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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?

Mobile devices have Technology has become so integrated into our daily lives and

routines., Not much thought is given to how they impact the lives of young children. we do not

give much thought to how it impacts us or our children. It is necessaryimportant for us to

understand how we can enhance the use of technology to benefit children., Mobile devices can

be used as tools to aid children in the learning process. While these devices can be helpful, when

used incorrectly they can be detrimental to children’s development. It is important that webut

also to recognize the negative effects of mobile devices on children so that they may be avoided.
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Many parents andor caregivers place phones or tablets into a child’s little hands without a second

thought. Are they aware of how their child are using these devices, how much time is spent on

them, or the content matter being viewed?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 mobile Formatted: Indent: First line: 0.5"

devices technology to their children. The way children learn to use technology and the habits

they form will impact them for the rest of their lives. and be sure that the content is appropriate

for the child’s age. Parents also need to be aware of their own use of technology, as it may

directly influence their child’s use. Furthermore, tThis future generation will one day be

enchargerunning the show. They will be educators, doctors, and lawmakers. A child’s first

couple years are critical to their development and will affect them in the future can impact them

for their entire lives. How does parents use of technology affect child development? How is child

development being affected by the use of technology? What opportunities and challenges do

smartphones and tablets does technology present?

Patterns of Child Media UseBackground 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.
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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. With greater access to mobile devices the amount of time

children spend on them is likely to increase.

Impacts of Media on Children

Smartphones and tablets are forms of interactive media, devices that respond to the users

actions. Mobile devices give children access to thousands of interactive apps, games, and videos

meant to advance children in the learning process. An article published in Pediatrics, the official

journal of the American Academy of Pediatrics(AAP), says “Interactive media… allow for

contingent responses to children’s actions and thus may facilitate more retention of taught

material.” Interactive media engages the user and requires them to pay close attention, allowing

children to learn better. However, parents must be discerning about what apps their child uses.

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 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
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what apps they let their children play. According to “Media and Young Minds”, an academic

articlejournal 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

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

ways to calm themselves because it, 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

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
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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

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

The Importance of Play

Play is an essential part of child development. Although play may seem like such a

simple thing it affects children in a multitude of ways. 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 helps the brain to develop

as children practice problem solving skills. Through play children develop motor skills and learn

to use their bodies. As a child draws, they practice holding crayons and markers while using

hand eye coordination to make their hand do what their brain wants. As children play with one

another they learn social skills like sharing, working in groups, negotiating, and conflict

resolution. All of the skills learned through play go beyond childhood years to help us in the

future as adults.

Play requires children to be creative and use their imaginations. Kenneth R. Ginsburg

informs “Play allows children to create and explore a world they can master, conquering their

fears while practicing adult roles.” There are no limits to what children can imagine, they can be

whatever they desire. By acting out scenarios and putting themselves into adult roles children

learn about the world around them. Mobile devices take away from children’s creativity. Marc
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W. Polite, founder and editor of Polite On Society, an award winning blog on social

commentary, says “Research has shown that boredom and creativity are linked; some of our best

and most innovative creative thoughts come when our mind is not engaged or receiving

information.” Smartphones and tablets keep our minds constantly occupied taking away from

creative thoughts. When using mobile devices children don’t have to imagine things as it is

immediately presented to them through a screen.

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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 articlejournal 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.

Often, children are found using the same type of devices as their parents. 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.

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
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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,

the mothers were interrupted by a phone call; whether they explained the interruption or
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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. While

smartphones and tablets can be used as tools to help children learn, they can be destructive to

development when not used properly. A good example is the introductory story, the mother

should not have used her phone to keep her son occupied. As a result, her son is not learning

proper social skills and the correct way to act in public. 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 of the potential harm mobile devices can inflict and be given the resources 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
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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 Formatted: Indent: Left: 0.5", Hanging: 0.25"

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, Formatted: Font: Not Italic

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, Formatted: Font: Not Italic

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, Formatted: Font: Not Italic

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 Formatted: Font: Not Italic

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

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

Parent and Child Factors.” Journal of Applied Developmental Psychology, vol. 36, Formatted: Font: Not Italic

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

Oct. 2019.
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Polite, Marc W. “Are Smartphones Killing Our Creativity?” Polite On Society, 16 July Formatted
Formatted: Font: Not Italic,
2018, https://www.politeonsociety.com/2018/07/16/are-smartphones-killing-our-
Formatted

creativity/. Accessed 27 Nov. 2019.

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

Media Use by Young Children: The Good, the Bad, and the Unknown.” Pediatrics, Formatted: Font: Not Italic

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, Formatted: Font: Not Italic

https://www.commonsensemedia.org/research/the-common-sense-census-media-use-

by-kids-age-zero-to-eight-2017. Accessed 30 Oct. 2019.