{"id":178,"date":"2016-07-24T00:33:23","date_gmt":"2016-07-24T07:33:23","guid":{"rendered":"http:\/\/depts.washington.edu\/chilllab\/?page_id=178"},"modified":"2016-08-11T17:12:56","modified_gmt":"2016-08-12T00:12:56","slug":"screen-time-transitions","status":"publish","type":"page","link":"https:\/\/depts.washington.edu\/chilllab\/research\/screen-time-transitions\/","title":{"rendered":"Screen Time Transitions"},"content":{"rendered":"

Prior work shows that setting limits on young children’s screen time is conducive to healthy development but can be a challenge for families. We investigate children’s (age 1 – 5) transitions to and from screen-based activities to understand the boundaries families have set and their experiences living within them. We report on interviews with 27 parents and a diary study with a separate 28 families examining these transitions. These families turn on screens primarily to facilitate parents’ independent activities. Parents feel this is appropriate but self-audit and express hesitation, as they feel they are benefiting from an activity that can be detrimental to their child’s well-being. We found that families turn off screens when parents are ready to give their child their full attention and technology presents a natural stopping point. Transitioning away from screens is often painful, and predictive factors determine the pain of a transition. Technology-mediated transitions are significantly more successful than parent-mediated transitions, suggesting that the design community has the power to make this experience better for parents and children by creating technologies that facilitate boundary-setting and respect families’ self-defined limits.<\/p>\n

\"screentime1\"<\/p>\n

People<\/h2>\n

Alexis Hiniker
\nHyewon Suh
\nSabrina Cao
\nJulie Kientz<\/p>\n

Publication<\/h2>\n