Kids and Technology

by Mark Hefner

March 9, 2017

CHIANG MAI, THAILAND: Nakornpayap International School (NIS) Psychologist Mr. Tom Bell, gave the Academic Access Program’s (AAP) parents a talk on Thursday about “Kids and Technology” and its impact on their young lives.

According to Mr. Bell, kids have access to incredible amounts of technology providing vast informational resources that can be either good or bad in developing and influencing young children. TV’s, computers, mobile phones and tablets, and now wearables are ubiquitous throughout our interconnected high-speed digital world which kids are able to access in places like school busses, computer classes, at home or anytime they are not doing something else

Screen Time

One study from the USA estimates American kids spend on average 8 hours a day in front of a screen of some sorts. According to American pediatricians, more than 2 hours a day is excessive. These same pe
diatricians also warn that children under 2 years of age should not get any screen time.  “What’s wrong with excessive screen time?” Mr. Bell asks parents. Some parents feel it takes you away from the real world and the child is confused about right and wrong.

Mr. Bell says interaction and play is extremely important to a child’s development. Scientist have conducted brain scans of children as they sit listening to a lecture in a classroom, which resulted in very little brain activity. However, when taken outside to play, brain activity increases dramatically. Highly active brains help increase intelligence, social skills, attention span and overall development as well as imagination, which is important to a child’s development.

Mr. Bell also pointed out a possible link between the rise of ubiquitous screen time and short attention spans. In the year 2,000, the average American had an attention span of 12 seconds while now it is down to 5 seconds. This begs the question, is there a screen time connection?

Not all screen time is bad though. Interactive educational programs are less harmful than passive (watching only) programs are. These programs prompt children for some type of response. Many of these programs, cartoon like in design, are fun for the children who do not realize they are actually learning as they play.

Viewable Content

Equally important to screen time is the content a child views on a screen. Watching aggressive content increases likely hood children will be aggressive while watching nonaggressive and educational content can help to develop the child.

For example, Marvel Comic’s “Logan”, which was released to theatres last week, was viewed by some of the Elementary students at NIS even though it was rated “R” (restricted). Some imaginative children could possibly confuse the real world from what they see coming out of Hollywood and emulate what they see on TV, which in turn sometimes creates problems for the child and those around them.

Research possibly supporting a similar imitative argument was done
with a “Bobo Doll”. A Bobo Doll is a play toy that bounces back when it is pushed or hit. An adult came out and modeled “nice” behavior, while children watched. Children later came out and imitated that behavior. A more aggressive adult came later and played very aggressively with the doll. The children copied this behavior.

Mr. Bell also mentioned that the ease of finding pornography on the internet is also a great concern. This content, easily accessible to children, gives false expectations to developing children who should be restricted from its access. Parents need to monitor their children’s internet activity to ensure they are not accessing pornography and/or similar content during the developmental stages of their lives.

There are software programs, such as “Dinner Time” or “Net Nanny” which can help limit a child’s access to content they should not be viewing. Parents needing help finding this material are welcome to contact Mr. Mark in the AAP or Mr. Tom Bell at NIS who will assist you in finding these programs.