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Informationen zum Autor Sandra L. Calvert , the Director of the Children's Digital Media Center, is a Professor of Psychology at Georgetown University. A fellow of the American Psychological Association, she has consulted for Nickelodeon Online, Sesame Workplace, Blue's Clues, and Sega of America, to influence the development of children's television programs, Internet software, and video games. She is author of Children's Journeys through the Information Age (1999), and co-editor of Children in the Digital Age: Influences of Electronic Media on Development (2002). Barbara J. Wilson is a Professor and Head of the Department of Speech Communication at the University of Illinois at Urbana-Champaign. She is co-author of Children, Adolescents, and the Media (2002) and three book volumes of the National Television Violence Study (1997-1998). Klappentext Every day children spend a significant amount of their waking time watching and interacting with media. Once a mass experience that was generally one-way and observational, media have increasingly become more interactive. Cell phones, DVDs, plasma monitors, and wireless interfaces add increased control, clarity, and access to media wherever children may be.Media use starts early, in the first year of life. Initial experiences are controlled by parents and caregivers, but increasingly give way to children's preferences as favorite programs and preferred modes of interaction emerge. The degree to which these experiences are a positive as well as a negative source of developmental change in the cognitive, social, and health areas is an ongoing intellectual debate with significant implications for today's society.The Handbook of Children, Media, and Development brings together an interdisciplinary group of experts in the fields of developmental psychology, developmental science, communication, and medicine to provide an authoritative, comprehensive, up-to-date look at the empirical research on media and media policies within the field. Zusammenfassung Media use starts in the first year of life. Initial experiences are controlled by parents and caregivers, but increasingly give way to childrena s preferences. The degree to which these experiences are a positive or negative source of developmental change is an ongoing intellectual debate with significant implications for todaya s society. Inhaltsverzeichnis Notes on Editors and Contributors. Foreword: Aletha C. Huston: (University of Texas at Austin). Introduction: Media and Children's Development: Sandra L. Calvert (Georgetown University), Barbara J. Wilson (University of Illinois at Urbana-Champaign). Part I: Historical, Conceptual, and Financial Underpinnings of Media: . 1. Historical and Recurring Concerns about Children's Use of the Mass Media: Ellen Wartella (University of California, Riverside), Michael Robb (University of California, Riverside). 2. Business Models for Children's Media: Alice Cahn (Cartoon Network), Terry Kalagian (Kalagian Productions), Catherine Lyon (Children's Media Development Consultant). Part II: Media Access and Differential Use Patterns: . 3. Media Use Across Childhood: Access, Time, and Content: Ronda Scantlin (University of Dayton). 4. Children, Race, Ethnicity, and Media: Bradley S. Greenberg (Michigan State University), Dana E. Mastro (University of Arizona). 5. Gender, Media Use, and Effects: Stacey J. T. Hust (Washington State University), Jane D. Brown (University of North Carolina at Chapel Hill). 6. Media and the Family: Alison Alexander (University of Georgia). Part III: Cognitive Effects of Media: How and What Children Learn: . 7. Attention and Learning from Media during Infancy and Early Childhood: Rachel Barr (Georgetown University). 8. Media Symbol Systems and Cognitive Pro...
