Can young children actually learn virtually?
Written by Rebecca Iswara, M.S., CCC-SLP, TSSLD. Speech-Language
Pathologist and Founder of Midtown Speech NYC. @midtownspeechnyc www.midtownspeechnyc.com
New York, New York.
Can young children actually learn virtually?
Decades of research demonstrate that children older than 3 years can learn robustly from pre-recorded videos. Do you remember fondly watching Sesame Street and Mister Rogers as a child? However, research has shown that learning from pre-recorded media is not the same for children under 3 years (Roseberry et al. 2014, Child Development). The American Academy of Pediatrics (AAP) recommends avoiding digital media for toddlers younger than 18 months except for live video chatting such as FaceTime and Zoom video conferencing. Live video chatting provides young children with the back-and-forth “talk time” that promotes language development. After 18 months, some high-quality programming can be introduced, but parents are strongly encouraged to reduce passive viewing by watching shows with their child to help them understand what they are seeing and applying it to the world around them. The AAP also recommends limiting screen time for children 2-5 years of age to only 1 hour of high-quality programming coupled with recommendations for parents to co-view it with their child.
So what does the research say about virtual classes?
Given the pandemic, many families have been reluctantly pushed towards a virtual format. This has left many of us wondering about its validity and effectiveness. Interestingly, a 2014 study by Roseberry et al. looked at toddlers (aged 24-30 months) and their ability to learn language from live virtual interactions versus pre-recorded video formats. This study focused on “social contingency,” which is when an interaction provides immediate and accurate responses, statements of the child’s name, maintaining eye contact, asking questions and taking conversational turns using appropriate wait time. The study found that toddlers were ONLY able to learn novel words from live video format and NOT from the pre-recorded video format. The study uncovered the mechanisms responsible for why young children can learn virtually. They found that live video interactions can provide children with “social contingency,” which is sufficient and effective social information for language learning.
What should you consider when selecting virtual classes?
Given the research, consider the following when choosing virtual classes for young children:
Choose live virtual classes over pre-recorded options
Select small group classes that allow instructors to use social contingency, e.g., saying your child’s name, maintaining eye contact, asking questions with an appropriate amount of wait time.
Embrace realistic expectations for young children during virtual learning. Their attention spans will be short given their young age and the novel virtual platform. Consider placing snacks or quiet activities in front of the screen to keep their little hands busy while getting used to virtual learning.
At Midtown Speech NYC, we offer live virtual Language Enrichment Class that uses “social contingency” to engage and teach little ones. Each class is only 30-minutes in length and taught by a speech-language therapist. Music, story time and learning activities are carefully selected to promote achievement of communication skills while caregivers are given expert tips on how to advance speech and language development during everyday interactions. Although this is not speech-language therapy, parents have appreciated the evidence-based approach and unique access to a speech-language therapist who is considered an expert in communication development. Parents have also raved about its effectiveness in helping their child’s speech and language development progress across a series of classes. Reach out to MidtownSpeechNYC@gmail.com for more details. Come join the fun and learning while safely socially distancing!
References:
American Academy of Pediatrics (November 2016). Media and Young Minds: Council on Communications and Media. Pediatrics, Vol 138.
Roseberry, S. Hirsch-Pasek, K., & Golinkoff, R. (2014). Skype me! Socially Contingent Interactions Help Toddlers Learn Language. Child Development, 85(3), 956-970
Meet Rebecca
Rebecca Iswara, M.S., CCC-SLP, TSSLD
Speech-Language Pathologist
Rebecca has over 15 years’ worth of experience in the Education field. With a Master of Science degree in Speech-Language Pathology from Columbia University, Teachers College, she has been able to provide individualized and effective speech, language and feeding assessments and interventions to infants, toddlers, school-age children, adolescents and young adults in various settings. Before becoming a speech-language pathologist, she pursued a career as a NJ Special Education Teacher after receiving teaching certifications in Early Childhood, Elementary and Special Education. Rebecca is currently licensed in New York State and California. She also holds an additional specialized New York State certification as a Teacher of Students with Speech and Language Disabilities (TSSLD). Her extensive background and experiences earned her the title of Approved New York State Early Intervention Service Provider by the Department of Health. She is the Founder of Midtown Speech NYC which is a boutique private practice in New York City where she also lives with her husband and 2 young sons.
