Professional Documents
Culture Documents
Final Extended Inquiry Project
Final Extended Inquiry Project
Final Extended Inquiry Project
Carolyn Daly
English 1103
7 November, 2019
As I straightened one of the clothing racks at work, I heard the jingle of the bell on the
front door. I greeted a mother and her son with a smile. The mother immediately pushed her son
to the back of the store, sat him down on a chair and handed him her phone in order to entertain
him as she shopped. The little boy, most likely around the age of four, remained glued to the
device, watching videos until his mother was ready to leave. As she reached to take her phone
he started to scream. He demanded that she give it back and whined the whole way out of the
store. I couldn’t help but think that the mother made a bad decision by giving her son the phone
to keep him occupied. So many mothers walk into the store and hand over devices to their
children without hesitation. What kind of impact is this having on children? How does the use of
Mobile devices have become so integrated into our daily lives and routines. Not much
thought is given to how they impact the lives of young children. It is necessary to understand
how we can enhance the use of technology to benefit children. Mobile devices can be used as
tools to aid children in the learning process. While these devices can be helpful, when used
the negative effects of mobile devices on children so that they may be avoided. Many parents
and caregivers place phones or tablets into a child’s little hands without a second thought. Are
Daly 2
they aware of how their child are using these devices, how much time is spent on them, or the
Parents, caregivers, and educators need to know how to properly introduce mobile
devices to their children. The way children learn to use technology and the habits they form will
impact them for the rest of their lives. Parents also need to be aware of their own use of
technology, as it may directly influence their child’s use. Furthermore, this future generation will
one day beencharge. They will be educators, doctors, and lawmakers. A child’s first couple years
are critical to their development and will affect them in the future. How does parents use of
technology affect child development? What opportunities and challenges do smartphones and
tablets present?
Children today, aged zero to eight, have never known a world without mobile devices. In
2007, the smartphone revolution began when Steve Jobs, creator of the iPhone, revealed the very
first model to the public (Jackson). Since then, the rate at which people have accepted
smartphones has dramatically increased. “The Common Sense Census”, published by Common
Sense Media, is a report that compared three nationally conducted surveys from 2011, 2013, and
2017 on patterns of child media use. According to this report, 41% of families with children aged
zero to eight had smartphones in 2011, 63% of families in 2013, and 95% of families in 2017
(Rideout). In six years, the amount of families with smartphones has more than doubled.
Technology use has become the norm for many families across America. Some families have
even started to give children their own devices. “The Common Sense Census” informs that in
2017 42% of children had their own tablets, as opposed to less than 1% in 2011 (Rideout). The
rate at which children are obtaining their own devices is dramatically increasing. Childhood is
Daly 3
becoming more digital than ever. With greater access to mobile devices the amount of time
Smartphones and tablets are forms of interactive media, devices that respond to the users
actions. Mobile devices give children access to thousands of interactive apps, games, and videos
meant to advance children in the learning process. An article published in Pediatrics, the official
journal of the American Academy of Pediatrics(AAP), says “Interactive media… allow for
contingent responses to children’s actions and thus may facilitate more retention of taught
material.” Interactive media engages the user and requires them to pay close attention, allowing
children to learn better. However, parents must be discerning about what apps their child uses.
According to “Media and Young Minds”, an academic article published by Pediatrics, “most
apps parents find under the “educational” category in app stores have no such evidence of
efficacy” (Council on Communications and Media). Not all apps labeled educational have actual
Ebooks and apps that help teach children to read are two examples of interactive media
that can increase child literacy through practice with vocabulary, letters, and phonics (Radesky).
Many ebooks and literacy apps have digital enhancements, such as moving pictures, narration,
and sound effects meant to heighten the child’s experience. However, these tools might not
Council on Communications and Media, suggest that “interactive enhancements… may decrease
child comprehension of content” These digital enhancements can be distracting to children and
they can have trouble focusing on what they are supposed to learn.
