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Today’s child spends a great deal of time with interactive technologies and these technologies are inclusive of iPads (Berson & Berson, 2010; Kirkorian, Wartella & Anderson, 2008), with amounts of upwards of almost seven hours per day (Media and Children, 2015), which includes gaming and television. Research has shown that interacting with portable devices can have educational ramifications in preschool learning (Lee, 2015) as well as attention-grabbing influences on entertainment. And these on-demand media trends will only continue (Matrix, 2014). Several considerations are made for devising appropriate material for young eyes inclusive of the internet (Greenfield, 2004) and parents can take active steps to create a richer experience during the new age of digital play. By taking active steps, research has demonstrated a parent who has a more secure attachment with his or her children through play and other interactions, had a healthier perspective on the use of television (Nathanson & Manohr, 2012), leading to the idea that active parental co-viewing can have positive cognitive ramifications rather than simply leaving a child to his or her own devices with technology or television. One newer platform that incorporates a richer human-computer interaction experience through the combination of television and gaming is Disney’s Appisodes.
For parents of toddlers and preschoolers, Appisodes are a newer app available through Disney and iTunes that allows children the experience of watching and playing along with their favorite episodes, thus appropriately named:
“App” + Episode = Appisode
Children are able to touch, shake, respond to questions, and swipe as they travel within dramatic sequences. This provides a pairing of modes to further enhance some of the softer curriculum elements (such as working as a team or problem-solving) or harder curriculum elements (like color/shape recognition or basic mathematics such as counting). One such example is the recent release of Miles of Tomorrowland’s—Runaway Shuttle.
While there are many positives about this particular appisode, there are a few unclear interactions that may be helped by taking a few things into consideration not to mention examining Appisodes more globally. The following recommendations given below can be helpful to parents as they co-interact with their children while keeping their developmental levels in mind:
Watch the episodes with your children and discuss the content. There are opportunities to talk about the many facets of our world. In this particular episode, constellations are featured as an activity. Each is presented by name and the user is asked to “connect the stars” to create the star formation. Parents can bring up ideas about why constellations are helpful. For example, practical previous uses include determining crop planting and harvest times as well as navigation (Krco, 2015). There is also the idea that Appisodes can increase new words per utterance during watching by the parents engaging in labeling objects and actions since its basis is a television format (Lavigne, Hanson & Anderson, 2015). For instance, in this Appisode, consider possible discussion using “There is some lava!” and “Is lava hot?” or “Where can we find volcanoes?” when this item appears in the dramatic sequence. Asking questions is always helpful during technology use. While there are higher rates of interaction in this type of show versus static watching, parental co-view roles should not be diminished.
Limit access to Appisodes to one or two per day inclusive of the 2 hours per day screen time guidelines recommended by the AAP. Appisodes are really fun! Most young users will want to play for hours on end. Keep in mind that device interaction is a fun privilege and not an all-day activity or replacement for reading or other supplementary educational activities (Managing Media: We Need a Plan, 2013).
Instructions are included, but not in a manual. Much of today’s technology encompasses a “learning by doing or interacting” format—in which users simply dive in without reading a script of instructions or in a handbook. In Appisodes, more often than not an item or character will “glow” if it needs to be tapped, swiped or moved; directional arrows will point the way or a voice over system – in this particular episode the mainframe space computer—provides children prompts if a response is not given after several seconds.
Be humorous during play and viewing. When adults laugh, it is because they think something is funny, but with a preschool child, this may not be the reason. Often, preschoolers are simply mimicking the laughter of adults. Two-and three-year-olds are especially prone to copycat laughter, which is typical of young children modeling themselves after others. The things that preschoolers do find funny are usually things that are implausible or incongruous. Practically anything that goes against what children consider normal and predictable can tickle their sense of humor (Simons, 2013). Four-and five-year-olds find a great deal of amusement in stringing together rhyming words or nonsense syllables. So, if the Miles asks you a question the next time you are watching a repeat viewing of the Appisode, reply with a funny comment and watch the action continue. While we are not in the stages of complete television interaction based on in-time, correct response, it just continues because any audible sound was provided—a wrong word or funny sound might get a little giggle which then opens to a smile which leads to a bond. Yes, I am saying give an incorrect answer—only after you have engaged with the platform a few times! Bonding during play has been shown to promote strong parental bonds and encourage positive healthy development (Milteer et al., 2012). And it is good for a laugh.
Help child with challenging manipulations. Within this particular Appisode, there is an activity locating and drawing constellations. This may be one of a few interactive difficulties your child may come across. Unfortunately, the constellations instructions are not clear. It initially appears to be a tapping motion to connect, however, a line also appears during tapping, but the dragged line does not stay on the screen. My three-year-old had a bit of trouble and the budding media critic that she is, said “Mommy, you need to help me with this.” Arrows that flicker on the star map are helpful to help locate the three star clusters. Parents might need to help swipe more as the constellations are far apart from one another and there is no capability to zoom out. Part of the fun in this process is the parent and child team figuring it out together. My comment is that it would be helpful to have a constellation images displayed prior to drawing/connecting the dots. We will have to send an interstellar message to the Miles team at Disney, Jr. on that one.
It is hoped that reviewing this developmental, cognitive educational awareness suggestions before and after Appisode play will allow one to have a more positive, enjoyable time with a child as they learn and interact with this innovative media. Happy “App-ing!”
References
Berson, I. R., & Berson, M. J. (Eds.). (2010). High-tech tots: Childhood in a digital world. IAP.
Greenfield, P. M. (2004). Developmental considerations for determining appropriate Internet use guidelines for children and adolescents. Journal of Applied Developmental Psychology, 25(6), 751-762.
Kirkorian, H. L., Wartella, E. A., & Anderson, D. R. (2008). Media and young children's learning. The Future of Children, 18(1), 39-61.
Krco, M. (2015). What are constellations used for? (Intermediate). Ask an Astronomer. Retrieved June 10, 2015 from http://curious.astro.cornell.edu/about-us/117-the-universe/stars-and-st…
Lavigne, H. J., Hanson, K. G., & Anderson, D. R. (2015). The influence of television co-viewing on parent language directed at toddlers. Journal of Applied Developmental Psychology, 36, 1-10.
Lee, L. (2015). Digital Media and Young Children‘s Learning: A Case Study of Using iPads in American Preschools. International Journal of Information and Education Technology, 5(12), 947-951.
Matrix, S. (2014). The Netflix Effect: Teens, Binge Watching, and On-Demand Digital Media Trends. Jeunesse: Young People, Texts, Cultures, 6(1), 119-138.
Managing Media: We Need a Plan (2013). Retrieved June 9, 2015, from https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/managing-m…
Media and Children (2015). Retrieved June 9, 2015, from https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pa…
Milteer, R. M., Ginsburg, K. R., Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., & Swanson, W. S. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: focus on children in poverty. Pediatrics, 129(1), e204-e213.
Nathanson, A. I., & Manohar, U. (2012). Attachment, working models of parenting, and expectations for using television in childrearing. Family Relations, 61(3), 441-454.
Disney Junior Appisodes by Disney (2015). Retrieved June 9, 2015, https://itunes.apple.com/us/app/disney-junior-appisodes/id599083564?mt=8
Simons, C. (2013). Perspectives on the Development of Humor during Infancy, Childhood, and Adolescence. Humor and Aging, 53.
