Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the related literature and studies that validates and gives support to

the substantial body of information to the embracive study. Synthesis of the reviewed related

literature and discussion in regards to the gaps to be bridged by the conducting study is provided.

State of the Art

The researcher presented both local and foreign literature and studies to provide a

comprehensive background of the problem under study. Concepts, findings, theories, and notions

from scholarly researches and articles presented was fortified, negated, or improved by the

additional knowledge that this study provided.

Origin of Youtube

Youtube is a free public access web-platform allowing people to easily upload, view and

share clips. Youtube ranked as the third most popular application to be used around the world,

exceeding 2 billion of views per day, and 35 hours video uploaded every minute (Youtube,

2011). Downes (2008) stated that, Youtube has a prominent transition static to vigorous Internet,

and it gains the omnipresence of video formats and the fortune of content of the videos. Youtube

holds private and amateur videos, as well as advertising and highly-quality professional videos.

All users have the privilege to freely share videos on Youtube (Juhasz, 2009).

In June 2005, Youtube launched with little fanfare. According to Burgess and Green

(2009) explaining the article, YouTube: Online Video and Participatory Culture, “YouTube was

one of the most competing services aiming to eliminate the technical barriers to the widespread

sharing of video online. The site provided a bare, integrated interface within which users could
upload, publish, and view streaming videos without high levels of technical knowledge”.

YouTube was comparable to other video-start ups at the time until Google acquired the site for

$1.65 billion in October 2006. The site has been consistent to its popularity, and since 2008

Youtube has been the top ten most visited sites globally (Morreale, 2014).

Youtube started to be developed when Google purchased them where ad-free videos were

posted to an online destination that is now devour by commercialized and professional videos.

As Morreale (2014) wrote, “Its tagline ‘Broadcast Yourself’ invites ordinary users to take an

active part in creating the material they devour. At the same time, Youtube is less obvious a

business whose purpose is to generate profit”. About this institutionalization of YouTube, Kim

(2012) wrote, “If the pre-Google era of YouTube is characterized by amateur generate videos in

an ad-free ambient, the post-Google purchase stage is define by professionally produced videos

in an ad-friendly environment. Because of YouTube’s vogue, industries have shown a deep

interest in monetizing it”. The interest of monetizing the content has allowed channels that began

as a hobby to develop into a source of income for content creators.

Youtube Kids: Branching to the Eyes of the Young

Sage journals (2017) claims that YouTube kids is an onnline application that is created for

children, specially toddlers age ranging from 0 to 60 months. YouTube Kids has four divisions

that are labeled 'shows', 'music', 'learning', and 'explore'. Under the tab 'learning', you can see

contents that can be educational to children. It aims to have a viewership of children aging from

forty-eight months old and above according to the application store (Knorr, 2019). Contradicted

by Preece (2017), she stated that young kids may encounter videos that contain sensitive topics.

YouTube creators can be vocal about empowering words that children can see and they might
misinterpret the message. Someone in charge can accompany the child while watching YouTube

contents to keep an eye on what they are watching. This is to avoid false impression that can lead

to conflict.

As stated by Chapelton (2018), one of the benefits of YouTube is being able to teach your

kid to speak English, if it is not his or her mother tongue. They can watch their chosen cartoon in

YouTube in English while enjoying it. The procedure can be natural if your offspring loves what

he is watching because the longer he got a load of the content the more he can get a grip on the

language. As a parent or guardian, you can also join the kid in watching to help him take in the

knowledge and train him as you speak with him in English medium.

Teachers can use YouTube as a new way of teaching. It can be an overview of soon to be

topic or lesson. YouTube also has videos that consist of additional information about a certain

topic that you can let your students to watch to understand the lesson further more. It can also be

a self study but with the help of educational videos on YouTube it is a lot easier. YouTube can

also be used as an ice breaker and make the students active in recitation,(Catapano, 2019).

Research says that, nowadays, YouTube has become the main platform that toddlers tend

to watch because it is not complicated to operate. However, a child do not have the capability of

being analytic that made them open to the commercialize videos that is not suitable for them.

From the study surveyed in Israel, children watching from online platforms have become a

normal procedure of parenting to their kids (Elias & Sulkin, 2017).

