ArticleEarly childhood education journal2022
The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant-Toddler Teachers.
Article in Early childhood education journal, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 7 citations in OpenAlex.
- A Social Media Intervention to Increase Caregiver Knowledge of Early Infant Communication: Multiple Methods Intervention Development and Pilot Study.JMIR pediatrics and parenting · 2026Article
- A Low-Cost, Social Media-Supported Intervention for Caregivers to Enhance Toddlers' Language Learning: Mixed Methods Feasibility and Acceptability Study.JMIR pediatrics and parenting · 2025Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
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Abstract
High-quality early care and education is a known protective factor for infants and toddlers who experience early childhood poverty, especially for early communication outcomes. However, the quality of care is variable in the United States, and efforts to increase the quality of interactions is impeded by cost and high rates of turnover in the field. In this paper, we explore a low-cost, light touch social media intervention that uses the TikTok platform to increase infant-toddler teachers' (ITTs) knowledge of early communication and social interactions while validating the important role that ITTs play in the lives of young children. We use a mixed method, pre-post design to explore the feasibility and acceptability of the BabyTok project from the vantage point of the ITT participants. Teachers offered positive feedback about the content, delivery of the intervention through TikTok and the impact on their feelings about their role in helping young children learn. Supplementary Information: The online version contains supplementary material available at 10.1007/s10643-022-01426-y.
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