This study examines how music videos can be implemented in the home context to enhance children’s critical engagement with gender representations in chidren’s media. Guided by the conceptual framework drawn from new literacies, critical media literacy, and sociocultural theory, this study employs a multiple case study approach focusing on three 4-year-old children and their mothers. The analysis of participatory observations of mother–child interactions during literacy activities reveals that critical conversations about music videos in two languages helps children analyze content from multiple perspectives and to challenge the dominant gender discourses found in children’s music videos. Findings from this study suggest the possibilities of using music videos in bilingual households as a medium to create a media-rich, family critical media literacy environment for young bilingual learners.

本研究探讨了如何在家庭环境中实施音乐视频，以增强儿童对儿童媒体中性别表征的批判性参与。在新文学、批判媒体素养和社会文化理论的概念框架的指导下，本研究采用了多案例研究方法，重点关注三个 4 岁儿童及其母亲。对识字活动期间母子互动的参与性观察的分析表明，关于两种语言音乐视频的批判性对话有助于儿童从多个角度分析内容，并挑战儿童音乐视频中的主导性别话语。这项研究的结果表明，在双语家庭中使用音乐视频作为媒介，为年轻的双语学习者创造一个媒体丰富、家庭关键的媒体素养环境的可能性。