Blog Post #2

Consider that you were working with a family that had young to older children (perhaps this is your own family!). And that the family turned to you for advice on using media and technology with their children. In the class we’ve discussed a range of devices and applications, guidelines for use that consider the functions and advantages of technology and the possible consequences and concerns. We’ve reviewed recommendations from the American Academy of Pediatrics. For your post, provide guidance to this family – describe the parents (ages, roles, etc.) and children (at least 2, ranging in age from early childhood and school age or school age and adolescence) and propose guidance to them on when the children should get phones, if at all, how to manage their media consumption, what the parents roles might be, and so forth. 

The Context 

The Johnson family has recently been struggling to figure out what is best for their family in terms of using media and technology with their children. Todd and Beth are in their early forties and are pretty tech savvy. They both own smart phones which have played a role in raising their oldest daughter, Hannah, who just turned 13. While they did not plan on having a second child, Emily, their youngest child, joined their family about a year and a half ago. Now, the family has turned to me for advice about how to avoid having their phones be so present in Emily’s early life. They recently found out that using technology, such as smart phones, as educational and entertainment tools with children in early childhood may not be healthy, which was what they did with Hannah when she was in the early childhood development phase. The Johnson family is looking for recommendations about how to properly introduce technology into Emily’s life in a healthy fashion, as well as recommendations on how to manage Hannah’s media consumption and technology use as she enters her teenage years.

The Advice

 First, let’s assess the concerns that Todd and Beth have about using technology and media too much as they raise Emily. Their concerns are valid as it has been proven, according to American Academy of Pediatrics (AAP) in their article, Media and Young Minds, that “Children in early years of their life need hands-on, unstructured, and social play to build language, cognitive, and social-emotional skills” (p. 3).  These hands-on activities necessary for development are rarely able to be done through the use of technology. Todd and Beth, instead of using activities on their phones, need to engage in quality face-to-face interactions with Emily in order to best help her develop language, cognitive, and social-emotional skills. While this holds true, it is also important to note that the AAP recommends that media intake is limited to one hour per day or less for a child Emily’s age, as well as making sure screens are not present during meals and before bed (p. 3). While a little bit of technology can be okay, it is important to make sure face-to-face interactions are occurring significantly more often, especially because technology use, specifically screens, can have a negative impact on sleep. It is also important that Todd and Beth do not use media as a way to relax Emily. Especially at her age, it is important that technology is not a distraction, but a learning device. For this reason, Todd and Beth should pick high quality activities for them to do with Emily for the short bit of time that she does spend using technology during the day. Using the technology together will enhance their parent-child relationship, as well as positively impact Emily’s learning and interaction skills. 

Now, we can assess Todd and Beth’s inquiry about how to manage Hannah’s media consumption and technology use. Recently, Hannah came home talking about how all of her friends are starting to get phones, which sparked the Johnson’s interest in finding out recommendations pertaining to technology and media use in teenagers. It is important to note, first, that getting her a phone will have benefits. First, it can help with communication, especially as she reaches an age where she does not always have to be under adult supervision. Also, according to the article, Media Use in School-Aged Children and Adolescents, from the AAP, social media is a great outlet for adolescents to stay updated with their communities informationally and socially, as well as events and issues going on around the world (p. 2). With these benefits, it is important for the Johnson’s to know that if they choose to get Hannah a phone, setting parameters for her use will help alleviate potential risks that media can have. Some of these parameters include making sure phones are not present when eating dinner and while doing homework. Phones can be a major distraction, so setting them aside for certain activities is important. Screens also can have a negative effect on sleep, so it is a good idea to avoid using them around 1 hour before one goes to sleep (AAP p. 2). It is important to always stress getting enough sleep and exercise in adolescents as they are still going through major developmental stages. Overall, Todd and Beth are right to ask these questions because asking them will benefit both their daughters mental and physical health and development. 

References

AAP Council on Communications and Media (2016). Media Use in School-Aged Children and Adolescents. Pediatrics. 138(5). 

AAP Council on Communications and Media (2016). Media and Young Minds. Pediatrics. 138(5).