors on the use of the media in adolescence and the links between early childhood media consumption and disorders in adolescence. The source of the data is the longitudinal project Future Family III. 249 families participated in the last data collection in the adolescence. Adolescents use the media more than five hours per day on average, nearly fifty percent of these adolescents can be considered as internet addicted and a majority consumes violent contents. A low socioeconomic status, low socio-emotional competences and low intelligence of the child as well as unfavorable educational style and psychological stress of the mother are risk factors for the media use in adolescence. Adolescents with a migration background have an increased risk of internet and computer game dependency. On the other hand, the overall utilization of media in the early childhood has only a low predictive power. The results indicate that these connections seem to be more complex than assumed. There is a need for more longitudinal studies in order to get a better understanding of the consequences of media consumption.

Reading with hotspots: Young children's responses to touchscreen stories

Worldwide estimates indicate that toddlers and preschoolers are introduced to mobile technology at an early age, with many now using touchscreens on a daily basis. One of the appeals of touchscreen technology is that it seems to be intuitive to very young children and, at least from anecdotal evidence, they seem to enjoy it. Even the simplest forms of children's touchscreen media often contain hotspots, which are interactive elements of a screen that allow children to touch a picture and obtain an immediate visual and/or auditory response. Despite the fact that children seem to engage haptically with these technological features, little is known about how they use them and how these features may influence their attention to and comprehension of the media content. A detailed understanding of children's verbal and haptic responses, as well as their visual attention and comprehension, is key to gaining a more complete understanding of children's use of this medium. Using an experimental design, in this pilot study, we examine Dutch preschoolers' (age 2–5, n = 78) haptic use (how much and when they use hotspots), verbal responding (i.e., narrative relevant and irrelevant comments), attention, and story comprehension when hotspots are either activated or turned off. Implications for the use of touchscreen media in early childhood, as well as the design of such media, are offered.

What Are Young Children Watching? Disparities in Concordant TV Viewing

ABSTRACTAlthough there has been much research in recent years examining early childhood media viewing, ethnically/racially diverse children consistently watch more TV than their non-Hispanic White peers. This study begins to explore associations between race/ethnicity and the viewing habits of young children and assesses whether and how often children are watching concordant shows (i.e. shows containing primary characters that “look like them”). As part of a larger media study, a community-based sample of parents of children ages 3–5 years were included. Parents completed a demographic survey assessing child/family characteristics and 1-week media diaries recording program names and screen time (TV/DVDs) for the index child. Concordance programming was defined as viewing shows with primary characters of the same race/ethnicity as the child. Results indicated that racial/ethnic minority children watched more shows with diverse characters (concordant shows and shows with “non-White” characters) than shows that contained “only White” characters, whereas racial/ethnic majority children spent approximately two-thirds of their viewing time watching shows with “Only White” characters. Interestingly, although programs with racial/ethnic minority characters (e.g., Dora the Explorer, Sesame Street) frequently appeared on children's media diaries, child race/ethnicity significantly predicted the proportion of time that participants spent watching racially/ethnically concordant programming.

Mass Media and Children. Globality in Everyday Life

Mass media play an important role in everyday life. There is a growing use of media in early childhood, so it is not surprising that they greatly influence children and young people as well as become an essential element of education. At present, it is difficult to imagine the world without such global media as TV or the Internet that most of us use every day. Children do the same. Most of them make use of media every day, both at home and at school.The aim of the article is to discuss theoretical analyses and empirical data which involve the use of mass media in everyday life.

Infant Self-Regulation and Early Childhood Media Exposure

Infant Self-Regulation and Early Childhood Media Exposure

Genetic and functional evidence for a role for SLC11A1 in susceptibility to otitis media in early childhood in a Western Australian population

Otitis media (OM) is a common disease in early childhood characterised by inflammation of the middle ear. Susceptibility to recurrent acute OM (rAOM; ⩾3 episodes AOM in 6months) and chronic OM with effusion (COME; middle ear effusion ⩾3months) is 40–70% heritable. Three bacterial pathogens commonly associated with OM, Streptococcus pneumoniae (Sp), non-typeable Haemophilus influenzae (NTHi) and Moraxella catarrhalis (Mc), have been observed within adenoids and as facultative intracellular pathogens that invade and survive in mononuclear cells. Case/pseudo-control conditional logistic regression analysis of variants in the SLC11A1 gene, initially identified for its role in resistance to intra-macrophage pathogens in mice, revealed association with OM at four polymorphisms (Pbest=0.025) in 531 families (660 affected children) from the Western Australian Family Study of Otitis Media. This included association at the functional promoter GTn polymorphism (rs34448891) with alleles that regulate high (allele 3; odds ratio=1.2, 95% CI 1.00–1.44, P=0.04) versus low (allele 2; odds ratio=0.83, 95% CI 0.69–0.99, P=0.04) SLC11A1 expression. Haplotype and stepwise conditional logistic regression analyses support a single genetic effect in the proximal region of SLC11A1, with the haplotype 3_C_C_G across rs34448891_rs2276631_rs3731865_rs2695343 significantly (P=0.008) over-transmitted to affected offspring. Stratified analysis showed no association with OM in children who had undergone adenoidectomy (296 children), whereas children with adenoids intact (364 children) showed improved significance at the GTn polymorphism (allele 3: odds ratio=1.38, 95% CI=1.10–1.75, P=0.006). Quantitative RT/PCR demonstrated high expression of SLC11A1 in mononuclear cells isolated from adenoid tissue, with a trend for decreased expression with increasing copies of GTn allele 2. Expression of SLC11A1 was enhanced at 12 (P=1.2×10−3) and 24h (P<1.0×10−4) after infection of Mono-Mac-6 cells with NTHi. This study identifies SLC11A1 as a novel candidate for OM susceptibility, particularly in children with adenoids intact. Further analysis in other cohorts is required to validate these observations.

