Argumentative Essay - Title: The Benefits of Screen Time on Typical and Atypical Child Development PDF

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Title: The Benefits of Screen Time on Typical and Atypical Child Development...

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The Benefits of Screen Time on Typical and Atypical Child Development University of Newcastle Sarah Alcock C3259643

PSYC3700

Sarah Alcock

Screen time has been criticised by many as having negative impacts on a child’s development leading to issues such as poor social skills and obesity (Boone, 2007). With the increase in technology in our daily lives, it’s only natural that people will question the affect it may be having on our younger generation. In this essay, it will be argued that screen time and technology can have positive impacts on a typical and atypical child’s cognitive, social and motor development. Typical child development follows a continuous progression of learning and growth, whereas atypical child development is slightly more complicated with the child usually containing a genetic or biological disability making their development delayed or absent in certain areas (Stegge, 2007). Screen time isn’t necessarily bad for a child when exposed to the appropriate content. In fact, evidence suggest that children can benefit from technology in both their cognitive and social development as it can stimulate basic skills, provides real world preparations and motivate different ways of learning (Hatch, 2011). A study by Webster, Martin & Staiano (2019) revealed that screen time, specifically the use of computers, can increase motor development in children as young as three years old. The use of technology and screen time for the younger generation has been especially beneficial for those children with disabilities. A study by Shah (2011) explored how the use of computers and ipads have allowed children with disabilities access to inexpensive software which has replaced expensive therapy and other treatment. The study supported the notion that exposure to screen time using this technology has had significant results for the improvement in children living with special needs cognitive, social and motor development. This essay will attempt to show that through exposure to appropriate content and devices, screen time can be beneficial to a child’s cognitive, social and motor development. Cognitive development in children consists of the progressive growth of learning skills which may include attention, memory, problem solving and language skills. Most cognitive skills are learnt and through practice these skills can be improved (Gilles, 2015). Screen time can be made to

PSYC3700

Sarah Alcock

help and improve cognitive skills in children through the use of computers and educational videos. This is supported by Haugland (1992) which performed a study on typical three to four-year old children and their computer activity. Findings showed that those children who had opportunities to access computers showed significant development compared to those that didn’t have access. These cognitive developments showed high levels of intelligence, language skills, and problem solving. Combining computer usage with games have also been shown to promote visual and kinesthetic response-related skills (Howard-Jones, 2011). These findings suggest that computer usage for three to four-year old’s is the most valid explanation to why these children had more developed cognitive skills compared to those children who did not have computer usage. In atypical children it has been suggested that screen time can increase the child’s cognitive ability to use linguistics and narrative skills. A study by Garzotto & Bordogna (2010) explored the benefits of incorporating screens into the classroom to add an interactive component to be used alongside paper visual aids. In children with learning disabilities, it revealed that using screens increase the child’s engagement leading to improvements in their linguistic and narrative capabilities. In a similar study by Kucirkova (2014), evidence was present that interactive apps such as ‘learn-to-read’ apps and e-books improved both typical and atypical child development in literacy in the areas of phonics and word recognition. Both studies do suggest limiting screen time in children but highlight that it is an extremely useful aid when used correctly and can have significantly positive implications to a child’s cognitive development. Social development consists of a child’s ability to perceive themselves as individuals and gain an identity which is them used to communicate with others in the community. It is argued that screen time can be a useful aid in helping develop social skills and a child’s identity which can later be applied in social situations. A survey conducted by Clements and Sarama (2003) revealed that 81% of parents who were surveyed indicated that watching television shows which were child friendly helped their children to display positive behaviours such as helping and sharing and helped their