Acta Paediatrica conducted a research to fifty-five Indian kids ranging from six months

old to two years old. At half a year, music can catch the attention of the child. At the age of one

year, they are fascinated in watching and can recognize their parents in videos. A year and a half

year old baby will start pressing buttons and tapping screens of gadgets without knowing the
exact use of it. When they reached the age of two years old, they can already distinguish their

own faces in a video (Wiley, 2018).

As a result to the interview conducted by Asmiarty and Winangun (2018), at the age of 24

months old, a child is already able to communicate with others, and mimic gestures that has been

shown to them, in this case, YouTube videos. It was also stated that 0 to 96 months old child

watches YouTube videos at approximately 139 minutes per day. This routine had affect the

children's ambition on future jobs and mostly relating to Science, Technology, Engineering, and

Mathematics (STEM) strand because of cartoons that has the same profession. Even so, the

conclusion still goes to the increasing dependency to technology, (Common Sense Media, 2018).

Meanwhile, Elsevier (2018), studied that children who had face-to-face involvement

appear to be more attentive than children who spends their time on-screens. It is already proved

that YouTube has benefits educationally but kids disconnecting to media is still significant.

Positive Effects of Multimedia to Toddlers

According to Kirkorian, Wartella, and Anderson (2008), supported by Tomopoulos,

Dreyer, and Mendelson (2008), Media skyrockets as society progresses, and toddlers or the

young catches early on the widespread of multimedia. It is said to be anchored to their cognitive

development and academic activeness. The study presented the conclusion of media content has

a significant impact of the cognition of a toddler; having them exposed to educational and age

appropriate videos develop a wider and sensible mindset compared to having to watch a non-

sensible entertainment video deteriorating one’s cognitive state.

In accordance to the study conducted by Lentz, Seo, and Kruger (2014), it tackles the

active use of children and toddlers to technology, and exposure to various media are observed.
The study conducted to pre-school who are risk-readers or slow learners developed a sense of

pace or having their literacy to develop after being exposed to media learning.

Media leaning to toddlers’ vocabulary development and communicative skill are

significant and show positive effects. Stated in the study of Allen and Scofield (2011) “Infant

and Child Development”, experiment conducted between two groups of infants one having teach

noble words and information in live while the other is presented with a videos. Results manifest

to be the group with the video responded more and efficiently compared to the one taught live.

App based vocabulary learning also yield valid results to the development of infant in terms of

language.(Walter-Laager, Brandenberg, and Tinguely, 2017). With vocabulary being an

overlooked cognitive skill it allows the researchers to conduct media related consolidation to the

toddler’s vocabulary. Comparison between traditional reading books to videos is done and both

lead to the development and positive impact to a child’s cognition vocabulary-wise (Alloway,

Williams, and Jones, 2014).

Exposure to various media devices has been a challenge to parents of toddlers.

Multimedia has exhibited positive effects to a child’s development and is considered to be a

significant tool in educating one’s child. Surveying parents, at most 75 percent of the toddlers

showed an improvement in their affective state with being involved through media (Rideout,

Vandewater, and Wartella, 2003).

With positive effects of media does not only bear a significance in development of the

toddlers technical skills, it also allows a wider or broader socializing medium encouraging the

uprising of their goals and competency in the line of social adaptability and resilience. In the

light of the moral adhesion of media to a toddler, it grasps the more efficient on the act of
expressing themselves allowing the toddler to be intellectually capable and healthy mentality

(Mrunal, 2019).

Also according to Troseth (2003) in the psychological field, it was experimented that a

toddler views himself to a video-presented information. This resulted to the young to quickly

understand the information of him being with his family developing a sense of trust and

reliability. In the mere 2 weeks information was processed by the toddler with its exposure to

media.

Negative Effects of Multimedia to Toddlers

It has been an increased amounts of excessive engagement on screen time in children

under 6 years old without any academic meaning and enough education being done by their

health care providers or their parents that can delay their language development. The purpose of

this study is to provide education for their families that can address the effects of these

uncontrolled screen times of children younger than 6 years old. They provide a toolkit that

represents to describe the effects and examine ways on how to decrease screen time. The

providers or the families should also need to be open to the toolkit that might help them to

discuss the negative effects of too much screen time and they must be consistent on giving

patience of screen time education to set a firm foundation to children, and to create a better

screen time habits (Kuta, 2017).

