DOI: 10.1542/peds.

2008-1543
2009;123;981 Pediatrics
Jeanne B. Funk, Jason Brouwer, Kathleen Curtiss and Evan McBroom
Knowledge, Media-Effects Beliefs, and Monitoring Practices
Parents of Preschoolers: Expert Media Recommendations and Ratings

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of Pediatrics. All rights reserved. Print ISSN: 0031-4005. Online ISSN: 1098-4275.
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ARTICLE
Parents of Preschoolers: Expert Media
Recommendations and Ratings Knowledge, Media-
Effects Beliefs, and Monitoring Practices
Jeanne B. Funk, PhD, Jason Brouwer, MA, Kathleen Curtiss, MA, Evan McBroom, BA
Department of Psychology, University of Toledo, Toledo, Ohio
The authors have indicated they have no nancial relationships relevant to this article to disclose.
Whats Known on This Subject
The Kaiser Foundation has surveyed parents about childrens media time. The ESRB
reports parents know about the video game rating system. Research is needed on pre-
school parents knowledge about the major ratings symbols and about their media
beliefs and practices.
What This Study Adds
We present parents knowledge about expert recommendations for preschoolers
screen media experience, and about media ratings. We describe their beliefs about
media effects, and monitoring practices. Most importantly, parents reported signi-
cantly more screen time than recommended by the AAP.
ABSTRACT
OBJECTIVE. Given the increase in screen media targeted at the very young, the purpose
of this study was to examine preschooler parents knowledge about expert recom-
mendations for young childrens screen media experience, their knowledge of spe-
cic screen media ratings, their beliefs about screen media effects, and actual mon-
itoring practices.
METHOD. Parents of 94 children 5 years of age (mean age: 2.95 years) were surveyed.
Questionnaires were distributed in day care centers and completed at the parents
convenience. The questionnaire included background questions about parental ed-
ucation, age and gender of child, and parents perceptions of their childs favorite
television show and favorite video or computer game. Eleven multiple-choice ques-
tions assessed the respondents knowledge of expert recommendations for screen
media for preschoolers and the meaning of television and video game content
ratings. Fourteen questions addressed the typical amount of their preschoolers
screen media exposure, parental rules regarding screen media use, and parents
beliefs about appropriate use of screen media for preschoolers.
RESULTS. Preschoolers were exposed to an average of 12 hours of screen media in a
typical week. Parents believe that media do have either short- or long-term effects on
preschoolers. Performance on factual questions was poor (mean score: 2.83 of 11). In
particular, only 34% of the parents correctly identied the expert recommendation
for children 2 years of age.
CONCLUSIONS. Parents should continue to be educated about the need for preschoolers
to participate in activities that promote language development, socialization, imagination, and physical activity.
Although professionals should work to improve the ratings, and ultimately to implement a universal ratings system
for all screen media, parents need to be encouraged to improve their understanding of current recommendations for
screen media exposure and television and video game ratings. Pediatrics 2009;123:981988
W
ITH THE ADVENT of BabyFirstTV, the nations rst television channel directed at infants, and a plethora of video
games designed to be played froma parents lap, infants and preschoolers are increasingly exposed to a variety
of screen media virtually from the cradle. The American Academy of Pediatrics (AAP), discourages screen media for
children 2 years of age,
1
but most children in this age group do have screen time on a regular basis.
2
For older
children, the AAP recommends 1 to 2 hours of quality exposure per day.
2
Most child development experts believe
that experiences during these early years are critical to childrens development across domains.
3,4
Screen time reduces
the time available for critical brain-developing experiences such as spontaneous playful interactions with parents and
other family members, as well as imaginative play and exploration.
Beginning in 1998, the Kaiser Family Foundation conducted 5 surveys of childrens media use. A 2006 survey of
parents of children ages 6 months to 6 years indicated that almost all children (83%) 6 years of age use screen
media including television, DVDs, computers, and console or hand-held video games, on average, 2 hours a day.
