Sirvi Autor "Vinter, Kristi, juhendaja" järgi

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5-7-aastaste laste vanemad laste meediakasutuse juhendajatena Rahamaa näitel
(Tartu Ülikool, 2011) Kald, Inga; Kalmus, Veronika, juhendaja; Vinter, Kristi, juhendaja; Tartu Ülikool. Sotsiaal- ja haridusteaduskond; Tartu Ülikool. Ajakirjanduse ja kommunikatsiooni instituut
Parental mediation of 5 to 7 year old children’s media use: the Rahamaa (Moneyville) case Internet is spreading more and more and it is entering forcefully into ever younger children’s lives. Internet is unenforceable and includes different risks and opportunities. Pre-school aged children may have difficulties to implement safe and precautious behaviour in such a diverse and new environment. Therefore, experienced parents should come to help. They should introduce environment full on opportunities to children and guide them towards developmental and educational online-games. The main objective of this bachelor thesis was to examine Internet’s presumable positive effect on 5 to 7 year old children. In focus of the thesis was an educational online-game Rahamaa (Moneyville), which effect was examined through parents’ and children’s statements. In addition, the bachelor thesis examined to what extent and how parents mediate their children’s Internet use. The thesis explored also general computer usage of pre-schoolers and their development into a cognizant consumer. The theoretical part of this study gives an overview of children’s Internet use (risks and opportunities of Internet, positive media content), children’s development into cognizant consumers, parents’ role in mediating their children’s Internet use and developing them into a cognizant consumer, the theory and importance of game, computer- and online-games and Rahamaa game. Theoretical part gives the background to understand the empirical material. In order to gather empirical data on above mentioned matter I used qualitative research method and carried out focus group interviews with children and their parents. I conducted four interviews – two of them in a group of six with children and two in a group of six with parents. I analysed results using text examples. The analyses showed that children are spending more and more time on the Internet. It turned out that parents do not worry much about their children’s Internet use and they are frequently left alone in the new media. Parents utilize some restrictions but they do not consider it indispensable to invigilate children’s Internet use. However, all of the parents claim that they have discussed topics about Internet with their children. The bachelor thesis also showed that 54 older siblings often help and supervise pre-schoolers in matters of Internet. It also appeared that children enjoy playing Rahamaa online-game. All of the questioned children think that they have learned from this game but parents’ opinions are different. They presume that children cannot put learned skills into practice. There are not many studies in Estonia that concentrate on the positive aspects and opportunities of Internet and especially taking into account the statements of children and their parents. Present study is certainly a considerable groundwork for further investigation. The results of this bachelor thesis bestow consideration upon children’s Internet use and parental mediation. The results also help parents, kindergarten teachers and media to find effective strategies to make children’s Internet usage more developmental. This topic certainly needs further research. The focus should be on how children distinguish between online-world and real life. Following studies should be conducted with more representative sample. In addition to qualitative method it would be interesting to use quantitative research method as well.
5-7aastaste poiste ja tüdrukute meediaeeskujud
(Tartu Ülikool, 2011) Lapp, Liivika; Kalmus, Veronika, juhendaja; Vinter, Kristi, juhendaja; Tartu Ülikool. Sotsiaal- ja haridusteaduskond; Tartu Ülikool. Ajakirjanduse ja kommunikatsiooni instituut
The aim of this bachelor thesis is to find out and analyse the media role models of 5-7 year old boys and girls. While media plays an important role in young children’s everyday life, it is important to find out why some characters are so popular while the others do not catch children’s attention. The other purpose of this thesis was to find out which characteristics are preferred by boys and which ones by girls. The study consists of four chapters. The first chapter gives an overview on theoretical and empirical material such as theories of child development and theory of social learning. Theory of wishful identification proves that children imitate their favourite characters by taking over characters’ behaviour. Differences between male and female characters are also emphasized in this chapter. The second chapter presents the research methodology and gives an overview of the selection. In the third chapter, main results are presented in six different categories by childrens’ quotations. The fourth chapter of the study concludes the results and discusses the subject in wider point of view. Very specific characters that everyone would have liked and idealised did not occur in childrens’ answers. Conclusions can be made by the specific features that children’s favourite characters have. For example, the characters are not realistic and they do not adapt easily to everyday life. These characters only entertain children having no serious meaning so they do not offer educational material. As presumed, differences occurred between boys’ and girls’ favourite characters. Boys prefer characters who have special skills and who act in concrete situations. Girls’ favourite characters are physically attractive but without any specific and memorable skills. The problem is, that girls can not find any meaning in their role models’ behavior and action. It is important to pay attention to television programs that children watch and give some parental comments on the characters’ behavior and actions. Watching violent programs does not necessarily lead to violent behavior but it is important to explain the action of the characters to avoid idealising unimportant values.