According to Chaudron (2015), the results of their study discuss the findings of how

young children between zero and eight years old can engage with the new digital technologies.

The study is pioneered in Europe. They focused on seventy families that was executed in six

European contries (Belgium, Finland, Germany, UK, Italy, Czech Republic, and Russia). It
concentrates on evalutating the consume time on digital technology of the child at least once a

week. The national analysis of data generated gave them key findings that can help like; children

can learn through observatons, some children are digital natives even though the growing

number of young children who can go online they still only have a little knowledge, and they can

be easy manipulated by their curiosiy or awareness of what internet is, or what the word "online"

means. Parents should also moderate and address their children's awareness on the casualities

that might happen.

The Digital World is developing quickly as we can't imagine than the effects of this

things towards on the development of young children. The statement addresses the benefits and

threats of engaging to screen media on young children 5 years old and below, concerning the

development of their psychosocial and physical health. Understanding on how children learn and

prosper on the best practices that health care providers usually inform like minimizing and

utilizing better and healthy use of screen time. An early exposure to these changes still, studies

show that babies do not absorb contents as seen from screens, it can hold them for a while but

they can copy precise actions that they have seen on the screen when they are 6 to 14 months old

and remember sequences as they go by 18 months old. Children begin to adapt content as they

grow older. By opposition, they can be thought easier by face- to- face interaction with its

parents or guardian. It is proven that it is more efficient when experienced interactively in real

time (Canadian Pediatric Society, 2017).

According to SENGONUL (2017), stated that social learning theory individuals can learn

aggression by only observing and imitating on mas media. By observing these vicious behaviors

that can develop beliefs of children towards the approving of aggression and violence, the

hypothesized study portrayed that children who watched brutal films manifest more physical and
verbal aggression. Studies found consequential correlations between the frequent engage to

violence on the media during young adulthood for both genders later in life. Over and over

exposure to violence on television during their childhood can encourage more aggressive

behavior on their adulthood.

Children and young adolescents spent their time on watching television, movies, playing

video games in the internet. Media has been proven to be a useful tool in any fields of our life

that can nurture us. There has been a concern that the use of media by younger generations has a

long term harmful effects based on research reports. Media can be use a double edge sword that

has both favorable and unfavorable consequences therefore, it is a must for parents to understand

the effect of media on young children in order to handle problems resulting the exposure of their

children better if it is not adressed very well it can lead to sexuality, obesity, and violence.

According to Munni and Kana (2010), media have assumed completely over the central

roles in children's lives. It has deep effects, both advantage and disadvantages, on children's

cognitive and behavioral development. The exposure of children towards to newer forms of

media is increasing, so this study reviews the effects of media on children's health in Western

Countries. It is proven that media can advocate negative influences on their health, including

violence, obesity, tabacco and alchohol use, and sexual behaviors. On the other hand, media has

also positive effects on child health that can balance the role of media in our society. Taking their

positive attributes that can minimize the negative ones.

Multimedia to the Communication Skills to an Individual

In one study, Barr and Lerner (2014) shown that screen media are profitable given two

main factors. These must be the main factors content and context. Media learning can be done

when the content is interactive and gives a dependent response to the toddler's deed. Another
important factor is that screen media provides a positive exchange of experience that parents or

guardians can expand on the screen to apply it to their toddler's real-life experiences (Barr and

Lerner, 2014).If the Toddlers exposed to educational programs can have a little amount of

vocabulary learned to it (Zimmerman et al. 2007a). Corresponding, Lingbarger and Walker

(2005) educational show like Blue's Clues and Dora the Explorer have a good influence on

language production and minor effect on vocabulary obtainment of the shows like Barney and

Teletubbies.

Toddlers and infants perceive fewer words every time they spend watching baby's shows

than babies who do not watch. Found that can gain the vocabularies by just two to three words

the reading or telling stories to toddlers or infants at least an hour a day. The negative impact of

this when the baby spends over an hour watching will have less vocabulary and harder

meaningful language (UK essays, n.d). As stated of Gleason Jean Berko (n.d) that adults speak

every time out of 941 words, parents can speak 770 fewer words to children while watching a

show. When a conversation happens, they were too likely to be of a positive character on the part

of parents. For example, parents have spoken that responds to the child's questions without

actually looking at the child.

