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Young Children & Technology

“Nine-month-olds spend nearly an hour a day watching television or DVDs, 5-year-olds are begging to play with their parents’ iPhones, and 7-year-olds are sitting down in front of a computer several times a week to play games, do homework, or check out how their avatars are doing in their favorite virtual worlds.”

-Common Sense Media, 2011

STATISTICS:

*52% of all children now have access to one of the newer mobile devices at home (smartphone, video iPod, or iPad/other tablet device)

  • In a typical day, 11% of all 0- to 8-year olds use a cell phone, iPod, iPad, or similar device for media consumption

  • Greater than 29% of all parents have downloaded “apps” for their children to use

 

 

*27% of all screen time for 0-8 year-olds is spent w/ digital devices, such as computers, handheld and console video game players, and other interactive mobile devices

  • 22% of 5- to 8year-olds use a computer at least once a week; even 12% of 2- to 4-year-olds use it every day and another 24% using it at least once a week (avg. age of first computer use= 3.5 years old)

  • 51% of all 0- to 8- year olds have ever played a console video game

    • GENDER: The only substantial difference between boys’ and girls’ media use is in console video games. Boys are more likely to have ever played a console video game than girls are (56% vs. 46%), to have a video game player in their bedroom (14% vs. 7%), and to play console video games every day (14% vs. 5%)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*“Children under 2 spend twice as much time watching TV and videos as they do reading books.”

  • 47% of babies and toddlers watch TV or DVDs during a typical day, spending an average of nearly two hours doing so

  • 29% of just 6- to 32- months-old have a TV in their bedroom!

  • 21% of 5- to 8-year-olds “usually” have the TV on while they are doing their homework

 

Children age 8 and under spend an average of about three hours (3:14) a day with media, including screen media, reading, and music. Most of that time is spent with screen media: an average of 2:16 a day. Music and reading occupy an average of about a half-hour a day each (:29 for reading, :29 for music)

 

Time spent with screen media ranges from under an hour a day (:53) among children under two to 2:18 among 2- to 4-year-olds and close to three hours (2:50) among children 5-8.

 

*PARENTS:  Some parents use media to occupy themselves when they are supposed to be out playing with their kids: 4% say they “often” do that, and 15% say they “sometimes” do.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Statistics based on a survey of 1,384 parents of children ages 0 to 8 years old. May–June, 2011.)

 

-Common Sense Media, & Rideout, V. (2011). Zero to eight: Children's media use in America. Common Sense Media.

 

 

 

 

*Merlo, a clinical psychologist, said she's observed a number of behaviors among smartphone users that she labels "problematic." Among them, Merlo says some patients pretend to talk on the phone or fiddle with apps to avoid eye contact or other interactions at a bar or a party. Others are so genuinely engrossed in their phones that they ignore the people around them completely.

 

*More than a third of U.S. adults – 35 percent – now own a smartphone, according to the Pew Research Center, and two-thirds of them sleep with their phones right next to their beds.

 

*According to J.D. Power and Associates, the average smartphone user spends about $107 each month for wireless access — more than the average household pays for electricity each month.

 

-Huffington Post, 2011

 

 

 

 

*We spend 3 billion hours a week as a planet playing videogames. Is it worth it? How could it be MORE worth it?

Currently there are more than half a billion people worldwide playing computer and videogames at least an hour a day -- and 183 million in the U.S. alone. The younger you are, the more likely you are to be a gamer -- 99% of boys under 18 and 94% of girls under 18 report playing videogames regularly. The average young person racks up 10,000 hours of gaming by the age of 21.

 

-TED Speaker, Jane McGonigal

In 2001, the American Academy of Pediatrics Committee on Public Education declared:

  • Children younger than 2 should NOT watch any TV; &

  • Older children should be limited to 2 hours of “screen time” daily.

  • TV impact:

    • Children’s activities are affected by household TV use. Children who watch a lot of TV are less likely to play outside or read (see Figure 12.2).

    • **TV interferes with parent-child interactions.  Even “backround TV” affects parents’ ability to pay attention & actively engage their children. 

