Four-Year-Old's Online Versus Face-to-Face Word Learning via eBooks

Frontiers in Psychology

article

Paola Escudero¹  Gloria Pino Escobar¹  Charlotte G. Casey¹  Kristyn Sommer¹ 

[1] The MARCS Institute for Brain, Behaviour and Development, Western Sydney University;Australian Research Council Centre of Excellence for the Dynamics of Language, Australian National University

关键词: online developmental science;    online testing;    preschool children;    word learning;    language acquisition;    eBook;    Zoom;    online methods;   

DOI  :  10.3389/fpsyg.2021.610975

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Developmental research typically relies on face-to-face testing at laboratories, childcare centers, museums or playgroups. Current social distancing measures have led to a halt in research. Although face-to-face interaction is considered essential for research involving young children, current technology provides viable alternatives. This paper introduces an accessible, replicable and easy to follow method to conduct online developmental research with young children employing a word-learning task as an exemplar, including a detailed workflow and step-by-step guide to using easily accessible programs and platforms. Four-year-old children's ( N = 56) performance on a word-learning task delivered online vs. face-to-face is provided as a method validation. Children's performance on the word-learning task was predominantly consistent across delivery modes, with only slight variation in performance between modes. The implications of these similar results across face-to-face and online methods are discussed alongside avenues for further research. Importantly, this paper presents an emerging methodological approach for the online administration of developmental science both within and beyond the COVID-19 pandemic, adding a new tool to current and future developmental scientist's toolkits.

【 授权许可】

CC BY