Toddlers expose signs of attention and being entertained by video, even they do not

essentially understand the content they question the importance of observation to understanding

(Barr & Hayne, 1999). Hollenback and Slaby (1979) reinitiated by Gleason (2004), recognized

variation in toddlers' verbal responses to the different onscreen media state. They were higher at

the image only form but lesser with auditory form. They explained their result as implying that

auditory stimulation possible discourage toddlers' visualization. Most toddlers experience

language as they interact with their parents

infants and toddlers in Latin America, children for these representatives average more than 3

hours per day, with 2 hours for children and 1 hour for adult programming. Almost half of the

toddlers and infants used gadgets for a minimum of half an hour per day. In longitudinal studies,

age and stage profiles were used, discovered children who watched TV for more than 2 hours a

day had delayed language development compared to watched TV for less than 2 hours a day

whose results within the usual range for their age.

In a similar study of Byun and Hong (2015) researching the relationship between

watching on-screen media and language delay of toddlers, discovered more than a thousand

toddlers watched on-screen media for more than an hour each day, and toddlers who done

watching between 2 to 3 hours results in a 2.7 times exceeding danger of language delay

compared to those who watched below one hour on-screen media. Children can increase three

times of having a language delay when they spent more than 3 hours watching on-screen media.

Almost half percent of children participated in babysitting for less than an hour a week which

shows lesser chances for quality of communication between the parent and children and an

increased potential of being open on-screen media.

Multimedia to the Psychomotor Skills of an Individual

Advancement of technology has a big impact in our daily lives especially to the toddlers’

lives nowadays. According to Holmes (2011), A study form Common Sense Media publicize

that 10% to 38% toddlers’ gadget exposure increases and because of the usage of technology

toddlers’ childhood have changed. When toddlers’ are exposed in gadgets their motor skills are

improving, they are exercising their fingers and hands and in just a short period of time they will

be very efficient using it. As compared in playing outside it is a healthy exercise for growing a
child, no risk at all or any kind of injury (Sundus, 2018). As stated by Bright Horizons (2019),

exposing children to youtube is like exposing children to music, it supports the body and mind to

work together. It helps the development of the children psychomotor skills. Most especially it

can help to fortify children's memory skills and when the child dance because of it, it helps them

to develop their motor skills.

Playground Equipment (2019) in their study revealed that children can get drastic brain

development in using modern gadgets. In the infant years, the brain size increases and continues

to develop until adulthood excessive use of gadgets may negatively affect a child’s brain on its

functioning, and may even cause of other brain problems. Modern gadgets can ruin children's

vision and those who are addicted to gadgets are more likely to have eye problems as they grow

older. Instead of going out to play with other kids, parents find the technology helpful in

developing their children. However, they don't realize that their child is isolated from the natural

world. This shows that gadgets are killing the development of the children.

Cognitive Theory of Multimedia Learning

The Cognitive Theory of Multimedia Learning (CTML) is the theory made name by

Mayer (2005) that understands the functionality of a human brain percepting the underlying

thoughts from videos and picture in comparison to words alone. It also tackled the concept of

multimedia being the fusion of words and pictures and learning in relation of that matter denotes

the constructs of mental representation from the multifarious. Mayer (2003) stated that in the

concept learning via media paves the maximization of the capabilities of an individual to learn.

The offspring of Baddeley’s model of working memory, Paivio’s dual coding theory, and

Sweller’s Theory of Cognitive Load, the CTML manifested. It belongs to the large family of
cognitive science and information-processing models that states the memory governed by the

processes acting as a trigger to the stimulus converting it to information (Moore, Burton &

Myers, 2004).

CTML is a model built in coherence to the three stores of memory known as sensory

memory, working memory, and long-term memory. (Sweller, 2005)(Mayer,2005a)(Schnotz,

2005), sensory memory denotes the short-term memory in terms viewing words, pictures, and

audio material; From the sensory memory, it then bears a more complex concept of working

memory that acts as the filter in finding absorption of appropriate knowledge for the individual;

long-term memory is the result of meaningful learning with complete understanding and filling

the potential of one’s cognitive capability.

This study will be anchored in the Cognitive Theory of Multimedia Learning proposed by

Mayer (1947), giving an in-depth relation of multimedia to the cognition of an individual.