2
The authors concluded that parental beliefs about media inuence childrens media habits, including time spent and
www.pediatrics.org/cgi/doi/10.1542/
peds.2008-1543
doi:10.1542/peds.2008-1543
This work was presented in part at the
annual meeting of the Midwest
Psychological Association; May 4, 2007;
Chicago, IL.
Key Words
preschool children, screen media, parents,
expert recommendations, ratings
Abbreviations
ESRBEntertainment Software Rating
Board
AAPAmerican Academy of Pediatrics
Accepted for publication Jul 22, 2008
Address correspondence to Jeanne B. Funk,
PhD, University of Toledo, Department of
Psychology, MS 948, 2801 W Bancroft St,
Toledo, OH 43606. E-mail: jeanne.funk@
utoledo.edu
PEDIATRICS (ISSNNumbers: Print, 0031-4005;
Online, 1098-4275). Copyright 2009 by the
American Academy of Pediatrics
PEDIATRICS Volume 123, Number 3, March 2009 981
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content. In other words, those with positive views about
the media are likely to allow children more screen time.
A 2007 Kaiser survey focused more specically on pa-
rental beliefs about media content.
5
Parents expressed
concern about inappropriate media content, which they
believe can affect children, but satisfaction with their
ability to monitor their childs exposure. However, 16%
of parents surveyed believe there is no need to closely
monitor childrens media experience. Most parents in
this 2007 study reported that they are the biggest inu-
ence in the lives of children in this age group and that
media has only a modest inuence.
Media researchers may be more concerned about the
potential inuence of media on children than parents.
Effects raising concern about exposure to media violence
include increased aggression
6,7
and desensitization to vi-
olence.
8,9
In addition, total screen media time raises con-
cerns about obesity related to greater time spent in sed-
entary activities and decreased physical activity,
10,11
and
problems with self-image because of unrealistic media
portrayals, as well as denigrating depictions of women.
12
Although most research has focused on older children
and adolescents, preschoolers are not immune to media
effects. For example, a recent study using longitudinal
data from 330 children ages 2 to 5, seen again at ages 7
to 10, suggests that, for boys, viewing violent television
during preschool ages is associated with antisocial be-
havior at school age.
13
It is possible that parents of pre-
schoolers are simply not familiar with research ndings,
but this question has not yet been examined.
HOWTHE ENTERTAINMENT INDUSTRY ASSISTS PARENTS
The entertainment industry has developed 3 separate
age-based ratings systems for movies, video games, and
television. These guidelines were created to alert parents
to the primary content of these media, particularly to
potentially objectionable content. The effectiveness of
the ratings is a matter of debate between industry and
nonindustry researchers.
1416
Movie ratings were the rst to be developed. The
production code was a set of industry guidelines govern-
ing American motion pictures that was adopted in 1930.
In 1967, the Motion Picture Association of America lm
rating system superseded the production code. This is a
voluntary, age-based system governed by a movie rat-
ings board that is funded by fees charged to the movie
producer. For more information about the development
of the movie ratings, see www.mpaa.org.
Movie ratings have been widely publicized and are re-
portedly well-enforced at the local level. However, these
ratings have been criticized as being too malleable and
inuenced by industry needs (www.kids-in-mind.com).
The other major criticism is that age-based ratings do not
really help parents determine if specic content is appro-
priate for their child. Alternate systems describing specied
content (usually sex, violence, and profanity) have been
developed by independent groups such as Kids-In-Mind.
Video game ratings were developed in the 1990s after
legislators reacted to consumer concern about increasing
realism and violence in these games. Most child devel-
opment professionals and parents favored a content-
based system, but somehow an age-based system, similar
in some ways to movie ratings, emerged. Video game
ratings are now set by the Entertainment Software Rat-
ing Board (ESRB), an industry-funded and governed
body. The ratings process for video games is also volun-
tary, however some national retailers will not carry un-
rated games. The process is as follows: rst, the manu-
facturer submits a questionnaire about the game content
and tapes of game-play that illustrate the most extreme
content. Three trained, nonprofessional raters indepen-
dently review the taped excerpts and recommend a rat-
ing, but ESRB staff makes the nal decision. After re-
lease, ESRB staff plays a random sample of games to
make sure the content presented in the videotapes was
representative. Content descriptors are also available to
the raters, 32 as of this writing. In May 2007, the ESRB
reported that, based on their private survey, 90% of
parents are aware of the ESRB ratings and 85% of them
use the ratings (www.esrb.org/about/news/downloads/
ESRBAwarenessUsePR5.4.07.pdf). However, the accu-
racy of parental knowledge of video game ratings has not
yet been assessed.
