5 CONTEMPORARY PARENTING MYTHS BUSTED REGARDING TECHNOLOGY AND MEDIA

International Journal of Advance Research and Innovative Ideas in Education, 2020

The impact of technology in modern life is multifarious. We use technology in different ways and often times the way we implement various technologies ends up harming our lives or the society we leave in. This study revealed the understanding of the parents about the influence of technology on the child’s social, language and physical health development. the present study conducted by Two Focus Group Discussions (FGD) and four In-depth interviews (IDI) were the basis of the qualitative approach. All the participants were selected through convenient sampling. The findings revealed that children have access to all the technology that is available at home. It was found from the study that children’s screen time was varying from 2 to 5 hours. Findings say that children use technology for entertainment purpose, though educational purpose through Khan Academy also surfaced during the interviews. Another interesting finding was, though video games have adverse effects on children, one cann...

2019

! 5 that children's use of technology at a young age should be very limited-they prefer them to learn through traditional toys and games, and to interact with people. However, many of the parents recognise that digital technologies and the content they deliver create joint reference for children to socialise and play together, hence and strengthen the peer culture. If children are not able to access this peer culture, they may be excluded which again can threaten their peer relationships. Many parents felt that their teaching of digital skills would help to limit any potential 'damage' caused by children accessing technology in an uncontrolled way outside the home. Where they expressed concerns these were mainly around the internet-access to unsuitable material-and social media, especially the potential for contact with undesirable people and issues such as online bullying. There were also some concerns around excessive technology use interfering with the child's development, with too much screen time affecting concentration levels and keeping them away from traditional, 'creative' play and education. There is also a sense of social 'embarrassment' for some parents in admitting technology as if this reflects negatively on their parenting skills. However, most parents seem aware of the potential benefits of technology, and keen to identify those aspects of it which will be 'good for' the children, such as educational videos or apps which develop motor skills. For many, achieving a desirable balance in what they consider to be an appropriate use of digital technologies by their children is not a simple matter.

Pediatrics

International Journal of Learning and Media, 2011

Pediatrics, 2017

Understanding the family dynamic surrounding media use is crucial to our understanding of media effects, policy development, and the targeting of individuals and families for interventions to benefit child health and development. The Families, Parenting, and Media Workgroup reviewed the relevant research from the past few decades. We find that child characteristics, the parent-child relationship, parental mediation practices, and parents' own use of media all can influence children's media use, their attitudes regarding media, and the effects of media on children. However, gaps remain. First, more research is needed on best practices of parental mediation for both traditional and new media. Ideally, this research will involve large-scale, longitudinal studies that manage children from infancy to adulthood. Second, we need to better understand the relationship between parent media use and child media use and specifically how media may interfere with or strengthen parent-child...

Globalisation has shrunk the world as much as the media industry has. The reach of Digital media is much wider than any other form of media. Why is there a sudden surge in the obsession with digital technology? Each one of us is obsessed with a gadget in hand and is exposed to the world in a palm"s length. Is that the family does not have the time for each other or is it an easier way to keep the children occupied. Over the last 10 years digital media has become a part of the common man"s life. It is moved from 10% to above 90% among children below 4 years. Digital Media is a highly polarised issue in our society today, the good and bad of the media needs to visited for a fruitful upbringing of the children of this generation. Though the use of academic apps, skype facility for developing various additional skills are the plus points but the persuasive impact on the children by altering their psychological behaviour is severe. A family is one or more parents living together in a single household as one unit. Parents "indulgence in using mobile phones is indicative of them unable to spend quality time with their children. The social insecurity is immense in the current situation depriving the children of freedom to play, interact with other children of their age, resulting in lack of social skills which includes even bonding within the family. The visible risks of digital media include change in sleep patterns, attention and retention span and most significantly exposure to desirable and undesirable content with loss confidentiality of personal content, calls for a review of our culture and socialisation. Children and teenagers being predominantly passive audience only absorb the information on screen. They neither possess the capacity nor have the exposure to diagnose and dissect the information they receive due to lack of adult supervision. Through my study, I would like to understand that in a fast moving pace, where technology is taking hold of our lives, whether we need to revert to our traditional way of bringing up children, to retain the values to minimise the dependency on the digital media. Parents need to intervene in the process of the content being shared by the media to the children. A gatekeeper is essential for the children analytically rather than being a mere observer. The changing roles of media must receive inputs from active audience and alter the content and approach to the children.

