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Carolyn Daly

Instructor: Malcolm Campbell

English 1103

7 November, 2019

Growing Up In a World of Technology: Media Effects on Child Development

As I straightened one of the clothing racks at work, I heard the jingle of the bell on the

front door. I greeted a mother and her son with a smile. The mother immediately pushed her son

to the back of the store, sat him down on a chair and handed him her phone in order to entertain

him as she shopped. The little boy, most likely around the age of four, remained glued to the

device, watching videos until his mother was ready to leave. As she reached to take her phone

back he started to scream. He demanded that she give it back and whined the whole way out of

the store. I couldn’t help but think that the mother made a bad decision by giving her son the

phone to keep him occupied. So many mothers walk into the store and hand over devices to their

children without hesitation. What kind of impact is this having on children? How does the use of

smartphones and tablets affect child development?

Technology has become so integrated into our daily lives and routines, we do not give

much thought to how it impacts us or our children. It is important for us to understand how we

can enhance the use of technology to benefit children, but also to recognize negative effects so

that they may be avoided. Many parents or caregivers place phones or tablets into a child’s little

hands without a second thought. Are they aware of how much time children spend on devices or

the content matter the child is viewing? Parents, caregivers, and educators need to know how to

properly introduce technology to their children and be sure that the content is appropriate for the
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child’s age. This future generation will one day be running the show. They will be educators,

doctors, and lawmakers. A child’s first couple years are critical to their development and can

impact them for their entire lives. How is child development being affected by the use of

technology? What opportunities and challenges does technology present?

Background Information

Children today, aged zero to eight, have never known a world without mobile devices. In

2007, the smartphone revolution began when Steve Jobs, creator of the iPhone, revealed the very

first model to the public (Jackson). Since then, the rate at which people have accepted

smartphones has dramatically increased. “The Common Sense Census”, published by Common

Sense Media, is a report that compared three nationally conducted surveys from 2011, 2013, and

2017 on patterns of child media use. According to this report, 41% of families with children aged

zero to eight had smartphones in 2011, 63% of families in 2013, and 95% of families in 2017

(Rideout). In six years, the amount of families with smartphones has more than doubled.

Technology use has become the norm for many families across America. Some families have

even started to give children their own devices. “The Common Sense Census” informs that in

2017 42% of children had their own tablets, as opposed to less than 1% in 2011 (Rideout). The

rate at which children are obtaining their own devices is dramatically increasing. Childhood is

becoming more digital than ever.

Impacts of Media on Children

As technology has grown, new ways have been found to use it to benefit children.

Interactive media can be defined as any device that responds to the user’s actions. Therefore,

interactive media requires children to pay closer attention, helping them retain more of the

content. An article published in Pediatrics, the official journal of the American Academy of
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Pediatrics, says “socially contingent media such as videophone apps are just as effective as real-

life encounters in teaching language to 24 month olds” (Radesky). Video phone apps and games

on phones have proven to be helpful in teaching children language, but they must be socially

contingent meaning it is age appropriate for the child and of high-quality content. Thousands of

apps for children have been invented to aid them in the learning process, but parents must be

discerning about what apps they let their children play. According to Media and Young Minds,

an academic journal published by Pediatrics, “most apps parents find under the “educational”

category in app stores have no such evidence of efficacy” (Council on Communications and

Media). Not all apps labeled educational have actual research or evidence to prove their claims.

Ebooks and apps that help teach children to read are two examples of interactive media

that can increase child literacy through practice with vocabulary, letters, and phonics (Radesky).

Many ebooks and literacy apps have digital enhancements, such as moving pictures, narration,

and sound effects meant to heighten the child’s experience. However, these tools might not

facilitate learning as effectively as we think. Research in an academic journal, written by the

Council on Communications and Media, suggest that “interactive enhancements… may decrease

child comprehension of content” These digital enhancements can be distracting to children and

they can have trouble focusing on what they are supposed to learn.

Media can also be used as devices of distraction. It can be an effective way of

entertaining children while they are at the dentist, getting a shot, or being prepped for surgery.

According to Jenny S. Radesky, a Developmental Behavioral Pediatrician and Assistant

Professor of Pediatrics at the University of Michigan, “smartphones and tablets are increasingly

used to help distract children during anesthesia induction or medical/surgical procedures”.