The ESRB deserves credit for several initiatives that
they have taken to increase parental awareness and
knowledge of the ratings system. In 2003, the Board
launched a national public service announcement ad
campaign. The Board has also developed informational
partnerships with the national Parent Teacher Associa-
tion and GoodHousekeeping.com. The ESRB works
closely with retailers to enhance compliance with store
policies regarding the sale of video games rated M (ma-
ture) and AO (adults only). For more information about
video game ratings, see www.esrb.org.
Again, in response to public concerns about increas-
ingly explicit sexual content, graphic violence, and
strong profanity in television programs, the TV parental
guidelines system went into effect by January 1, 1997
on most major broadcast and cable networks. Also a
voluntary system, ratings are determined by the net-
works themselves. The television ratings were speci-
cally designed to be used with the V-chip, a receiver
preinstalled in televisions built beginning in 1999 that
allows the blocking of programs based on their ratings
category.
EVALUATING INDUSTRY ASSISTANCE
Although parents of preschoolers have not been a spe-
cic focus of research attention, surveys suggest that
most parents want assistance in evaluating whether
screen media are appropriate for their children.
16
How-
ever, parents often disagree with current screen media
ratings.
16,17
Gentile et al
16
summarized research focusing
on several aspects of the reliability and validity of media
ratings. Noting the many gaps in the available research,
these authors concluded that parents can rely only on
those ratings that are at the most restrictive end of the
ratings spectrum.
Possibly related to disagreements with ratings, with
the exception of the movie system, media assistance
options for parents are not universally used, especially
the once highly anticipated V-chip. For example, accord-
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ing to a 2000 Kaiser Foundation survey, only 3% of
parents surveyed had used the V-chip (go to www.kff.
org for additional information about the survey). A
March 2007 Zogby poll indicated that 88% of respon-
dents had not used a V-chip or cable box parental con-
trols in the previous week. On April 25, 2007, the Fed-
eral Communications Commission released a report
entitled In the Matter of Violent Television Programming and
its Impact on Children that addresses the failure of the
V-Chip technology. For more information about the V-
chip, see www.fcc.gov/vchip.
Two questions emerge from this review. First, for
parents of preschoolers, information is needed about
their knowledge of expert recommendations for young
childrens media experience, their beliefs about screen
media effects, and their actual monitoring practices. It
seems critical that parents of the youngest potential con-
sumers make media choices that are evidence-based.
Second, the entertainment industry asserts that parents
understand and use media ratings. However, this seems
to be based on simplistic yes/no surveying. Accuracy of
parental knowledge remains to be assessed.
METHODS
In this study, parents of children 5 years of age were
surveyed about their knowledge of expert recommenda-
tions for young childrens media use and about the
meaning of specic ratings of screen media. In addition,
their beliefs about screen media effects and their prac-
tices for the use of screen media for their preschool-aged
child were assessed.
Participants
All participants were parents of children 5 years of age
who attended day care centers in a medium-sized Mid-
western city and its suburbs. Approximately 200 ques-
tionnaires were distributed by day care staff at 3 day care
centers, usually by placing the questionnaire and cover
letter in the childs cubby. Parents were informed that
completion of the questionnaire was completely volun-
tary and their responses would be condential. To en-
hance condentiality, parents were told that completion
of the questionnaire implied their consent to participate.
Thus, no participant names were ever seen by the re-
searchers. Parents were also informed that the purpose
of the study was to better understand the media knowl-
edge and beliefs of parents of young children.
