affects of technology on children

8/11/2019 Affects of Technology on Children

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Affects of technology on Childrens health

Literature Review

Concern from parents, professionals, and the populace atlarge about the impact of the media on children and adolescentshas grown steadily over recent years. Dietz and Strasburgers review (1991) summarized theresearch of the previous 20 years, which demonstratedthe multiple effects of television on child and adolescentcognition and behavior. Looking at topics ranging fromcognitive development, to obesity, to aggressive behaviorand violence, drug use, suicide, sexual activity, and the

promotion of stereotyping, this article highlighted earlierfindings and provided the basis for much of the recentresearch. .(Villani, 2001)

Like tsunami waves, college and university campuses have been hit by newgenerations of youth coming from high schools with quite a decent knowledgeabout IT and how to use its tools, especially cellular phones and computers.These youth have been referred to as the Echo Boomers, Millennial, the NetGeneration, etc. The expectations, attitudes, and fluency with new IT of thisgeneration have been beyond belief. Hence, dealing with these youth has been achallenge for educators, parents, and governments alike, especially in a region similar tothe Middle East wherein public mingling between the genders isgenerally discouraged, many schools are segregated, and certain uncleanbehaviors or foul language are mostly edited out of the mass media. (Galal,2002; Tubaishat et all, 2006; Wheeler, 2003) (Hashem, 2009)

TelevisionTwo major meta-analytic reviews were published in the1990s. Wood et al. (1991) examined 28 research reports onchildren and adolescents exposed to media violence andsubsequently observed in unconstrained social interactions.The authors concluded that exposure to mediaviolence increases aggressive interactions with strangers,classmates, and friends. In a larger review of 217 studiesconducted between 1957 and 1990, Paik and Comstock

(1994) looked at the effects of television violence on antisocial behavior. The age range represented was from 3 to70 years of age, with 85% of the sample aged 6 to 21 years.The analysis revealed a positive and significant correlation

between television violence and aggressive behavior,regardless of age. The greatest effect size was demonstratedfor preschool children, even though the aggression theyexhibited was, by the nature of their age and size, the least

problematic.(Villani, 2001)


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Recent research has continued to focus on television,largely because children spend the most time with thismedium and it reaches the youngest ages. Nielsen MediaResearch (1998) data indicate that the average Americanchild spends more than 21 hours per week viewing television.Television viewing also occurs earlier than otherforms of media, often beginning before age 2 years. Withinthe past year, television shows particularly designed toappeal to infants and toddlers have emerged, causing greatconcern and public debate about television viewing at anearly ages as an alternative to more developmentallyauthentic human interaction. .(Villani, 2001)

Two current articles have looked attrauma symptoms and television watching. Joshi andKaschak (1998), in a study using a self-report questionnaireadministered to 702 high school students, noted that75% reported exposure to violence in the media at moderateto high levels, with 10% reporting that they soughtcounseling for the negative sequelae. Symptoms reportedincluded bad dreams and nightmares, anxious feelings,

being afraid of being alone, withdrawing from friends, andmissing school.Singer et al. (1995) examined viewing preferences,symptoms of psychological trauma, and violent behaviorsamong children who watch television. .(Villani, 2001)

Music on electronic gadgetsMartin et al. (1993) surveyed 247 high school studentsin two Australian government high schools about theirmusical preferences and aspects of their psychologicalhealth and lifestyle. The results showed a marked gender

bias, with 74% of the girls preferring pop music comparedwith 71% of the boys preferring hard rock/heavymetal music. They also reported significant associations

between a preference for hard rock/heavy metal musicand suicidal thoughts, acts of deliberate self-harm,depression, delinquency, drug taking, and family dysfunction.

They suggested that there is a group of young people with preexisting personal family psychopathologywho may choose hard rock/heavy metal music because itsthemes resonate with their own feelings of frustration,rage, and despair. .(Villani, 2001)

Computer and video games


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Very few research articles have examined the effects ofthis billion-dollar industry on children and adolescents.Dorman (1997) provided a comprehensive review of the research looking at potential negativeconsequences in fiveareas: cardiovascular implication, video game inducedseizures, Nintendinitis, pathological preoccupation with video games, and aggression and prosocial behavior.Of the 36 references, few are research articles printed inthe past decade. Ferrie et al. (1994) documented 50 casesof video game induced seizures reported worldwide. .(Villani, 2001)

Use of internet and social media

The use of computers and the Internet has not beenstudied using research techniques to date, yet 89% ofteenagers report using a computer, 61% report surfing the net, and 14% report seeing something that they do not want their parents to know about (Princeton SurveyResearch, 1997). The speed and easy access to theworld through the web of cyberspace will clearly have aneffect on the growth and development of children just asother forms of media have contributed. Although it islikely that it will have both positive and negative effects,further research is indicated to delineate each. .(Villani, 2001)

