Effect of Technology on School Age Children

Children Need Less Screen Time and More Play Time

Problem

In recent years, there has been a growing concern that children are spending too much time on screens. This is particularly true for younger children, who are now spending an average of four hours a day on devices such as phones, tablets, and laptops. This is a significant increase from previous generations, who spent an average of just two hours a day on screen time (Sigman, 2012; Kugler, 2020). There are a number of reasons for this increase, including the growing popularity of social media and the rise of digital learning tools in schools. However, the most significant factor is the ubiquity of screens in our everyday lives (Zapata, 2020). With more and more households owning multiple devices, it is not surprising that children are spending more time staring at screens (Kugler, 2020).

Why It is Important

The increase in screen time has led to a decrease in the amount of time spent playing with peers. This is concerning for a number of reasons. First, playtime is essential for helping children to develop social skills (Gray & Feldman, 2004). Second, it provides an opportunity for physical activity, which is important for both physical and mental health. Finally, playtime helps to stimulate creativity and imagination (Ailwood, 2003). With less time spent playing with others, children are missing out on all of these benefits.

Need to Study

There is a need to study this issue so that parents and educators of children of the digital age can understand how to address this problem. There are a number of common sense ways to address the issue of too much screen time. For instance, for parents, it is important to set limits on how much time your child can spend on devices each day. It is also important to provide opportunities for playtime by organizing activities with other families or joining a local sports team or club. And for schools, there should be more emphasis on encouraging students to take breaks from screens and get outside to play during recess and lunchtime. And of course there should be more public awareness about the importance of reducing screen time in order to promote healthy child development. However, because this is the Digital Age, not everyone agrees that the problem is really a problem (Sigman, 2012). Therefore, before anyone can address the problem, there needs to be significant understanding of the problem, which can only come by way of a deep understanding of why it is a problem. That means more study on the effects of technology on school age children is needed. Who may benefit from this research are all stakeholders: parents, educators, and the children themselves.

Literature Review

There is no doubt that technology can be a great resource for children in school. But there can also be some negatives to relying on technology tools. For example, if school aged children are constantly using computers or tablets to do their work, they may not be developing important critical thinking, writing and problem-solving skills (Zapata, 2020). They might also have trouble interacting with their peers and learning how to collaborate. And of course, there is always the risk of addiction or becoming too reliant on technology (Kugler, 2020). When used in moderation, technology can be a helpful tool for children in school (Plowman & McPake, 2013). But it is important to make sure that children are still developing the skills they need to succeed in the future (Gray & Feldman, 2004).

Why Play is Important

Play is an important part of childhood development (Ailwood, 2003). Through play, children learn to explore their world, try new things, and solve problems. They also develop motor skills, social skills, and language skills (Gray & Feldman, 2004). Furthermore, play helps children to understand their own emotions and the emotions of others (Gray & Feldman, 2004). In short, play is essential for healthy child development. However, not all play is created equal. In order to be truly beneficial, play must be developmentally appropriate (Ailwood, 2003). This means that it should be challenging enough to engage the child but not so difficult that it frustrates them. This zone of proximal development is where children learn best (Gray & Feldman, 2004).

What Parents and Teachers Should Know

The literature shows that it is important for children to play for several reasons. It helps them to develop physically, cognitively, and emotionally. When children play, they use their imaginations and learn how to solve problems. They also learn how to interact with other people and understand their feelings. In addition, playing helps children to burn off energy and release tension (Ailwood, 2003; Gray & Feldman, 2004).

However, too much technology can interfere with play and prevent children from developing these important skills (Zapata, 2020). For example, when children are constantly glued to screens, they miss out on opportunities to explore their surroundings and use their imaginations (Sigman, 2012). They also miss out on social interactions with other people. In addition, too much screen time can lead to problems such as obesity and poor mental health. Therefore, it is important for parents and teachers to limit children's screen time and encourage them to play instead—especially since too much technology can lead to technology addiction in children (Kugler, 2020). This addiction can stunt their cognitive growth.

Is All Technology Bad?

That is not to say that all technology time is bad for children (Plowman & McPake, 2013). In moderation technology can help to enhance the lives of digital natives (Prensky, 2009). Prensky (2001) states that “a digital native is a person who was born into a world where technology and the digital world are already commonplace” (p. 1). He argues that these individuals have “a different brain” as they are used to receiving information in short bursts, are comfortable with multitasking, and are able to quickly process large amounts of information. Prensky claims that digital natives are “native speakers of the digital language of computers, video games and the Internet” and as such, have an advantage over those who are not as comfortable with technology (p. 2). While there is some truth to what Prensky says about digital natives, it is also important to consider the drawbacks of this perspective. For example, Digital Natives may have difficulty sustaining attention on one task for a prolonged period of time, and they may also be more likely to engage in risky behaviors online (Zapata, 2020).

For that reason, it is important to consider that some technology may not only be helpful for school children but also necessary. Technology is becoming more and more prevalent in society, and there are many reasons why it may be not only helpful but also necessary for school aged children. For one, technology can help children learn more efficiently by providing them with access to a wealth of information that can be easily accessed and sorted (Prensky, 2001; 2009). Additionally, technology can help children stay connected with their peers and educators, which can be beneficial for both social and academic development. And technology can help prepare children for the increasingly technology-driven world they will enter after graduation (Prensky, 2001; 2009). While there are some drawbacks to using technology in the classroom, the advantages seem to outweigh the disadvantages according to some researchers (Prensky, 2001; 2009). As such, it seems clear that technology is here to stay and that it can play a valuable role in helping children succeed in school and in life.

Too Much is Not a Good Thing

Yet the evidence exists that shows children need more time free playing with other children than they do sitting on screens and immersing themselves in technology (Ailwood, 2003). Through free play, also known as unstructured play, children learn social skills and engage in other developmental processes that help them grow. Free play is thus an important part of children’s development (Gray & Feldman, 2004). Through play, children learn social skills such as cooperation and sharing. They also develop physical skills such as coordination and dexterity. Play helps children to develop cognitive skills such as problem-solving and abstraction (Ailwood, 2003). Play is also a valuable opportunity for children to express their emotions.

The research thus shows that it is essential that children have opportunities to engage in play on a daily basis (Ailwood, 2003). Playgrounds provide an ideal setting for children to explore, experiment, and imagine. They are also a great place for children to make new friends and interact with other children. Play areas should be safe but also conducive to the needs of children at play—i.e., large enough for them to run, mimic, and perform. It is important that play spaces be safe, stimulating, and well-maintained. A playground that meets these criteria will provide children with many hours of necessary activity that can help them to reach their full potential (Gray & Feldman, 2004).

Parents and teachers should be very concerned that children spend less time with technology and more time with other children so that they learn social intelligence, emotional intelligence, and how to govern themselves (Ailwood, 2003). When children spend more time with technology, they are not learning how to read social cues, talk to others, or manage their emotions. They are also not learning how to settle arguments or handle conflict. These skills are essential for success in life. Therefore, it is important for parents and teachers to encourage children to spend less time with technology and more time interacting with other children. By doing so, they will learn the skills they need to be successful in life.