The nal sample included 94 parents (6 fathers), an
47% response rate. Of these, 90% reported education
levels of some college to graduate school degree. The
mean age of the target child was 2.95 (SD: 1.16 [range:
8 months to 4 years]; 59% girls).
Materials
A study-designed, self-report questionnaire included
background questions about parental education, age and
gender of the child, and parents perceptions of the
childs favorite television show and favorite video or
computer game. The questionnaire was developed after
extensive literature review by the current authors.
Eleven questions assessed the respondents knowledge
of the expert recommendations for media use for young
children and the meaning of television and video game
content ratings. These factual questions were in multi-
ple-choice format with 3 to 5 response options. Fourteen
additional questions addressed the typical amount of
childrens screen media exposure, parental rules regard-
ing screen media use, and parents beliefs about appro-
priate use of screen media. (See Appendix for the full
questionnaire.)
Procedure
Questionnaires were distributed to all eligible parents in
the day care centers and completed at the parents con-
venience. Parents were instructed to complete the ques-
tionnaires with respect to their child who was then
closest to age 3 and return the completed questionnaires
to the day care center where they were later collected by
one of the researchers.
RESULTS
Media Consumption
The samples average weekly media consumption is pre-
sented in Table 1. Overall, parents in the current sample
indicated that their preschoolers were exposed to an
average of 12 hours of screen media in a typical week.
Parents Media Knowledge
Cronbachs was computed for the 11 knowledge ques-
tions. The resulting of .73 suggests that the 11-ques-
tion measure has acceptable internal consistency, sug-
gesting that computing a total score is appropriate.
Although, as noted above, parents reported concern
with the impact of media on their preschoolers, their
accuracy in answering multiple-choice questions about
the expert recommendations and about the meaning of
specic ratings is disappointing. Seven of 10 parents
scored below 27% on the factual questionnaire; this
would be considered well below failing in any school
classroom. On average, parents scored 2.83 of a possible
score of 11 (SD: 1.44). The obtained scores in this sample
ranged from 0 to 6.
Regarding expert recommendations, only 34% iden-
tied the correct option for recommended screen time
for a preschool-aged child. Parents did somewhat better
on recommendations for those 2 years of age, with
43% choosing the correct response.
Comparing media, parents did better on video game
than on television ratings questions (P .000), however
the practical signicance of the difference is questionable
TABLE 1 Young Childrens Parent-Reported Media Consumption
(Hours per Week)
Mean SD Range
Television 8.27 3.94 015
Video games 1.61 2.57 015
Computer 2.26 2.09 015
Parents responded by choosing 1 of 5 ranges of time in hours per average week. The
midpoint of each range was used in calculations, with 15 hours as the most time possible.
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(mean correct for video game ratings questions: 1.75; for
television ratings: .62). These scores held regardless of
parental education levels, that is, even the most highly
educated parents did poorly on the factual questions.
Interestingly, when parents were asked to assess their
own knowledge of video game and television ratings,
their responses were signicantly correlated with total
scores on the factual questionnaire (video games: r
.47, P .000; television: r .39, P .000). This suggests
that, although parents seem to have limited knowledge
of video game and television ratings, they also are aware
of this decit.
Beliefs About Media Effects
When asked about their beliefs regarding the impact of
media exposure on their children, 99% of parents stated
that they believe popular media have either short-term
(43%) or long-term (56%) effects. Fifty-ve percent
reported that a few cartoons are not appropriate for
preschoolers, and 44% endorsed most cartoons as not
being appropriate. About half the respondents reported
that both human and cartoon violence exposure can
have negative effects, whereas 45% thought that the
effects of human violence would be more negative. Sev-
enty-seven percent believed that preschoolers should
not watch television with either type of violence,
whereas 81% opposed preschoolers playing video games
with any type of violence. Parents in the current sample
stated that they monitor television (97%) and video
games (92%) strictly or very strictly. With a few excep-
tions, most parents reported their childrens favorites
were programs and games with limited cartoon violence
or no violent content.