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Sarah Alcock

child to better understand the world. This most likely occurred through the child imitating behaviour seen on the television shows. This evidence reinforces the notion that appropriate screen time can have a beneficial effect on our younger generation. It’s also interesting to note that among older children, Strom & Strom (2012) found that screen time associated with social media allowed children to share their opinion and receive honest feedback while being exposed to a more diverse culture. This was suggested to have helped older children to further develop their identify and social views of the world around them. It should be noted that this study is limited in positive aspects due to the negative comments and influence social media can inflict on children, though the possibility for positive influence should not be dismissed. These benefits for social development can also be seem among atypical children. In atypical children, Maliszewski (2011) researched the benefits of using Wii games in school lessons with children who have special needs. The results from this research were promising. This study showed that dancing games increased the atypical child’s ability to differentiate between sounds, genders and roles. There was also an increase in the child’s ability to be patient, respect others around them, learn to work as a team and solve problems. It can be suggested that these abilities assist in children developing autonomy and self-regulation in a social environment. Another study by Shah (2011) supported these claims through the use of touch screens with results showing children with limited patients due to attentional deficit disorder became more respectful and patient towards others. Research in this area is still limited and further research into this area is recommended to strengthen these claim. This evidence for social development furthers the belief that the dangers of screen time on child development is exaggerated and the beneficial use of screens and technology on child development should be utilised. Motor development is another area of child development which can be improved through the appropriate use of screen time. Screen time can have a positive outcome in this area through the use of gaming technology. A study by Webster, Martin & Staiano (2019) supports this by revealing an association between computer games and the development of fine motor skills,

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Sarah Alcock

specifically dexterity. It indicated an increase in dexterity when a child used their hands to engage in an educational or child appropriate game. Sweetser (2012) also did research into the effects of screen time on child development with a focus on gamin devices such as Nintendo Wii and Sony PlayStation Move. The study suggested that when children engaged in active screen time, which consists of engaging cognitively and physically in screen-based activities, this motivated young children to exercise and be more active outside of the game setting. It also showed improvements in group socialisation, bonding, and self-esteem. Following on from an increase in physical activity due to the active screen time, it was reported that children’s motor ability improved. This study was limited to active screen time only and didn’t account for passive screen time which refers to the child being sedentary during the screen time. These studies support the use of screen time in furthering the advancement of a child’s motor development only when regulated to certain conditions Atypical children with disabilities seem to benefit the most from screen usage when it comes to motor development (Batshaw & Shapiro, 2002). Wuang et, al. (2011) performed a study on children with down syndrome with a perceptual-motor approach which assumes a causal relationship between any motor behaviour and the underlying perceptual processes. Wuang et. al. (2011) compared the motor ability of down syndrome children between the ages of 7 and 12 years old using Wii virtual reality software versus occupational therapy. Results from this study revealed that Down syndrome children who were exposed to screen time using Wii virtual reality had a higher motor proficiency then those who went to see an occupational therapist. Two other areas which the children improve in included visual-integrative abilities and sensory integrative functions. Studies on this issue is still limited but with experiments such as Wuang et. al. (2011), it provides evidence of the usefulness screens and technology can have on a child’s motor development. The evidence reviewed above raise important questions about the way in which technology is used and how screen time can provide positive results in a child’s cognitive, social and motor development. Studies into the affects of screen time on a child’s cognitive development shows

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Sarah Alcock

that is can be beneficial for a child’s language, intellectual and problem-solving abilities while also helping children with disabilities linguistics and literacy capabilities (Huagland, 1992; Garzotto & Bordogna, 2010). Research conducted by Sarama (2003) and Maliszewski (2011) into the social development in children revealed that screen time help children to better understand the world and develop positive social attributes such as sharing and helping others. In regards to motor development, children with disabilities seemed to benefit the most with exposure to virtual reality software allowing for an increase in motor proficiency (Wuang, et. al, 2011). The essay provides evidence which suggests that the belief that screen time is dangerous on development is perhaps limited and doesn’t account for the positive aspect’s screen time and technology has to offer. With further investigation into regulating screen time and the appropriate use of it, it can be implemented to be a useful educational tool in the development of a child.

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Sarah Alcock Reference

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Shah, N. (2011). Special education pupils find learning tool in iPad applications. Education week, 30(22), 1-16. Stegge, H., & Terwogt, M. M. (2007). Awareness and regulation of emotion in typical and atypical development. Handbook of emotion regulation, 269-286. Strom, P., & Strom, R. (2012). Growing up with social networks and online communities. The Education Digest, 78(1), 48. Sweetser, P., Johnson, D., Ozdowska, A., & Wyeth, P. (2012). Active versus passive screen time for young children. Australasian Journal of Early Childhood, 37(4), 94-98. Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of sport and health science, 8(2), 114-121. Wuang, Y. P., Chiang, C. S., Su, C. Y., & Wang, C. C. (2011). Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome. Research in developmental disabilities, 32(1), 312-321....