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Is Your Baby a Brainy Baby? Learning From IS YOUR BABY A BRAINY BABY? LEARNING FROM “EDUCATIONAL” INFANT DVD PROGRAM CONTENT BY 12- TO 24-MONTH-OLDS by ERIN LEIGH RYAN (Under the Direction of Alison Alexander) ABSTRACT Though the American Academy of Pediatrics recommends no “screen time” for children under age two, parents routinely ignore this edict, exposing their children to television and the educational “baby videos” that have become exceedingly popular over the past decade. This project studied this baby video phenomenon in three phases: 1) a qualitative content analysis of the marketing and advertising of two industry leaders, Brainy Baby and Baby Einstein; 2) interviews with parents of children ages one to two regarding their beliefs about and experiences with baby videos; and 3) a quasi-experiment with children in the second year of life, utilizing a one-group pretest-posttest repeated measures methodology to test whether children could learn picture-letter pairings in the short term from several viewings of Brainy Baby’s First Impressions: Letters video. Results revealed that the companies’ marketing and advertising strategies fell into three broad categories: educational, credible, and aspirational. Interviews uncovered that parents routinely let their children under two watch television and videos alone, often giving parents time to do housework. In general, parents expressed that while they believe the baby video companies want consumers to think the videos are educational, parents are actually skeptical of the educational value. Yet, these parents continue to allow their children to watch. Additionally, parents reported hearing positive comments from fellow parents about baby videos, but they are generally not being asked about their child’s video and television habits by pediatricians. The results of the quasi-experimental portion of the study revealed no significant findings. Thus, in the short term, there was no detectable learning found. Trial-by-trial analyses revealed that children between ages one and two do not perform any better than chance on repeated posttests. In sum, children under age two did not learn from the DVD. INDEX WORDS: Babies, toddlers, television, baby video, Brainy Baby, Baby Einstein, educational, learning, qualitative content analysis, interviews, quasi- experiment IS YOUR BABY A BRAINY BABY? LEARNING FROM “EDUCATIONAL” INFANT DVD PROGRAM CONTENT BY 12- TO 24-MONTH-OLDS by ERIN LEIGH RYAN B.A., The University of Georgia, 1999 B. S., Kennesaw State University, 2003 M.A., Georgia State University, 2005 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2008 © 2008 Erin Leigh Ryan All Rights Reserved IS YOUR BABY A BRAINY BABY? LEARNING FROM “EDUCATIONAL” INFANT DVD PROGRAM CONTENT BY 12- TO 24-MONTH-OLDS by ERIN LEIGH RYAN Major Professor: Alison Alexander Committee: Carolina Acosta-Alzuru Janet Frick Spencer Tinkham Christa Ward Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2008 DEDICATION For my family. Mom, Dad, and Kelly – I love you. iv ACKNOWLEDGEMENTS Many, many people have helped make this manuscript a reality through their support, guidance, and love. First and foremost, my parents, Jeff and Susan Ryan, deserve my utmost appreciation and admiration – your help physically, emotionally, and spiritually guided me through this process and I would have been lost without you. To Kelly, my baby sister, I’ve said it before and I’ll say it again: You may drive me crazy but you also keep me sane. I can never thank you enough for everything you’ve done and continue to do. To my friends who have given countless moral support through my eleven (yes, eleven) years of higher education: thank you. It goes without saying that this project would have been impossible without the unwavering support of Alison Alexander. Alison, your belief in me from the get-go means more to me than you know, and I can’t believe how fortunate I have been over the past three years to have worked with you and learned from you every day. In addition, I need to thank Janet Frick, the infant research queen! Janet, you opened up a whole new world of research possibilities for me. Further, without the patience, support, and encouragement of Carolina Acosta-Alzuru, Spencer Tinkham, and Christa Ward, this manuscript would not be a reality, and the process would not have been nearly as fun. I would be remiss if I didn’t also acknowledge my graduate student colleagues MW, KH, KS, MM, PH, and LG. Without your friendship and support I would never have made it this far. Lastly, I must thank my friend, mentor, and colleague Keisha Hoerrner. Years ago you envisioned this dream for me, and now I think I’m finally seeing what you saw – thank you from the bottom of my heart. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................................v LIST OF TABLES ......................................................................................................................... ix LIST OF FIGURES .........................................................................................................................x CHAPTER 1 INTRODUCTION .........................................................................................................1 Educational Media and the “Mozart Effect” .............................................................2 The “Birth” of the Baby Video ..................................................................................6 Organization of the Project ........................................................................................9 2 REVIEW OF THE LITERATURE .............................................................................10 Framework for the Marketing Analysis ..................................................................11 Framework for the Overall Project ..........................................................................13 Research Questions and Hypothesis ........................................................................45 3 METHODOLOGY ......................................................................................................48 Phase One Method ...................................................................................................49 Phase Two Method ..................................................................................................55 Phase Three Method ................................................................................................59 4 PHASE ONE RESULTS: THE MARKETING ANALYSIS ......................................71 Baby DVDs as “Educational ...................................................................................72 Baby Einstein and Brainy Baby as “Credible” ........................................................82 vi The Message of the Ads as “Aspirational” .............................................................87 Summary .................................................................................................................95 5 PHASE TWO RESULTS: THE INTERVIEWS .........................................................97 Demographics and Use of Media ............................................................................98 Discussion of Media Use with Others ...................................................................103 Brainy Baby and Baby Einstein: Parents’ Impressions .........................................106 To Use or Not to Use? ...........................................................................................111 Summary ...............................................................................................................114 6 PHASE THREE RESULTS: THE QUASI-EXPERIMENT .....................................116 Demographics and Vocabulary .............................................................................116 Trial-by-Trial Responses .......................................................................................120 Overall Posttest Performance ................................................................................134 Inferential Statistics ...............................................................................................137 Additional Research Questions and Hypothesis ...................................................138 Summary ...............................................................................................................141 7 SUMMARY OF FINDINGS, DISCUSSION, AND FUTURE RESEARCH ..........143 Summary of Findings ............................................................................................143 Discussion of Findings ..........................................................................................145 Practical Implications ............................................................................................160 Limitations to the Study ........................................................................................164 Future Research .....................................................................................................166 Summary and Post Script ......................................................................................173 vii REFERENCES ............................................................................................................................176 APPENDICES .............................................................................................................................193
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