Description

Book Synopsis
This book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the "risks and benefits" paradigm while examining very young children's interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning–usually self-driven–is taking place throughout.

Table of Contents
1. Introduction
Part 1 - Preamble2. Beyond "Risks or Benefits"3. Two-Year-Olds' Learning4. The Nature of the System5. Evolution, Neuroscience and Embodied Cognition
Part 2 - Aspects of Movie-Learning6. Fear and Sadness7. Reality and Make-Believe8. What Happened? Understanding Narrative9. Watching Together
10. Conclusion: Why Movie-Learning Matters

How Toddlers Learn the Secret Language of Movies

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    A Hardback by Cary Bazalgette

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      Book details

      Publisher Springer Nature Switzerland AG
      Published 19 May 2022
      ISBN-13 9783030974671
      978-3030974671
      ISBN-10 3030974677
      Also in:
      Politics, Philosophy & Society Early childhood care and education Media studies Sociology: family, kinship and relationships

      Description

      Book Synopsis
      This book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the "risks and benefits" paradigm while examining very young children's interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning–usually self-driven–is taking place throughout.

      Table of Contents
      1. Introduction
      Part 1 - Preamble2. Beyond "Risks or Benefits"3. Two-Year-Olds' Learning4. The Nature of the System5. Evolution, Neuroscience and Embodied Cognition
      Part 2 - Aspects of Movie-Learning6. Fear and Sadness7. Reality and Make-Believe8. What Happened? Understanding Narrative9. Watching Together
      10. Conclusion: Why Movie-Learning Matters

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