Relaying multimedia as a substantial body in learning ascends in having it to result positively

with adhesion to the capability of an individual’s knowledge.

Synthesis of the Reviewed Literature

The previously discussed review of related literature and studies organized meticulously

and prepared accordingly spring boarded the researchers in the study’s conceptualization.

Youtube (2011), Downes (2008), Juhasz (2009), Morreale (2014), and Kim (2012) stated the in-

depth origin of Youtube, one of the social media giants of this generation; tackling its

development, functionality and interactivity, and cultural impact to the societies’ fast pace.

Sage journals (2017), Knorr (2019), and Preece (2017) put forward the new branching

sytem of Youtube name Youtube kids. It stated the idea of development and positive objective of
the company to safeguard a child to sensitive topics of media, but presents inconsistency with the

presence of advertisements. As discussed by Chapelton (2018) Catapano (2019), Elias & Sulkin

(2017), and Wiley (2018), Youtube has been a positive impact in a child with relevance to the

parents. Involving their capability to analyze, ability to motion in sense, and has been a staple in

parenting. Asmiarty and Winangun (2018), Common Sense Media (2018), and Elsevier (2018)

dispose that concept and determines the impact of Youtube kids to be dream crushing and losing

grasp to one’s reality.

Kirkorian, Wartella and Anderson (2008) Tomopoulos, Dreyer, and Mendelson (2008)

Lentz, Seo, and Kruger (2014) Allen and Scofield (2011) Walter-Laager, Brandenberg, and

Tinguely (2017) Alloway, Williams, and Jones (2014) Rideout, Vandewater, and Wartella

(2003) Mrunal, (2019) Troseth (2003) stated the positive effects of media to toddlers that

resulted to the development and improvement in specific domains of cognitive, affective, social,

building of healthy mindset, and a striking peak to vocabulary.

In accordance Kuta (2017), Chaudron (2015), Canadian Pediatric Society

(2017).SENGONUL (2017), and Munni and Kana (2010), discovered a seriesof negative effects

vividly observed to children with early exposure to multimedia. In such instances results to the

imitation of the toddler to what is being viewed in the screen deteriorating the mental health of

the young. It also goes hand in hand with physical negativity as frequent and long use of media is

harmful especially to a young physiology.

Barr and Lerner (2014), Zimmerman et al. (2007a), Lingbarger and Walker (2005), UK

essays (n.d), and Gleason (2007) stated the positive effects of media to an individual’s

communication skills more specifically the toddlers. It shows relevance in the toddlers’

interactivity to the media performing efficient discourse, vocabulary development, analysis of

(2013) and Byun and Hong (2015) negative effects manifested on some as media acts an

attention seeking tool that toddlers’ usually comprehend via visual aid resulting to language

delay.

In accordance to Holmes (2011), Sundus (2018), and Bright Horizons (2019), physical

skills can also be developed by means of media as it requires a lot of interactivity and usage of

finger having both the mind and the body work together, psychomotor skill. It was also

supported to be a safer way to exercise toddlers. Playground Equipment (2019) stated the

descending state of mental health and vision of toddlers with exposure early on in life.

With reference to Mayer’s (2005) Cognitive Theory of Multimedia Learning,, Mayer

(2003); and (Moore, Burton & Myers, 2004) discusses the theory as the relation of the brain’s

cognition through media learning honing the peak capability of an individual to learn. Sweller

(2005), Mayer (2005a), and Schnotz (2005) showed the effects of media may be categorize in

terms of the memory capacity, filtering and storing relevant messages and information; and is

identified as sensory memory, working memory, and long term memory.

Gaps to be Bridged by the Present Study

With the thorough review of related literature and studies, it was discovered that study

revolving media has been long conducted and is still thriving till this day. It is especially well

conducted in the western part of the world having the study be mixed with today’s media forms.

Past studies that are conducted focused in great heights with media exposure and its effects on

high school students. Scarcity on the literature and studies involving specific media platforms

and setting in the local are very much observed. To address the existing gap, fill in blind spots,
and provide an in-depth understanding of the phenomenon, the researchers put forward Youtube,

a specific media platform that its exposure to toddlers’ specific domain which is the oral

communication skills and psychomotor skills will be studied; setting in the Philippines with

parents as the respondents.