DISCUSSION
The present study examined parental beliefs and knowl-
edge related to the screen media experience of pre-
schoolers. Less than half the respondents were correct in
their identication of the AAPs recommendations for
screen media time for children 2 years of age and for
preschoolers. Consistent with related research recom-
mendations, most parents reported the belief that some
screen media content, in particular violence, is not ap-
propriate for preschoolers. However, present ndings
suggest that parental knowledge about the ratings sys-
tems is not sufcient to make the best use of these aids
for judging content.
Developmental specialists suggest that preschoolers
need opportunities for social involvement, a chance to
test their developing social and physical abilities, and
time and space for free use of imagination including
pretend play. Screen media are not ideal for promoting
these key developmental activities. The present samples
average time spent with movies, television, and video
games is consistent with recent Kaiser Foundation re-
ports, supporting the representativeness of the sample.
On average, preschoolers in the present sample spend
about an hour a day watching television, and about half
an hour with a computer or video game system. This is
almost double the recommendation made by the AAP.
The content of childrens screen media experience
cannot be ignored. Fortunately, in this sample, the ma-
jority of the childs favorites reported by parents seem
to be appropriate for this age group: Dora the Explorer and
Sesame Street were frequently mentioned television fa-
vorites, although 2 parents listed Fear Factor. For video
games the range of games was greater, with choices
ranging from Baby Einstein to Pac Man, Star Wars, and
Need for Speed. The latter 2 games have content that most
would consider inappropriate for this age group.
18
The present study assessed parental accuracy in iden-
tifying specic television and video game ratings. Parents
performed very poorly on these multiple-choice ques-
tions, with the typical number correct being 3 (of 11).
This was an educated sample, with the majority having
some college-level education. It will be important to
study the same questions in parents with lower educa-
tion levels and lower socioeconomic status. One relevant
study found that lower perceived neighborhood safety
was associated with more television viewing for pre-
schoolers, increasing the risk of exposure to inappropri-
ate content and decreasing opportunities for appropriate
developmental activities.
19
Study parents expressed concern about the potential
negative effects of media, especially violent media, and
most reported strictly monitoring their preschool-aged
childs use of screen media. However, to make media
choices, only 10% reported relying on solely on televi-
sion ratings, and 22% for video games. This suggests that
parents have other ways of monitoring their preschool-
ers screen media use, most likely direct knowledge of
the content. This seems wise, as the available systems
have several limitations including reliance on age-based
guidelines, difculty in decoding the briey shown sym-
bols (for television), and different criteria for different
media.
16,18
Several media researchers have recom-
mended a universal ratings system for all screen media,
but the entertainment industry has been resistant to this
recommendation.
14,16,17
Only a limited sample of media-related beliefs was
assessed in the study questionnaire. In particular, par-
ents beliefs about the association between obesity and
sedentary screen media exposure remain to be exam-
ined. Parental knowledge of only a relatively few video
game and television ratings was assessed, but it seems
unlikely that performance would improve substantially
if a different set of factual questions were presented.
Convergent and divergent validity were not assessed for
the questionnaire, and this should be done in future
research. Parents estimated time for themselves and for
their child. In future research, it would be useful to
obtain more specic measures, perhaps through keeping
media diaries. Present ndings are also limited by range
restriction in parental education and likely socioeco-
nomic level. In addition, only a handful of fathers par-
ticipated, and it cannot be assumed that only mothers of
preschool-aged children make media decisions. It would
be useful to compare mothers and fathers on their beliefs
about media effects and their media-monitoring prac-
tices.
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CONCLUSIONS
By their parents report, preschoolers in the present
study have more screen media exposure than recom-
mended by the AAP. Pediatricians must continue to
educate parents about the need for preschoolers to par-
ticipate in nonscreen media experiences that promote
language development, socialization, imagination, and
physical activity. These parents seem convinced that
popular media have either short-term or long-term ef-
fects on children, and they express concern about vio-
lent content. Although they recognize the importance of
monitoring their childs screen media experience, par-
ents lack knowledge about the aids that are currently
available, in particular television and video game ratings.