Hospitalisation with otitis media in early childhood and cognitive function in young adult life: a prevalence study among Danish conscripts.

BackgroundOtitis media (OM) is a very common condition in children and occurs during years that are critical to the development of learning, literacy, and math skills. Therefore, among a large cohort of Danish conscripts, we aimed to examine the association between hospitalisation with OM in early childhood and cognitive function and educational level in early adulthood.MethodsWe conducted a population-based prevalence study using linked data from healthcare databases and conscription records of Danish men born between 1977 and 1983. We identified all hospitalisations with OM before 8 years of age. Cognitive function was measured by the Boerge Prien validated group intelligence test (Danish Børge Prien Prøve, BPP). We adjusted for potential confounders with and without stratification by hearing impairment. Furthermore, we examined the association between hospitalisation with OM and the prevalence of having achieved a General Certificate of Secondary Education (GCSE), stratified by quartiles of BPP scores.ResultsOf the 18 412 eligible conscripts aged 18–25 years, 1000 (5.5%) had been hospitalised with OM before age 8. Compared with conscripts without such a record, the adjusted prevalence ratio (PR) for a BPP score in the bottom quartile was 1.20 (95% confidence interval [CI]: 1.09–1.33). There was no major difference in the proportion of men with a GCSE and those without among those hospitalised with OM in early childhood. For men in the bottom and upper quartiles of BPP scores, the PRs for early childhood hospitalisation with OM were 0.89 (95% CI: 0.59–1.33) and 0.96 (95% CI, 0.88–1.05), respectively. Among men with severe hearing impairment, the proportion with a BPP score in the bottom quartile did not differ between those with and without an OM hospitalisation [PR = 1.01 (95% CI: 0.78–1.34)].ConclusionsOverall, we found that hospitalisation with OM in early childhood was associated with a slightly lower cognitive function in early adulthood. Hospitalisation for OM did not seem to influence the prevalence of GSCE when level of BPP was taken into account.

Otitis Media in Infancy and the Development of Asthma and Atopic Disease

Otitis media is a frequent respiratory infection of early childhood and it is important to fully understand the long-term complications and sequelae. Literature examining otitis media in early childhood and subsequent development of atopic disease is sparse despite there being vast literature on the association between respiratory infections and atopic disease. Current data support the hypothesis that otitis media infections in early life, especially frequent or severe infections, influence the developing immune system, resulting in increased risk for asthma. Recent findings have also reported an association between otitis media and eczema. Atopic children and those with a family history of atopy appear to be at greater risk. Future work should investigate the specific mechanisms involved. It is possible that vaccines and preventive strategies aimed at reducing the burden of otitis media could also reduce the burden of childhood asthma and atopic disease.

Prenatal and postnatal parental smoking and acute otitis media in early childhood

To explore the associations between acute otitis media in early childhood and prenatal and postnatal tobacco smoke exposure. Subjects were 32 077 children born between 2000 and 2005 in the Norwegian Mother and Child Study with questionnaire data on tobacco smoke exposure and acute otitis media up to 18 months of age. Multivariate regression models were used to obtain adjusted relative risks for acute otitis media. Acute otitis media was slightly more common in children exposed to parental smoking. The incidence from 0 to 6 months was 4.7% in unexposed children and 6.0% in children exposed both prenatally and postnatally. After adjusting for postnatal exposure and covariates, the relative risk for acute otitis media 0-6 months when exposed to maternal smoking in pregnancy was 1.34, 95% confidence interval: 1.06-1.69. Maternal smoking in pregnancy was associated with acute otitis media up to 12 months of age. Compared with non-exposed children, there was a slightly increased risk of recurrent acute otitis media for children exposed both prenatally and postnatally with a relative risk of 1.24, 95% confidence interval: 1.01-1.52. Even in a cohort with relatively low exposure levels of parental smoking, maternal smoking in pregnancy was associated with an increased risk of acute otitis media in early childhood.

The relationship of otitis media in early childhood to attention dimensions during the early elementary school years.

