Tartu linna asenduskodudes elavate kooliealiste laste meediakogemus
The media use of school-aged children living in Tartu municipal substitute homes. This thesis analyses the media experience of children living in Tartu municipal substitute homes. Research was made into the forms of media that were familiar to children living in substitute homes and the forms which they have come in personal contact with. The objective was to find answers to the three main issues of the study: the media use of school-aged children living in Tartu municipal substitute homes; the reasons behind the nature of their media use; and the media forms that are familiar to children living in substitute homes and the extent to which they are aware of the various possibilities offered by the media. The sample group was compiled of school-aged children living in Koidu Keskus, Käopesa and Mäe-kodu substitute homes, who were interviewed in separate groups. Five children were randomly chosen from each substitute home, based on age criterion; only school-aged children qualified. It is important to say, that children from Käopesa were with special needs. The researcher also carried out in-depth interviews with the employees of the substitute homes to establish background information. We can say in conclusion that the children living in the three Tartu substitute homes – Koidu Keskus, Käopesa and Mäe-kodu substitute homes – have enough opportunities to access various forms of media and to take advantage of what these have to offer, and that the information published by the media is well accessible. However, we would like to draw attention to the fact that children would probably take more interest in printed media if the substitute homes subscribed to more publications on paper. Media consumption of children living in substitute homes depends mostly on their own willingness and the free time that they have available for media consumption. It also appeared that there are some small differences between the media use of children who are ordinary and children with special needs. The principal role models of children living in substitute homes are the teachers. The children are missing the definite and concrete image of the parent, the role model whose behaviour and habits are observed and mimicked by children in conventional families. The media consumption of children in substitute homes depends on different teachers, whose presence is not constant from day to day and whose example varies depending on the individual teacher. They are also influenced by other children, whose preferences may be more clearly developed, or by other factors. In conclusion, the media consumption of children living in substitute homes is fairly diverse and most of them have had at least some contact with various forms of media. The children who took part in the study accord the greatest value to internet and television, as can be expected from children of their age. Internet and television offer more entertaining and interactive content than the other forms of media. The issue would definitely benefit from further study of children in substitute homes in other Estonian regions, in order to determine the trends, opportunities for media consumption and habits prevailing in other regions. It would be important to map the accessibility of information via various forms of media across Estonia.