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Screen Time in the Early Years
September 25, 2012
You must be the change you wish to see in the world.
-Gandhi
-Gandhi
- A landmark study at the University of Washington showed that for every hour per day that preschool boys spent watching violent TV shows, they had three times the risk of developing behavioral problems at age 7. This was true even when they were watching cartoons on commercial channels, which often have more violence than adult shows.
- For each hour of TV young kids watch, they have a 10 percent higher chance of attention problems at age 7, including restlessness, trouble concentrating, and impulsive behavior.
- Visual images may over stimulate and rewire preschoolers' developing brains. Learning to read and write takes time and patience. Kids who are used to the fast pace and instant gratification of screen media may easily get bored.
- More than two hours daily of screen time also increases the odds that kids will be overweight. They are exposed to a barrage of ads for high-caloric, sugary foods — and when they are sitting in front of a screen, they are not running, jumping, and moving around.
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What does every young child need to be a well-adjusted, happy person? From Carol Hillman's years of experience and wisdom comes the answer: Help each child discover a world where play, creative freedom, self trust, and personal responsibility open the child's mind and heart to the excitement of learning and the enjoyment of sharing it with others.|
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Comments (2)
Displaying All 2 CommentsHatch Early Learning
Winston-Salem, NC, United States
I firmly believe that educators need to be fully informed but this article unfortunately fails to do this. The research described here focuses on passive technology, most prominently television and implies this is the main definition of screen time. No mention is made of the research around the use of well-designed, pedagogically sound educational technology demonstrated to promote skills in language/literature, math, writing, science, art, music, social and emotional, and positive approaches to learning such as curiosity, persistence, and flexible thinking. I have followed Common Sense Media for a long while now and their focus is on television, videos, movies, and now one-shot Apps (most of which are designed by non-educators). By all means, we must inform educators, parents, and policy makers about the developmentally inappropriate uses of technology but also give them insight into the other side of the research and provide them resources to gain the knowledge and skills needed to use technology in developmentally appropriate ways with early learners. At the very least, your readers should become familiar with the NAEYC & Fred Rogers 2012 position statement on technology and media use with young children (http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf). In this author Q&A I recently participated in following the publication of the book “Spotlight on Technology and Children”, many sources for such professional development can be found (http://www.naeyc.org/event/spotlight-technology).
Lilla Dale McManis, PhD | Research Director
P 800.624.7968 x1403 F 800.410.7282
Hatch Early Learning
www.hatchearlylearning.com
Toronto, ON, Canada
While these research studies on the effects of television viewing on young children are well known, I'd be interested in more recent studies on the effects of children using Ipads/Iphones with quality learning applications. Does the fact that the device is interactive increase the likelihood of learning more than passive viewing?
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