Although imperfect, ratings do give parents a general
idea about media content. Although professionals
should work to improve the ratings, and ultimately to
implement a universal ratings system for all screen me-
dia, parents need to be encouraged to improve their
understanding of current ratings.
REFERENCES
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APPENDIX Parent Media Opinion Survey
Please check the answer that best applies:
I am the childs mother (or main female caretaker) father (or main male caretaker)
I play video games often sometimes never or hardly ever
I watch television often sometimes never or hardly ever
Highest grade completed by childs mother or other main female caretaker:
8th or less some college
9th to 11th college graduate
high school graduate graduate school or graduate degree
Highest grade completed by childs father or other main male caretaker:
8th or less some college
9th to 11th college graduate
high school graduate graduate school or graduate degree
PEDIATRICS Volume 123, Number 3, March 2009 985
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APPENDIX Continued
Please indicate your child or childrens age and gender
Age Gender
FOR ALL THE REST OF THE QUESTIONS, PLEASE ANSWER ABOUT YOUR CHILD WHO IS CLOSEST TO AGE 3
Please circle the answer that best applies:
1: In an average week, my child watches TV . . .
a: less than 5 hours a week.
b: between 5 and 10 hours a week.
c: between 10 and 15 hours a week.
d: more than 15 hours a week.
e: We dont allow our child to watch TV.
2: In an average week, my child plays video games . . .
a: less than 5 hours a week.
b: between 5 and 10 hours a week.
c: between 10 and 15 hours a week.
d: more than 15 hours a week.
e: We dont allow our child to play video games.
3: In an average week, my child uses the computer . . .
a: less than 5 hours a week.
b: between 5 and 10 hours a week.
c: between 10 and 15 hours a week.
d: more than 15 hours a week.
e: We dont allow our child to use the computer.
4: When deciding if a new program is appropriate for my child, I . . .
a: watch the rst couple of minutes to determine if the program is appropriate.
b: watch the entire program with my child.
c: watch the entire program before I allow my child to watch.
d: apply the ratings provided for each program.
5: When deciding if a video game is appropriate for my child, I . . .
a: play the rst couple of minutes to determine if the video game is appropriate.
b: play the entire game with my child.
c: play the entire game before I allow my child to play.
d: apply the ratings provided for each video game.
6: I monitor the TV content that my child is exposed to . . .
a: very strictly. An inappropriate TV program is never on if my child is in the room even if my child is not watching it.
b: moderately. An inappropriate TV program may be on if the child is in the room but not watching it.
c: loosely. We do not monitor what TV program is on.
7: I monitor the video game content that my child is exposed to . . .
a: very strictly. My child is never in the room when games with inappropriate content are being played.
b: moderately. An inappropriate video game may be played if the child is in the room but not watching or playing it.
c: loosely. We do not monitor what video game my child may play or see.
8: I am . . .
a: very familiar with the ratings provided for TV programs.
b: somewhat familiar with the ratings provided for TV programs.
c: not at all familiar with the ratings provided for TV programs.
9: I am . . .
a: very familiar with the ratings provided for video games.
b: somewhat familiar with the ratings provided for video games.
c: not at all familiar with the ratings provided for video games.
10: I believe that . . .
a: children of any age can watch just about any cartoon.
b: there are a few cartoons that preschoolers should not watch.
c: preschoolers should not watch most cartoons.
d: preschoolers should not watch any cartoon.
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APPENDIX Continued
11: I believe that popular media, such as TV and video games, . . .
a: have no effects on children.
b: may have mild short-term effects on children.
c: may have long-term effects on children.
12: I believe that . . .
a: watching violence between human characters has the same negative effect as watching violence between cartoon
characters.
b: watching violence between human characters is worse than watching violence between cartoon characters.
c: watching violence between cartoon characters is worse than watching violence between human characters.
d. neither one makes any difference.
13: I believe that . . .
a: preschoolers should not watch programs containing violence between cartoon characters.
b: preschoolers should not watch programs containing violence between human characters.
c: preschoolers should not watch programs containing violence between human or cartoon characters.
d. it doesnt make any difference what they watch.
