Parents' meta-reflexivity benefits media education of children

Abstract

The paper explores the effects of the sociological concept of reflexivity to parents’ media education of preschool children.
It draws upon the recommendations of the American Academy of Paediatrics referring to the restrictions of screen exposure
based on different age groups, coviewing and discussing media content. It applies a social survey on the Slovenian national
sample of parents to (1) review their media education practices, (2) identify the factors affecting these practices through
regression analyses and (3) use path analysis to provide an explanatory model of the factors affecting children’s screen
exposure. A Reflexivity Measurement Tool is applied to assess the parents’ meta-reflexivity scores. The hypothesis that
meta-reflexivity is one of the key factors affecting media education is confirmed. The results show differences in screen
exposure between age groups and higher exposure of boys when compared to girls. Children of the divorced/separated
parents are more exposed to screens. Setting restrictions is quite common but it is also the quality of media content and the
interaction with children that matters. Meta-reflexivity not only decreases the quantity of screen exposure, but it also makes
coviewing and discussing media content with children more likely. Moreover, the significance of parents as role models is
confirmed.