THERE ARE TWO DISCUSSION QUESTIONS YOU NEED TO COMPLETE 1. 1 How would you situate yourself within the history of children’s media we’ve surveyed this week? What was new and exciting in the children’s media landscape when you were a child? What media form, OR specific media text, made an especially big impact on you? You can choose to focus on any part of your childhood in your answer, just identify the age group you are talking about. (You could also include videos/images/links to relevant examples). 2. For this second question, read closely the CSM Census report on children’s media from 2017: I uploaded this article in the files What was your key takeaway from the report? What trends from the report did you find interesting, significant, or troubling? 2. This discussion asks you to reflect on your viewing of the film, The Mickey Mouse Monopoly, The questions are: (Answer AT LEAST two, and more if you can) What stood out to you about the film The Mickey Mouse Monopoly? What arguments about the film feel relevant even now, twenty years later? What has changed? How big a role has Disney played in your life? Which part of Disney’s large empire of children’s media products influenced you the most? ‘Did Disney shape how you see the world,’ as one of the articles for this week asks? ‘In recent years, Disney has succeeded in addressing criticisms of damaging racial, gender, and cultural stereotypes in its films.’ Would you AGREE or DISAGREE with this statement? Take a position and offer some reasons in support of your answer. And both discussion questions you need to write at least 350 words. 2017 THE COMMON SENSE CENSUS: MEDIA USE BY KIDS AGE ZERO TO EIGHT 2017 THE COMMON SENSE CENSUS: MEDIA USE BY KIDS AGE ZERO TO EIGHT Common Sense is grateful for the generous support and underwriting that funded this research report. The Morgan Family Foundation Peter and Helen Bing Carnegie Corporation of New York Eva and Bill Price The David and Lucile Packard Foundation The Grable Foundation John H.N. Fisher and Jennifer Caldwell TABLE OF CONTENTS Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Key Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Overall Screen Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Patterns of TV and Video Viewing . . . . . . . . . . . . . . . . . . . . . . . 17 Television. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Mobile Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Computers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Digital Divide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Gaming and Social Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Emerging Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Children Under Age 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Parents’ Views About Children’s Media . . . . . . . . . . . . . . . . . . . . 39 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Appendix: Toplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 INTRODUCTION THIS REPORT DESCRIBES THE results of a unique national study We explore the media devices to which children have access at — the third in a series of nationally representative, probability- home, how access to mobile media is disrupting more traditional based surveys documenting media-use patterns among children forms of media use, whether the digital divide is closing, and what from birth to age 8 in America. The 2017 survey includes a is happening with screen media use among children under 2. This representative sample of more than 1,400 parents from all year’s survey also provides key insights into how parents view regions of the country, from low- and high-income families, their children’s media use — whether they think it helps or hurts including parents who never graduated from high school and their children across a range of developmental outcomes, and those who hold doctorates, and representing diverse racial and what does or does not concern them about media. It also ethnic backgrounds. Combined with the results from the two explores parental co-use of media with children. earlier waves of the survey, in 2011 and 2013, the data offer an unprecedented opportunity to see how children’s use of media has evolved over time as new technologies and new forms of content have been introduced. Media are so integrated into our daily lives that we inevitably assume that our own experiences and those of the people we know are at least somewhat indicative of what’s happening in the rest of the country — that what happens with our own children Media have become such a central part of children’s lives that or our friends’ kids is probably what’s happening with all kids. This understanding which media activities children are engaged in, for report gives us a chance to get out of our ‘bubbles’ and observe how long, and in what context is essential knowledge for those the revolutionary national trends that are unfolding around us, who are working to support children’s healthy development. The and to base our conclusions about kids and media not on anec- topics covered in this report include: dote or opinion, but on statistically reliable data. •• How much time children spend engaged in various media activities, including watching TV or online videos, playing video games, reading, or listening to music. •• How children divide their activities among various media devices, from television sets and console video games to computers, tablets, and mobile phones. •• How children’s use of media varies by age, gender, socioeconomic status, and race/ethnicity. •• How children’s patterns of media use have changed over the course of the three waves of the study, in 2011, 2013, and 2017. Media are so integrated into our daily lives that we inevitably assume that our own experiences and those of the people we know are at least somewhat indicative of what’s happening in the rest of the country… ©COMMON SENSE MEDIA INC. 2017. ALL RIGHTS RESERVED. THE COMMON SENSE CENSUS: MEDIA USE BY KIDS AGE ZERO TO EIGHT, 2017 1 2 THE COMMON SENSE CENSUS: MEDIA USE BY KIDS AGE ZERO TO EIGHT, 2017 ©COMMON SENSE MEDIA INC. 2017. ALL RIGHTS RESERVED. KEY FINDINGS 1 Mobile media have become a nearly universal part of the children’s media landscape, across all levels of society. FIGURE A. Mobile Devices in the Home, 2011-2017 Among 0- to 8-year-olds, those with: 95% Smartphone (in the home) Nearly all (98 percent) children age 8 and under live in a home 78% Tablet with some type of mobile device, the same percentage that have (in the home) 63% a TV in the home (mobile media ownership is up from 75 percent in 2013 and 52 percent in 2011). Ninety-five percent of families 40% with children this age now have a smartphone, up from 63 42% Their own tablet 41% percent in 2013 and 41 percent in 2011, and 78 percent have a tablet (up from 40 percent in 2013 and 8 percent just six years 7% ago, in 2011). Indeed, 42 percent of children now have their own 8% tablet device — up from 7 percent four years ago and less than 1 Purchase answer to see full attachment Tags: digital media video games pornographic materials Mobile Device Ownership watching dirty content User generated content is uploaded by users for the purposes of learning and should be used following our company’shonor code & terms of service.