2004

2015

To effectively address early childhood screen time concerns raised by parents and policy makers it is important to examine the current home digital environments of young children. The present study draws upon research which examined the home digital environment of Australian parents and their children (aged 2 to 4; N = 69). Parents completed a questionnaire that asked how many digital devices families had at home, how much time children spend on them, and how easily children could operate them. The extent of parental engagement in digital activities and parent views on touch screen tablets were also measured. TVs and touch screen tablets were the most popular digital device among pre-schoolers being used on average for 80 mins and 20 mins per day respectively. Parents rated touch screen tablets as the easiest device for young children to operate. It is suggested that a differentiated screen time policy approach for TVs and tablets is needed to better address screen time concerns. Pr...

Children come to school steeped in media culture. Educators have little guidance as to the extent of media use and its impact on children's lives outside of school. Using national time diary data from 1997 and 2003, this study provides a picture of select media and other activities of children 6-12 in 1997 and 2003 in the United States. It identifies a continuation of a digital divide to 2003, with children from families with higher incomes or greater maternal education more likely to use computers and less likely to watch television and play video games. In addition, whereas television and video games crowd out positive learning-related activities, computer use does not.

This study aimed to explore the digital environments of 3-6-year-old children within the home setting. A total of 537 children aged 3-6 years and their parents participated in the study. The results of the study revealed that the children live in digitally rich home environments. Parents usually limited the screen time of the children, or accompanied them during the use of digital technologies. The total screen time of the children was more than 3 h, whilst the parents' total screen time was around four and a half hours. The results also indicate the influence of family income and parents' screen time on children's screen time. Parents and home settings play a key role in their children's interaction with digital technologies. Therefore, the familial context should be taken into consideration for supporting young children's learning and development through digital technologies.

2010

The pervasiveness of technology in the 21st Century has meant that adults and children live in a society where digital devices are integral to their everyday lives and participation in society. How we communicate, learn, work, entertain ourselves, and even shop is influenced by technology. Therefore, before children begin school they are potentially exposed to a range of learning opportunities mediated by digital devices. These devices include microwaves, mobile phones, computers, and console games such as Playstations® and iPods®. In Queensland preparatory classrooms and in the homes of these children, teachers and parents support and scaffold young children’s experiences, providing them with access to a range of tools that promote learning and provide entertainment. This paper examines teachers’ and parents’ perspectives and considers whether they are techno-optimists who advocate for and promote the inclusion of digital technology, or whether they are they techno-pessimists, who ...

International Journal of Learning and Media, 2011

Popular books and media magnify parents’ fear of excessive “screen time” and the supposed dangers children face through the use of television, computers, and cell phones. However, this generalized fear often leads to absolute limits on the use of screen devices. Such an approach places too much emphasis on technological determinism, assuming that simply using computers and other interactive devices, regardless of content or the intended use of given applications, will negatively influence both cognitive and social/emotional development. Can we imagine a better approach to parenting in the digital age than monitoring screen time?

Electronic media, particularly television, have long been criticized for their potential impact on children. One area for concern is how early media exposure influences cognitive development and academic achievement. The article summa¬rizes the relevant research and provides suggestions for maximizing the positive effects of media and minimizing the negative effects. One focus of this article is the seemingly unique effect of television on children after age two. Although research clearly demonstrates that well-designed, age-appropriate, educational televi-sion can be beneficial to children of preschool age, studies on infants and toddlers suggest that these young children may better understand and learn from real-life experiences than they do from video. Moreover, some research suggests that exposure to television during the first few years of life may be associated with poorer cognitive development.

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia, 2019

Very young children recently have engaged with media devices such as TV set, computer and mobile devices. Playing with all devices is the most attractive activity than interacting with their environment. They look like a quickly learners regarding devices use than their parents and the media devices used by young children is rapidly increases year by year. Many researchers agree that media devices children use have an impact both positive and negative on development and learning. Beside the all benefit of devices for children, parents must also pay attention with the negative impact possibility in devices children use. Therefore, parents play very important role in their children. Parents should be able to encourage their children of avoiding an inappropriate media device use in order to reduce negative impact that can affect their growth and development. The aim of this article is to review some literature about negative impact of young children media device use, suggest preliminary guidance for parents and recommend the future research need.