14: I believe that . . .
a: preschoolers should not play video games containing violence between cartoon characters.
b: preschoolers should not play video games containing violence between human characters.
c: preschoolers should not play video games containing violence between human or cartoon characters.
d. it doesnt make any difference what they play.
Write down the name of your childs most favorite television program
Check one group of words that best describes your childs most favorite television show:
guring out, learning, educational story about real people, no ghting or destruction
cartoon characters, no ghting or destruction my child does not have a favorite television show
cartoon characters, with ghting or destruction
sports, no contact between players (example: golf)
sports with contact between players (example: football)
story about real people with ghting or destruction
Write down the name of your childs most favorite video or computer game
Check one group of words that best describes your childs most favorite video or computer game:
guring out, learning
sports, no ghting
reach goals, kill or be killed, ghting or destruction, real people
story or game, no ghting or destruction
reach goals, kill or be killed, ghting or destruction, cartoon characters
sports with ghting
My child has no favorite video game
The following questions are about parent awareness of issues related to young childrens media use. Please answer each
question by circling the answer that is correct.
1: How much time in a week is recommended by professionals for a child under the age of two to spend on screen-based media
such as TV, video games, and computer?
a: no time at all.
b: less than 2 hours.
c: between 25 hours.
d: between 510 hours.
e: 10 hours.
f: as much time as the child wants.
2: How much time in a week is recommended by professionals for a child between the ages of 2 and 5 to spend on screen-based
media such as TV, video games, and computer?
a: no time at all.
b: less than 2 hours.
c: between 25 hours.
d: between 510 hours.
e: 10 hours.
f: as much time as the child wants.
PEDIATRICS Volume 123, Number 3, March 2009 987
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APPENDIX Continued
3: A rating of T on a video game means . . .
a: the game is recommended for all ages.
b: the game is recommended for children under the age of 13.
c: the game is recommended for children over the age of 13.
d: the game is recommended for adults over the age of 17.
e: I dont know.
4: A rating of TV 14 on a TV program means . . .
a: the program is recommended for all ages.
b: the program is recommended for children under the age of 14.
c: the program is recommended for children over the age of 14.
d: the program is recommended for adults over the age of 17.
e: I dont know.
5: A rating of E on a video game means . . .
a: the game is recommended for all ages.
b: the game is recommended for children 3 and older.
c: the game is recommended for children 6 and older.
d: the game is recommended for children 13 and older.
e: I dont know.
6: A TV program that is recommended for children over the age of 7 would be given the rating . . .
a: TV Y
b: TV 7
c: TV PG
d: TV MA
e: I dont know.
7: A video game that is recommended for children 3 and older would be given the rating . . .
a: EC
b: G
c: E
d: T
e: I dont know.
8: A rating of TV Y on a TV program means . . .
a: the program is recommended for all ages.
b: the program is recommended for children under the age of 14.
c: the program is recommended for children over the age of 14.
d: the program is recommended for adults over the age of 17.
e: I dont know.
9: A rating of M on a video game means . . .
a: the game is recommended for all ages.
b: the game is recommended for children under the age of 13.
c: the game is recommended for children over the age of 13.
d: the game is recommended for adults over the age of 17.
e: I dont know.
10: A rating of TV Y7 FV on a TV program means . . .
a: the program is recommended for all ages.
b: The program is recommended for children under the age of 7 and for family viewing.
c: The program is a favorite program of children 7 years-old.
d: The program is recommended for children over the age of 7 and contains fantasy violence.
e: I dont know.
11: A rating of E 10 on a video game means . . .
a: the game is recommended for all ages.
b: the game is recommended for children under the age of 10.
c: the game is recommended for children over the age of 10.
d: there is no such rating.
e: I dont know.
Thank you for completing this survey!
988 FUNK et al
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DOI: 10.1542/peds.2008-1543
2009;123;981 Pediatrics
Jeanne B. Funk, Jason Brouwer, Kathleen Curtiss and Evan McBroom
Knowledge, Media-Effects Beliefs, and Monitoring Practices
Parents of Preschoolers: Expert Media Recommendations and Ratings

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