A Study On The Status Quo Of Family Media Literacy Education For Large Class Children In Hangzhou

Family is the earliest and most important media exposure field for preschool children,shouldering the important mission of media literacy enlightenment for preschool children.Under the new media environment,attention has been paid to the realistic situation of preschool children’s media exposure,how to effectively enlighten preschool children’s media literacy,and how to carry out media literacy education practice in China.Based on this,this study aims to understand the current situation of family media literacy education for preschool children.By introducing the theory of family cultural capital,this study analyzes the differences and influencing factors of media literacy education in families with different levels of cultural capital,in order to explore the existing problems and causes of current family media literacy education from the perspective of broader social structure.Furthermore,the paper expounds the effective strategies of media literacy education for preschool children.Questionnaires and interviews were used to collect data.Through the method of stratification and quota sampling,878 families with children in large classes were taken as samples to investigate the level of family cultural capital and the status quo of family media literacy education.At the same time,a total of 16 parent interviews were conducted in two stages before and after the questionnaire survey,so as to analyze the current situation of family media literacy education and its different manifestations.The findings are as follows:1.The current family media literacy education of preschool children is weak,and there are some common problems: first,the understanding of family media literacy education is insufficient;Second,the absence of family media use model;Third,the regulation of family media use is disordered.Fourth,the family parent-child media interaction is weak.2.Families with different levels of cultural capital have significant differences in media literacy education: Comparatively speaking,families with higher levels of cultural capital show better levels in four dimensions: family media literacy education concept,family media use demonstration,family media use norms formulation and parent-child media interaction.3.The level of cultural capital has a significant impact on family media literacy education.Institutionalized capital dominates the concept of family media literacy education through parents’ occupation and education level,and influences the whole process of family media literacy education practice.Objectified capital influences children’s media selection and use through the types and quantities of media,the number of children’s interest classes and the number of family sports and sports activities.Concretized capital dominates the attention,participation and guidance of parent-child media interaction in families through parenting style and parent-child relationship,and influences the implementation effect of family media use norms.Based on this,the research suggestions are as follows: first,form the consciousness of actively updating the concept of media literacy education;The second is to set a good example and form a positive demonstration of media use;The third is to develop appropriate family media use norms;Fourth,give play to the important educational value of parent-child media interaction.