the new ideal childhood
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FILM 260 flipbook on how technology has changed growing up.TRANSCRIPT
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The New Definition of an Ideal ChildhoodBy Alexandra Ross
Image by Gil Garcia
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The first generation of digital natives
are consuming technology at an
alarming rate.
Image by TF28
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Since the iPad was released in 2010
it took just 2.5 years to sell 100 million copies.
Image by bangdoll
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A study in 2011 reported 52% of 0-8 years olds have access to smartphones,
video iPods, iPads, or similar devices.
Image by Brad Flickinger
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These children have a natural
intuition of how to use
these devices, far surpassing their “digital immigrant”
parents’ understanding.
Image by Brad Flickinger
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Touch-screens have enthralled even the youngest toddlers, as there is no connection between mouse
and screen that needs to be understood.
Image by Wayan Vota
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A child’s “hands are a natural extension of their thoughts.”
–Hanna RosinImage by KetWorks
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This generation is growing up digitally literate,a skill that society has deemed extremely valuable.
Image by Brad Flickinger
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Yet the Canadian Society for Exercise Physiology
recommends children under 2 have no screen time,
2-4 have less than an hour, 5-11 have less than 2 hours
in a day.
Image by Jim Roberts
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The benefits and drawbacks of children using tablets are widely debated.
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There have been no long term studies done on the effects of
tablet use on children.
Image by Scott Akerman
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“Every new medium has, within a short
time of its introduction,
been condemned as a threat to
young people.” –Hanna Rosin
Image by *Vintage Fairytale*
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There are concerns about attention spans, exposure to violence, a sedentary lifestyle, and alack of communication skills, just to name a few.
Image by Emory Maiden
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We have a romanticized view of a perfect childhood, one spent
constantly outdoors playing.
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However it is outdated, as
most of us did not experience
that type of childhood either.
Image by Tracy Lawson
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Our generation grew up with television, and to
some extent computers.
Image by John Allman Dayrit
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Parents are often criticised for pacifying their children with screens.
Image by Brad Flickinger
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In public restaurants, children who are engaged with a screen instead
of in conversation are judged.
Image by Christopher Peplin
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Yet we spent our childhood drawing on place mats in restaurants,
not necessarily engaged.
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Are puzzles any less valuable on a screen?
Image by Lotte Ch
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There are currently over 90000 “educational” apps available
just for iOS alone.
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Many experts believe this is the only type of app that has any value for children.
Image by Intel Free Press
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Since when does every experience in our childhood have to be
explicitly educational?
Image by Brynja Eldon
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Snakes and Ladders is not deemed an “educational” board game, yet no one would
question its value in a childhood, or that children will learn from playing it.
Image by Sezzles
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It may be time we update our
view of a perfect childhood.
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Or maybe we should take some advice from the Greeks…
“Everything in moderation.”
Image by David Amsler
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Image by pareeerica
Sources• http://www.nbcnews.com/technology/apple-100-million-ipads-sold-1C6619845• http://
www.commonsensemedia.org/about-us/news/press-releases/common-sense-media-research-documents-media-use-among-infants-toddlers-
• http://www.theatlantic.com/magazine/archive/2013/04/the-touch-screen-generation/309250/?single_page=true
• http://www.csep.ca/CMFiles/Guidelines/CanadianSedentaryGuidelinesStatements_E_2012.pdf
• http://www.theatlantic.com/magazine/archive/2013/04/the-touch-screen-generation/309250/?single_page=true
• http://148apps.biz/app-store-metrics/• http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-stud
ents-learn-teachers-say.html?_r=1&adxnnl=1&adxnnlx=1368383095-wWofpIx3Ke2/eBeS+XHrpA
• http://bits.blogs.nytimes.com/2013/03/31/disruptions-what-does-a-tablet-do-to-the-childs-mind/
• http://proquestcombo.safaribooksonline.com.proxy.queensu.ca/book/programming/mobile/9780080954097/how-mobile-technologies-are-changing-the-way-children-learn/ch01lev1sec2
• Shillady, A., & Parikh, M. (2012). New Tools and Strategies for Teachers and Learners. YC: Young Children, 67(3), 10-12.