This study examined the impact of otitis media with effusion (OME) and associated hearing loss between 6 and 48 months of age on attention dimensions (i.e., selective/focus, sustained) during the elementary school years. A prospective cohort design in which 74 African American infants were recruited between ages 6 and 12 months. Ear examinations were done repeatedly using both otoscopy and tympanometry, and hearing was assessed using standard audiometric procedures between 6 and 48 months. Multiple measures of attention (i.e., direct assessment, behavioral observations, parent/teacher ratings) were administered from kindergarten through second grade to assess two theoretical dimensions of attention: selective/focused and sustained. The home environment was assessed annually. Results indicated that neither early childhood OME nor hearing loss showed significant correlations with any of the longitudinal or cross-sectional measures of selective/focused attention and sustained attention. In contrast, children with mothers who had fewer years of education and who lived in less responsive and supportive home environments scored higher on both parent and teacher ratings of sustained attention (i.e., hyperactivity) through the second grade of elementary school. For NEPSY Auditory Attention in second grade, a significant interaction between the Home Observation for Measurement of the Environment and hearing loss was uncovered. This interaction showed that children with hearing loss from poor home environments experienced greater difficulties on the NEPSY Auditory Attention task than those with hearing loss from good home environments. These findings do not support a direct linkage of a history of OME and associated hearing loss to difficulties in selective/focused attention or sustained attention in early elementary school children. Relationships between sociodemographic variables and attention-related functions appear stronger and should be considered as mediators in any examination of the linkages between early OME and subsequent attention functions.

Otitis media and speech and language: a meta-analysis of prospective studies.

Considerable controversy surrounds whether a history of otitis media with effusion (OME) in early childhood causes later speech and language problems. We conducted a meta-analysis of prospective studies to determine: 1) whether a history of OME in early childhood is related to receptive language, expressive language, vocabulary, syntax, or speech development in children 1 to 5 years old and 2) whether hearing loss caused by otitis media in early childhood is related to children's receptive language or expressive language through 2 years of age. We searched online databases and bibliographies of OME studies and reviews for prospective or randomized clinical trials published between January 1966 and October 2002 that examined the relationship of OME or OME-associated hearing loss in early childhood to children's later speech and language development. The original search identified 38 studies, of which 14 had data suitable for calculating a pooled correlation coefficient (correlational studies) or standard difference between parallel groups (group studies). Random-effects meta-analysis was used to pool data when at least 3 studies had usable data for a particular outcome. We performed 11 meta-analyses. There were no significant findings for the analyses of OME during early childhood versus receptive or expressive language during the preschool years in the correlation studies. Similarly, there were no significant findings for OME versus vocabulary, syntax, or speech during the preschool years. Conversely, there was a significant negative association between OME and preschoolers' receptive and expressive language (lower language) (0.24 and 0.25 standard difference, respectively) in the group studies. Additionally, hearing was also related to receptive and expressive language in infancy (3%-9% of variance). Our results indicate no to very small negative associations of OME and associated hearing loss to children's later speech and language development. These findings may overestimate the impact of OME on outcomes, because most studies did not adjust for known confounding variables (such as socioeconomic status) and excluded data not suitable for statistical pooling, especially from methodologically sound studies. Although some OME language differences were detectable by meta-analysis due to increased statistical power, the clinical relevance for otherwise healthy children is uncertain.

Otitis media in early childhood in relation to children’s school-age language and academic skills.

Otitis media in early childhood in relation to children’s school-age language and academic skills.

Otitis media in early childhood in relation to children's school-age language and academic skills.

To examine whether otitis media with effusion (OME) and associated hearing loss during the first 4 years of life are related to the language development and academic achievement of children between 4 years of age and second grade. In a prospective cohort study, 83 black children, primarily from low-income families and recruited from community-based child care programs, were examined repeatedly between the ages of 6 months and 4 years for the presence of OME and hearing loss, both when well and when ill with OME. Children's child-rearing environments at home were assessed annually from infancy through second grade, whereas children's language and academic skills were assessed repeatedly between 4 years of age and second grade. We did not find in our longitudinal analyses a relationship between OME and hearing loss during the first 4 years of life and later academic skills in early reading and recognition of words heard. We did find that children with greater incidence of OME and hearing loss during the first 4 years of life scored lower in verbal math problems between kindergarten and second grade, even after partialing out important background factors. Children with more OME tended to score lower in math at the younger ages but caught up once they entered school. Follow-up analyses indicated also that children with more OME during the first 2 years of life scored lower in expressive language during the preschool and early elementary school years but caught up by second grade. In contrast, children from homes that were rated as more stimulating and responsive scored higher on every measure of language and academic skills than did children from less responsive homes. The home environment was related more strongly to all of the outcomes examined than was OME or hearing loss. There was no evidence of a significant relationship between a history of OME or hearing loss and children's later academic skills in reading or word recognition during the early elementary school years. Children with greater incidence of OME and hearing loss scored lower in math and expressive language at the younger ages but caught up in math with their peers on entering school and in expressive language by second grade. Furthermore, a child's home environment was more related to early math and expressive language skills than was OME or hearing loss, and the home environment continued to be predictive of all of the language and academic outcomes through second grade. These study results should be interpreted cautiously when generalizing to other populations.