Pragmatics and screens

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Title: Pragmatics and screens: the impacts of screen time usage on pragmatic development of preschoolers
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Description: The research consists of a literature review and analysis of survey results. The survey was given to parents of preschoolers, in the age range of 2 ½ years old to 5 years old. The survey included questions regarding their child’s gender, their child’s screen time usage, and their child’s pragmatic abilities. Pragmatic abilities refers to the way people use language in social situations and the way that language is interpreted. The pragmatic development was compared to the norms outlined in the Pragmatic Language Assessment Guidelines: A Best Practice Document developed by the Early Childhood Intervention Council of Monroe County (ECICMC) Standards and Guidelines Speech Sub-Committee to determine if increases in screen time usage delays the acquisition of typical pragmatic abilities. The pragmatic document was developed by a group of experienced Speech-Language Pathologists who reviewed current research, developmental information, and position papers from the American Speech Language and Hearing Association (ASHA) regarding pragmatics. Once the survey was completed the data was collected and analyzed. The amount of screen time and the level of pragmatic development were compared to determine if higher screen time usage equates to delayed pragmatic development in preschoolers. Participants who had higher screen time usage had lower pragmatic development scores in both of the survey’s sections of “Yes” or “No” questions and pragmatic rating scale of “1” to “5”., Honors Thesis Advisor: Dr. Denise Joseph.
Publisher
Contributor: Spano, Jessica. (Author), California University of Pennsylvania. Honors Program.
Date: 2019-04-25
Type: Text
Format
Identifier: cali:877
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