With colossal social intricacy, IT, especially the Internet, has not only haduniversal positive impact on contemporary societies, but also has caused varioussocietal concerns about privacy, security, pornography, digital divide, Cybercrime, virtual community, intellectual property right, etc. As Katz and Rice (2002)mentioned, IT seems another double-edge weapon that has intense positive andnegative social consequences. It unites huge technical and social complexitiesand this distinctive blend makes youths understanding of IT both significant and challenging. (Hashem, 2009)

the addiction to it through spendingprolonged periods of time over its IT programs leads to wasting much valuabletime, building shallow and harmful relationships, and, eventually, causing ratherthan alleviating, users depression, loneliness, social isolation, and withdrawal

among other things, particularly to our youth (Peled, 2000; Griffiths, 2001; &Sanders, 2000). (Hashem, 2009)

Pew Internet Research studieshave found that children have begun to enter these numbers in a big way. Thirty-eightpercent of twelve to fourteen years olds have some form of online account, whilesixtyonepercent of twelve to seventeen year olds use social media to send messages, fortytwo


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percent of which do so every day (Kaiser Family Foundation).

As society become more connected through the internet, cell phones, and socialnetworking, privacy for children is becoming a major concern, and one that is difficult tofind a solution to.

Health

Furthermore, the potential for a sedentary lifestyle ranges beyond the traditionaltechnology we automatically think of, such as video games and the television. Todaychildren are riding in cars instead of walking, and using elevators instead of stairs(American Physiological Study). As with video games, pieces of life are becoming moreautomated, and as such require less activity out of the individual. (Hatch, 2011)

According to several studies, childrens sensory skill development is being put at risk through overuse of technology.

Developing children require human interactionin order to properly develop. Young children require between three and four hours a dayof physical activity and human touch. According to Dr. Ashley Montagu, infants that are deprived of this amount of human touch and play exhibit more agitation and anxiety,and may become depressed in early childhood (OTLine). (Hatch, 2011)

Exposure to media violence has become a health risk in itself for many children.When concerned parents think of their children playing video games, their thoughtsautomatically stray to the threat of violent video games. Games today are more realisticthan ever, and as such, as is the violence incurred to people, animals, and creatureswithin (Hatch, 2011)

The view that technology is destructive of childhood is frequently mentioned in bothacademi c and popular discourse. Ever since Postmans classic text on TheDisappearanceof Childhood (1994), a number of social commentators (Winn, 1977 and 1984; Elkind,1988; Meyrowitz, 1985; Tobin, 1998) have raised major concerns about the impact ofelectronic media on social life and how it has eroded the line between childhood andadulthood. Stella DowneyNoirin HayesBrian ONeill

An area that attracts a great deal of attention and controversy is the topic of childrens exposure to inappropriate content, sex and violence through computer games, videos ortelevision. Reflecting on the role that violence plays in media entertainment and whyviewers are drawn to it, Goldstein (2000) argues that the audience relationship is acomplex, multilayered one that needs to be studied in context. ( Stella DowneyNoirin Hayes


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Brian ONeill

Educators and parentshave been cautioned about the negative impact of backgroundtelevision (Kirkorian et al. 2009; AAP 2011b), passiveuse of screen media (AAP 2011b), and the relationshipbetween media use and child obesity (White House TaskForce on Childhood Obesity 2010; Birch, Parker, & Burns2011; Schepper 2011). Possible negative outcomes havebeen identified, such as irregular sleep patterns, behavioralissues, focus and attention problems, decreased academicperformance, negative impact on socialization and languagedevelopment, and the increase in the amount of timeyoung children are spending in front of screens (Cordes& Miller 2000; Appel & OGara 2001; Christakis et al. 2004;

Anderson & Pempek 2005; Rogow 2007; Vandewater et al.2007; Brooks-Gunn & Donahue 2008; Common Sense Media2008, 2011; Lee, Bartolic, & Vandewater 2009; Campaign fora Commercial-Free Childhood 2010; DeLoache et al. 2010;Tomopoulos et al. 2010; AAP 2011a, 2011b). .(NAEYC) Screen media


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Conclusion

The challenge to adults who deal with children, either personally as parents or professionally, will be to monitormedia use in ways that foster curiosity and the positiveaspects of the ability of media to teach, yet simultaneously

protect children from spending too much time withmedia at the expense of human interactions, from beingoverexposed to material that cannot be adequately processedor understood, and from having their value systemsshaped in negative ways by media content. The cost ofignoring the impact of the media on children and adolescentswill be enormous, both in absolute dollars and inthe immeasurable cost of human pain and suffering.(Villani, 2001)

Technology and media should never be used in ways thatare emotionally damaging , physically harmful, disrespectful,degrading, dangerous, exploitative, or intimidating to children .This includes undue exposure to violence or highly sexualized

images (NAEYC 1994; AAP 2009).Just as early childhood educators always have been encouragedand advised to monitor and apply the latest researchfindings in areas such as health and child development, so tooshould they continually monitor and assess research findingson emerging issues related to technology, including 3D visionand eye health, exposure to electromagnetic fields and radiationfrom cellular phones (EMR Policy Institute 2011), toxinsfrom lead paint or batteries, choking hazards involving smallparts, child obesity, screen time, or any other potentiallyharmful, physiological, or developmental effects or side effects


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affects of technology on children

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