Goodnight Ipad & If You Give a Pig an iPhone by Ann Droid

David Milgrim takes on the fake author's name of Ann Droyd, and creates quirky, witty twists on two extremely popular and classic children's books.
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Doug Unplugged by Dan Yaccarino

Doug the robot discovers that cities are much more than downloaded facts when he unplugs from the computer feed and explores one first-hand.

 

 

Hello, Hello! by Matthew Cordell

A child seeks a way to communicate with parents and a brother who are busy with their electronic devices.

 

 

It's A Book! by Lane Smith

This is one of my favorites!  The story appears simple, between it's writing and its illustrations, but you soon realize that the lesson is far more intricate. As the little ___ questions how to "work" the book, the monkey tries to explain that it isn't a computer- there is no clicking, or scrolling, or any of that- it's simply a book. This story brilliantly reveals how books are becoming nonexistant to our youngest generation- it really shows how much our society has changed, in the simplest, most obvious of ways.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Blackout by John Rocco

When a busy family's activities come to a halt because of a blackout, they find they enjoy spending time together and not being too busy for once.

 

 

Turn It Off by David F. Marx

A child slowly realizes all that is being missed by watching too much television.

 

 

Mouse TV by Matt Novak

Matt Novak strategically uses personification in his story revolving around the Mouse family. Each member of the Mouse family wants to watch something different on television, but they discover a solution to their problem one night when the television does not work.

 

The Psychology of Children's Literature

Psych 477: Psychology of Children’s Literature:

 

  • Promotes child development

  • Historical record of time & culture

  • Increases cognitive, social, & emotional devel.

  • Encourages creativity & enhances imagination

  • Language development & exposure

  • Helps with identification of objects in their environment

  • Understanding the broader world

  • Identifying actions & objects

  • Exploring sounds & humor

 

 

Preschool Children

  • Rapid lang devel.

  • Exposure to children’s lit INCREASES vocab

  • Helps w/ identification of objects in their environ.

 

 

Additional Benefits for early childhood exposure to lit:

  • Understanding the broader world

  • Identifying actions & objects

  • Explore sounds & humor

  • Repetition reinforces concepts

    • ie. Jessie Bear lessons:

      • ROUTINES

      • Boys get dirty clean

      • Dad’s not there during day Comes home @ night

      • Repetition & rhyming

      • Empathy towards animals (bears rep. ppl)

      • Connection to animals

      • Balanced lunch/healthy choices

      • Authoritative parents In charge but allow for options

    • ie. Sheep in a Jeep lessons:

      • Words + illustrations (ie. “Shout” can have multiple meanings)

      • Emotions + their body language

 

Elementary School Children

  • Cont. devel of lang. skills

  • Benefits to reading & oral lang skills

  • Encourage increased discussion

  • Promotes IMAGINATION

  • Rhyming & Pictures Allow for lang growth/benefits

  • Fun w/ sounds

  • Increased naming/labeling & phonetic similarities

  • Dual-meaning

  • Homophones, homonyms

 

Cognitive Devel.:

  • Perception: Detecting & org. info from the external/internal environ.

  • Memory: Input, storage, & retrieval

  • Reasoning: Making inferences & drawing conclusions

  • Reflection: Eval. the quality of ideas

  • Insight: Recog. NEW relationships

  • Identify (all of these also relate to social 7 emotional skills/abilities)

  • Picture books help dev. observational skills

  • Identifying opposites, noting what is similar or alike

  • Identify & see the relationships among objects; how things fit together & wh

  • Books help children learn to make “guesses” about the world based on existing information

  • Think about story, plot, subjects

  • What will happen next?

  • Exposure discussion are key elements here

  • Books help children develop logical sequences, days of the week, numbers, letters

    • ie. The Napping House lessons

      • Cause & Effect

 

 

Personal Experience & Research at Towsley Nursery School:

 

  • 12 hours/wk in the Oak Room (Ages 3-4):

  • Children love picture books w/ animals as the main characters (ie. “Pumpkin Soup,” “Cat in the Hat,” etc.)

  • Stories have a lyrical-prose to them- a “flow”

  • Repetition --> The children will chime in each time this appears

  • Illustrations are important because they can’t readà Including the character’s expressions (Child may say: “He looks sad” or “He looks angry”)

  • Silliness --> Opportunities for giggles

 

Research.

 

Children's Books About Technology & It's Takeover

© 2014 by Niki Berman.

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