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Supporting parent-child experiences with PEG+CAT early math concepts: Report to the CPB-PBS Ready To Learn Initiative

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Description:
The study presented here addresses the question of how time spent viewing and playing with PBS KIDS educational, non-commercial media can benefit young children's learning, especially those growing up in lower-income communities, who typically have limited exposure to experiences that are oriented toward school-readiness. The pair of overarching goals of this CPB-PBS Ready To Learn research is to 1) explore how transmedia can support children's early mathematics learning, and 2) substantively address the central role that parents/caregivers play in children's learning lives. This report includes information about shifts in parent/caregiver perceptions of transmedia use, as well as how families engage with their children during transmedia viewing and play. Using a randomized controlled trial design that gathered data on outcomes and implementation, researchers examined children's and families' home use of PEG+CAT a PBS KIDS transmedia program implemented over a 12-week period. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
California; New York

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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Supporting parent-child experiences with PEG+CAT early math concepts

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Supporting parent-child experiences with PEG+CAT early math concepts: Report to the CPB-PBS Ready To Learn Initiative [Executive summary]

Executive Summary

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Reports & Papers
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