Educational Media for Babies, Toddlers and Pre-schoolers Have Questionable Value
December 14, 2005
A new study released this week by the Kaiser Family Foundation assessed the educational claims made by many who create media for very young children. In 1999, the American Academy of Pediatrics recommended no screen time at all for babies under 2, out of concern that the increasing use of media might displace human interaction and impede the crucially important brain growth and development of a baby's first two years. According to Kaiser, however, babies 6 months to 3 years old spend, on average, an hour a day watching TV and 47 minutes a day on other screen media, like videos, computers and video games.
The study points out that many of the claims made by marketing materials are unsubstantiated but that the market for these ‘educational’ toys is expanding rapidly. Vicky Rideout, vice president of the Kaiser Foundation points out that “the research hasn't advanced much. There really isn't any outcomes-based research on these kinds of products and their effects on young children, and there doesn't seem to be any theoretical basis for saying that kids under 2 can learn from media.
"If parents are thinking, 'I need a break, I'll put my 4-year-old in front of this nice harmless video,' that's one thing," she continued, "But if parents are thinking, 'This is good for my 3-month-old, it will help her get ahead in the world,' that's another."
The study summarizes the recommendations of early childhood advocates:
• Vastly increase research on the impact of educational media products on very young children. To date there is remarkably little data regarding how learning-oriented electronic media products are used in the daily lives of young children, let alone whether they have a positive, negative, or neutral effect on their young users. In particular, child development experts argue that we need a much better understanding of media’s impact on brain development, future media use, and displacement of other activities. And educators want to see scientific outcomes research that uses comparison groups so they can make accurate assessments of whether media teaches children more or less effectively than other alternatives.
• Create an independent, non-profit review service that would make professional assessments of educational media products available to parents free of charge. To date, there is limited information available on websites, but it is not always transparent either who has funded the product reviews, or what the educational or developmental qualifications are of the reviewers. Proponents argue that a comprehensive review site using independent child development experts could bring parents information that they would know is objective and free of marketing.
• Consider creating clearer standards for products marketed to parents as educational. Some advocates argue that products clearly designed and marketed as educational can and should be held to a different standard than those that make no such claims. After all, they point out, while there is no gold standard for having fun, there are metrics of cognitive achievement, and real or implied claims to this effect may warrant some justification. And unlike the detailed guidelines that have been issued by the Federal Trade Commission for advertising and labeling of products such as household furniture, dietary supplements, cashmere, and down pillows, the marketing of educational media products for young children has not received much attention. Under policies enforced by the Federal Trade Commission, all products must be advertised non-deceptively and with substantiation. When product claims are explicit (e.g., “studies have shown” or “tests have proven”) the FTC expects a higher level of substantiation, while in cases where product attributes and effects are implied, the amount of substantiation required is subject to interpretation.
• Support the development of non-commercial educational media content for young children. Some of those who believe that interactive media do offer an important educational tool for young children also feel that policies should be enacted to encourage the creation of high-quality educational content. As one long-time media researcher has written, “If we are serious about using the new electronic media for children’s welfare, then we should emphasize policies designed to promote positive content rather than relying solely on those designed to prohibit access or restrict content. Our experience with television tells us that leaving the media environment entirely to commercial producers for whom the ‘bottom line’ is primary does not usually generate high-quality content.”
Given society’s growing awareness of the importance of early childhood development – and parents’ strong desire to help their children succeed – it seems likely that the market for media products for infants, toddlers, and preschoolers will continue to grow, and that educational benefits will continue to be a central theme in the marketing of those products.
This report begins the process of better understanding an emerging market that could impact the youngest generation of Americans. And while the report does not endorse any of the specific proposals listed above, it does highlight the importance of deepening our understanding of the impact of media on very young children, and of developing ways to help parents make more informed choices.