Chapter 32: Further Reading

Essential Sources

American Academy of Pediatrics. (2016). "Media and young minds." Pediatrics, 138(5), e20162591. The official AAP guidelines.

Kearney, M. S., & Levine, P. B. (2019). "Early childhood education by television: Lessons from Sesame Street." American Economic Journal: Applied Economics, 11(1), 318–350. Quasi-experimental evidence for Sesame Street's educational impact.

Stiglic, N., & Viner, R. M. (2019). "Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews." BMJ Open, 9(1), e023191. Systematic review finding limited and mostly correlational evidence.

Lillard, A. S., & Peterson, J. (2011). "The immediate impact of different types of television on young children's executive function." Pediatrics, 128(4), 644–649. SpongeBob vs. educational show effects on executive function.

Przybylski, A. K., & Weinstein, N. (2019). "Digital screen time limits and young children's psychological well-being." The Journal of Pediatrics, 205, 214–219. The Goldilocks hypothesis for children's screen time.

Heitner, D. (2016). Screenwise: Helping Kids Thrive (and Survive) in Their Digital World. Routledge. Practical, evidence-informed guide for parents.