However, the use of mobile devices to distract children can be abused as seen in the introductory
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story. The mother gave her son the phone so that he would be quiet, but when she tried to take it

back he through a rather noisy fit. When used in this way devices can become a behavior

regulation tool or the “shut-up toy” as the AAP call it. It becomes unhealthy when children

connect media devices as the principal method to calm themselves. Radesky informs that

children need to develop their own self-regulation skills. Children need to learn self-control and

ways to calm themselves, this is a necessary quality to have as an adult.

Children learn through their experiences and what they observe going on in the world

around them. Sometimes they may have trouble applying lessons learned through an app or

device to real world situations. The Zero to Three organization, which provides parents and

professionals with needed tools to raise children in a world of technology, refer to this in “Screen

Sense” as the “transfer of learning” (Barr 3). For example, a child might read in a book that when

a friend is sick, you make them a card telling them to feel better. Later, when one of their friends

is sick, they make them a card. The child transferred knowledge learned from the book to a real-

life situation. Research found in “Screen Sense” concludes that it is easier for children to learn

through real life interactions and experiences rather than through a screen (Barr 3).

Play is an essential part of child development because a significant part of children’s

learning is based on trial and error and real-life experiences. Kenneth R. Ginsburg, MD, MSEd, a

physician in the Division of Adolescent Medicine and the Co-Director of the Center for Parent

and Teen Communication at Children’s Hospital of Philadelphia, explains that play contributes

to children’s cognitive, physical, social and emotional well-being. Play requires creativity and

imagination. Children learn problem solving skills, how to work with groups, and sharing. It is

also beneficial to children in the future, Ginsgurg says “play helps children develop new

competencies that lead to enhanced confidence and the resiliency they will need to face future
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challenges.” Playing games and watching videos on devices does not equate to actual play and

real-life interactions.

Children’s use of phones and tablets can affect their mental and physical health. The

overuse of devices may be correlated with obesity. The Council on Communications and Media

suggests that “Heavy media use during the preschool years is associated with small but

significant increases in BMI... and sets the stage for weight gain later in childhood.” Excessive

use of devices can also lead to lack of sleep. Children with increased media exposure or who

have mobile devices in their room have been found to have fewer hours of sleep per night

(Council on Communications and Media). By and by, spending too much time on devices does

to end well. Children need a balance of media and other activities in their daily lives.

Parents Role

There are many factors that influence child screen time like age and socioeconomic

status. However, the biggest predictor is the parents use of devices and their attitudes towards

technology. Children are easily influenced and follow the trends that older siblings and parents

set. According to “Young Children’s Screen Time” an academic journal published in Journal of

Applied Developmental Psychology, “young children likely watch their parents model media use

in a range of scenarios throughout the day and with multiple devices.” There is a large variety of

devices to be used and children tend to follow the example of their parents. Research from

“Young Children’s Screen Time” suggests a direct correlation with the amount of time parents

spend on a device and the amount of time the child spends on that same type of device. With the

recent increases in household devices, everyone can be absorbed in screen use at the same time.

Children could be using a tablet to mimic the behavior of a parent or sibling on a different tablet

or phone.
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Parents set the stage for the home media environments. The Ecological Theory proposed

by Urie Bronfenbrenner, an American psychologist, states that there are various external systems

such as cultural and environmental factors that impact child development (Lauricella). Therefore,

a parent’s attitude towards technology or specific devices can greatly impact the child’s use. A

child whose parent feels screen time should be regulated will likely spend less time on a device.

A recent study on predictors of child media use found that parent’s attitude towards technology

is a key contributor to the child’s screen time (Lauricella).

Parents need to be mindful, just as technology distracts children it can distract parents as

well. It is important for parents to have good quality, undistracted interactions with their

children. Parent-child interaction time is being interrupted when parents receive texts, emails, or

by work that seems more important. Jemima Kiss, a freelance editor and journalist informs that

“Parents stressed out by their children’s bad behaviour often retreat into technology – which then

worsens their child’s behaviour.” Children want adult’s attention, they need assurance that

someone cares about what they have to say. When parents do not give the child this, or their

interaction is disrupted, the child may feel the only way to be heard is throwing a tantrum or

acting out.

