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Using Touchscreen Tablets to Help Young Children Learn to Tell Time.

ABSTRACT: Young children are devoting more and more time to playing on handheld touchscreen devices (e.g., iPads). Though thousands of touchscreen apps are claimed to be "educational," there is a lack of sufficient evidence examining the impact of touchscreens on children's learning outcomes. In the present study, the two questions we focused on were (a) whether using a touchscreen was helpful in teaching children to tell time, and (b) to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and post-test design was adopted. After 10 min of exposure to an iPad touchscreen app designed to teach time, three groups of 5- to 6-year-old children (N = 65) were, respectively, tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that post-test scores in the iPad touchscreen test group were significantly higher than those at pre-test, indicating that the touchscreen itself could provide support for young children's learning. Similarly, regardless of being tested with a toy clock or paper drawing, children's post-test performance was also better than pre-test, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.

SUBMITTER: Wang F

PROVIDER: S-EPMC5112279 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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Using Touchscreen Tablets to Help Young Children Learn to Tell Time.

Wang Fuxing F Xie Heping H Wang Yuxin Y Hao Yanbin Y An Jing J

Frontiers in psychology 20161117

Young children are devoting more and more time to playing on handheld touchscreen devices (e.g., iPads). Though thousands of touchscreen apps are claimed to be "educational," there is a lack of sufficient evidence examining the impact of touchscreens on children's learning outcomes. In the present study, the two questions we focused on were (a) whether using a touchscreen was helpful in teaching children to tell time, and (b) to what extent young children could transfer what they had learned on ...[more]

PMID: 27909420

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Project description:Early childhood is a critical time for establishing food preferences and dietary habits. In order for appropriate advice to be available to parents and healthcare professionals it is essential for researchers to understand the ways in which children learn about foods. This review summarizes the literature relating to the role played by known developmental learning processes in the establishment of early eating behavior, food preferences and general knowledge about food, and identifies gaps in our knowledge that remain to be explored. A systematic literature search identified 48 papers exploring how young children learn about food from the start of complementary feeding to 36 months of age. The majority of the papers focus on evaluative components of children's learning about food, such as their food preferences, liking and acceptance. A smaller number of papers focus on other aspects of what and how children learn about food, such as a food's origins or appropriate eating contexts. The review identified papers relating to four developmental learning processes: (1) Familiarization to a food through repeated exposure to its taste, texture or appearance. This was found to be an effective technique for learning about foods, especially for children at the younger end of our age range. (2) Observational learning of food choice. Imitation of others' eating behavior was also found to play an important role in the first years of life. (3) Associative learning through flavor-nutrient and flavor-flavor learning (FFL). Although the subject of much investigation, conditioning techniques were not found to play a major role in shaping the food preferences of infants in the post-weaning and toddler periods. (4) Categorization of foods. The direct effects of the ability to categorize foods have been little studied in this age group. However, the literature suggests that what infants are willing to consume depends on their ability to recognize items on their plate as familiar exemplars of that food type.

Project description:ObjectiveFeasibility study to investigate the acceptability of different-sized placebo tablets in children aged 4-12 years.Design and settingClinical Research Facilities, inpatient wards and outpatient clinics within a Regional Paediatric Hospital and/or District General Hospital. Healthy children and National Health Service (NHS) patients were asked to swallow three placebo tablets: 6 mm, 8 mm and 10 mm, smallest to largest. The researcher observed children's facial expressions and behaviours on swallowing and measured the volume of water consumed. Participants completed a questionnaire about the overall acceptability; including swallowability, taste and volume of water consumed. For analysis, participants were stratified by age: 4-8 years and 9-12 years.ResultsThe feasibility study led to an estimated recruitment rate of 0.8% for NHS inpatients and 211 healthy children over a 1-year period. In total, 55 participants were recruited, 30 to the younger group, of which 77% had never taken a tablet before. 84% of the 25 older children had previously taken a tablet. All participants attempted to swallow the smallest sized tablet. The children aged 4-8 years found the larger tablets easier to swallow, however the older children found little difference between the tablet sizes. The younger children required more water to swallow each tablet size compared with the older children where an increasing volume of water was consumed as tablet size increased. Taste was rated highly for both age groups. The 8 mm tablets were deemed the most acceptable tablet size by all participants.ConclusionTablets are potentially an acceptable formulation for children aged 4-12 years. Most children aged 4-8 years who attempted to swallow tablets successfully did so. Recruitment of NHS inpatients to medicine acceptability studies is challenging, however, recruitment of children of staff proved an effective strategy. Valuable lessons have been learnt from this feasibility study which will inform the design of a larger definitive trial.

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Using Touchscreen Tablets to Help Young Children Learn to Tell Time.

Publications

Using Touchscreen Tablets to Help Young Children Learn to Tell Time.

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