This scoping review reviewed the empirical studies published from 2012 to February 2024, identifying “joint media engagement” as a dynamic and interactive process in which parents and children could share digital activities. After evaluating 44 empirical studies, we found that (1) five JME types were identified in the included articles regarding the specific JME terms: coviewing, couse, joint engagement, parent–child interaction, and parental scaffolding; (2) investigation of JME in existing research could be divided into basic and active levels regarding the extent of parent–child communication; (3) influential factors from family, parents, children, and media consist of a multidimensional framework to describe the correlated factors of JME; (4) general promotion on task performance and language learning, as well as mixed impacts on cognitive development, social–emotional development, and the tendency of less media use. Results implied that future research is supposed to concentrate on associations between complex factors and the effectiveness of JME from comprehensive, cross-cultural perspectives. Furthermore, policymakers, researchers, and educators are supposed to work together to provide specific instruction for parents and their young children.
In the second article in this series focusing on play in emergency settings, Debra Laxton and Priyanka Handa Ram share more about the Learn to Play initiative bringing play-based, sustainable early education to communities.