Child-parent interaction is vital for young children when learning words and language.

Michelle Morris, speech and language therapist at Salford Royal NHS Trust, stresses that parents

being “in the moment” with their child is essential for early language development (Kiss). When

parents are distracted by devices, they might miss out on key opportunities for teaching their

children.

In a study published in the US journal Developmental Psychology in August 2017,

researchers asked two groups of mothers to teach their children two words. In one group,
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the mothers were interrupted by a phone call; whether they explained the interruption or

not, their children did not learn the new words. The children who weren’t interrupted did.

(Kiss)

Parents use of technology can harm their children, literally. Last year, Sara Davidson,

mother of two, was in her home scrolling mindlessly through instagram when she heard a crash

and then crying. It took her several minutes to register what had just happened, her eight-month-

old daughter had fallen down the stairs (Kiss). Devices can suck you in to the point that you are

unaware of what is going on around you. They are designed to distract you and keep your

attention. Jemima Kiss says “Accidental injuries in US children under five rose 10% between

2007 and 2012. The first iPhone was launched in 2007.” This information suggests a correlation

between smartphones and child injuries.

Conclusion

There are many factors that impact technology use and child development. We need to

know how to best use devices to benefit our children and understand the potential damage it can

cause. Parents need to be aware and given the tools to create a healthy media environment for

their children. Educators and other professionals must also be informed of technology's impact

on children so that they can help guide parents and know how to appropriately incorporate

technology into children’s lives. We are shaping the lives of future generations. The

development and interactions we have as children affect us for the rest of our lives. As

technology continues to advance, we should approach it with caution and be mindful of media

use in our own lives and in the lives of our children.

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Works Cited

Barr, Rachel, Elisabeth McClure, and Rebecca Parlakian. “Screen Sense: What the

Research Says About the Impact of Media on Children Aged 0-3 Years Old.” Zero to

Three, 25 Oct. 2018, https://www.zerotothree.org/resources/2536-screen-sense-what-the-

research-says-about-the-impact-of-media-on-children-aged-0-3-years-old#downloads.

Accessed 13 Oct. 2019.

Council on Communications and Media. “Media and Young Minds.” Pediatrics, vol.

138, Issue 5, 1 Nov. 2016, e20162591; DOI: https://doi.org/10.1542/peds.2016-2591.

Accessed 24 Oct. 2019.

Ginsburg, Kenneth R, et al. “The Importance of Play in Promoting Healthy Child

Development and Maintaining Strong Parent-Child Bonds.” Pediatrics, vol. 119, Issue 1,

Jan. 2007, pp.182-191, DOI: https://doi.org/10.1542/peds.2006-2697. Accessed 29 Oct.

2019.

Jackson, Kevin. “A Brief History of The Smartphone.” Science Node, 25 July 2018,

https://sciencenode.org/feature/How%20did%20smartphones%20evolve.php. Accessed

31 Oct. 2019.

Kiss, Jemima. “‘I Was on Instagram. The Baby Fell down the Stairs’: Is Your Phone Use

Harming Your Child?” The Guardian (London, England), Guardian Newspapers, 7 Dec.

2018, p.45, Accessed 20 Oct. 2019.

Lauricella, Alexis R., et al. “Young Children’s Screen Time: The Complex Role of

Parent and Child Factors.” Journal of Applied Developmental Psychology, vol. 36,

Elsevier Inc, Jan. 2015, pp.11-17, doi:10.1016/j.appdev.2014.12.001. Accessed 15 Oct.

2019.
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Radesky, Jenny S., Jayna Schumacher, and Barry Zuckerman. “Mobile and Interactive

Media Use by Young Children: The Good, the Bad, and the Unknown.” Pediatrics, vol.

135, Issue 1, 1 Jan. 2015, pp.1-3, DOI: https://doi.org/10.1542/peds.2014-2251. Accessed

25 Oct. 2019.

Rideout, Victoria. “The Common Sense Census: Media Use by Kids Aged Zero to

Eight.” Common Sense Media, 2017, https://www.commonsensemedia.org/research/the-

common-sense-census-media-use-by-kids-age-zero-to-eight-2017. Accessed 30 Oct.

2019.