6-7-aastaste laste arusaamad reklaamist ja väärtushinnangud
(Tartu Ülikool, 2016) Yakhnitskyy, Inna; Säre, Egle, juhendaja; Vinter, Kristi, juhendaja; Tartu Ülikool. Sotsiaal- ja haridusteaduskond; Tartu Ülikool. Haridusteaduste instituut
Lapsevanemate roll 5-7aastaste laste meediatarbimise suunamisel
(Tartu Ülikool, 2011) Käis, Kertu-Kätlin; Siibak, Andra, juhendaja; Vinter, Kristi, juhendaja; Tartu Ülikool. Sotsiaal- ja haridusteaduskond; Tartu Ülikool. Ajakirjanduse ja kommunikatsiooni instituut
The aim of this report is to research parental mediation of 5-7 year-old children’s media use. It is important to research parents so we could understand how parents see their part and role of their children media decisions. Through ten interviews we can see how 5-7 year-old children use the media through their mothers and fathers eyes. There were three main questions for what the research tried to answer: How parents describe their children’s media usage habits; What kind of parental mediation parents can see to have themselves through their opinion; What kind of strategies parents use to guide their children’s media usage. As a result parents feel that they have an influence for their children and that mostly they have the power to guide their children. Mostly they know what kind of TV-programs and internet games their children watch or play. They claim to say, what kind of media children should use and as a result they know exactly what their children do. Although the program, that kids watch is not always suitable for them. Even though parents admit that their children watch TV or play behind computer quite a long hours, they do not see the reason for using some special steps or strategies for limiting children media usage. The reason for this is that they feel that they know what their children are doing in the internet and what they watch from the TV so they do not need any special parental mediation strategy’s at the moment. As children grow they watch what kind of rules they should use or what kind of parental mediation to apply. As parents describe their children media usage, we can see, that they know if the program is not suitable for children but they do not think it is something bad or that it has some bad consequences. Kikas (2008) has pointed out, that things the children see from TV or internet has a great physiological and psychological impact for their understandings. Parents see their role as being part of development of children media usage and media interest. They want to guide and supervise their children to understand what kind of show is good for a kid. Parents want to feel needed and important – being part of their children development. But as a result there can be said that parents feel their role in their children’s media usage but they do not know how to be fully part of it.
Lapsevanemate strateegiad kuni 4-aastaste laste ekraanimeedia tarbimise suunamisel
(Tartu Ülikool, 2011) Kuuskmann, Kristi; Siibak, Andra, juhendaja; Vinter, Kristi, juhendaja
“Parental mediation up to 4 year old children usage of screen media” Aim of this bachelor thesis was to investigate how parents describe screen media usage of their 4 year old children. Empirical material for this work was gathered from ten semi-structured in-depth interviews with parents who have at least one up to 4 year old child. This work examined parents’ opinions about the effects of screen mediums to their small child and parents understandings, about the importance of their own role between screen medium and the toddler. In this work author has examined television, computer, videogames, DVDs, VHS viewing and usage by children. Most common screen medium amongst the children of participants are TV and also DVD-s. The analysis of interviews showed that children watch TV almost daily, viewing time is from 15 minutes to 3 hours. Children mainly watch shows specially designed for children, but there are some exceptions when children watch also shows created for older viewers. Parents have not set exact rules when and what child can watch from TV, play videogames or use computer. Restrictions, which parent use, are situation based. Many parents brought up the importance of preventing violence viewing from screen, but at the same time parents do not watch commonly screen mediums together with their children, so it is not possible for them to be sure that child does not view any inappropriate content. Quite often parents seem to be assuming the program suitability for child. This assumption seems to be based on the channel, which child is viewing. Although all the participants have at least one computer in their home, less than half the children are using computers. What was surprising about the result is that children seem to be using computers under very little parental supervision. Parents allow their children to certain websites, where child is allowed to operate on its own. Mostly parents do not see different screen mediums as a channel from which their child could learn. Parents look at TV and other mediums mostly as entertainment for child, something for the child to do when parents themselves for example do not have time for their children. Results also show that parents do not usually talk about what child has viewed from screen. Neither do parents check how children understand the programs watched. Results of this study indicate that children screen medium usage is supervised in some ways by parents, but the parental mediation is not sufficient. Parents do not seem to value importance of co-viewing and positive effect of discussion over programs. Parents see screen mediums mostly as a channel of entertainment and not as a potential source which could have positive effects for child development.