Daly 4
entertaining children while they are at the dentist, getting a shot, or being prepped for surgery.
Professor of Pediatrics at the University of Michigan, “smartphones and tablets are increasingly
However, the use of mobile devices to distract children can be abused as seen in the introductory
story. The mother gave her son the phone so that he would be quiet, but when she tried to take it
back he through a rather noisy fit. When used in this way devices can become a behavior
regulation tool or the “shut-up toy” as the AAP call it. It becomes unhealthy when children
connect media devices as the principal method to calm themselves. Radesky informs that
children need to develop their own self-regulation skills. Children need to learn self-control and
Children learn through their experiences and what they observe going on in the world
around them. Sometimes they may have trouble applying lessons learned through an app or
device to real world situations. The Zero to Three organization, which provides parents and
professionals with needed tools to raise children in a world of technology, refer to this in “Screen
Sense” as the “transfer of learning” (Barr 3). For example, a child might read in a book that when
a friend is sick, you make them a card telling them to feel better. Later, when one of their friends
is sick, they make them a card. The child transferred knowledge learned from the book to a real-
life situation. Research found in “Screen Sense” concludes that it is easier for children to learn
through real life interactions and experiences rather than through a screen (Barr 3).
Children’s use of phones and tablets can affect their mental and physical health. The
overuse of devices may be correlated with obesity. The Council on Communications and Media
Daly 5
suggests that “Heavy media use during the preschool years is associated with small but
significant increases in BMI... and sets the stage for weight gain later in childhood.” Excessive
use of devices can also lead to lack of sleep. Children with increased media exposure or who
have mobile devices in their room have been found to have fewer hours of sleep per night
(Council on Communications and Media). By and by, spending too much time on devices does
not end well. Children need a balance of media and other activities in their daily lives.
Play is an essential part of child development. Although play may seem like such a
simple thing it affects children in a multitude of ways. Kenneth R. Ginsburg, MD, MSEd, a
physician in the Division of Adolescent Medicine and the Co-Director of the Center for Parent
and Teen Communication at Children’s Hospital of Philadelphia, explains that play contributes
to children’s cognitive, physical, social and emotional well-being. Play helps the brain to develop
as children practice problem solving skills. Through play children develop motor skills and learn
to use their bodies. As a child draws, they practice holding crayons and markers while using
hand eye coordination to make their hand do what their brain wants. As children play with one
another they learn social skills like sharing, working in groups, negotiating, and conflict
resolution. All of the skills learned through play go beyond childhood years to help us in the
future as adults.
Play requires children to be creative and use their imaginations. Kenneth R. Ginsburg
informs “Play allows children to create and explore a world they can master, conquering their
fears while practicing adult roles.” There are no limits to what children can imagine, they can be
whatever they desire. By acting out scenarios and putting themselves into adult roles children
learn about the world around them. Mobile devices take away from children’s creativity. Marc
Daly 6
W. Polite, founder and editor of Polite On Society, an award winning blog on social
commentary, says “Research has shown that boredom and creativity are linked; some of our best
and most innovative creative thoughts come when our mind is not engaged or receiving
information.” Smartphones and tablets keep our minds constantly occupied taking away from
creative thoughts. When using mobile devices children don’t have to imagine things as it is
Parents Role
There are many factors that influence child screen time like age and socioeconomic
status. However, the biggest predictor is the parents use of devices and their attitudes towards
technology. Children are easily influenced and follow the trends that older siblings and parents
set. According to “Young Children’s Screen Time” an academic article published in Journal of
Applied Developmental Psychology, “young children likely watch their parents model media use
in a range of scenarios throughout the day and with multiple devices.” There is a large variety of
devices to be used and children tend to follow the example of their parents. Research from
“Young Children’s Screen Time” suggests a direct correlation with the amount of time parents
spend on a device and the amount of time the child spends on that same type of device. Often,
children are found using the same type of devices as their parents. With the recent increases in
household devices, everyone can be absorbed in screen use at the same time.
Parents set the stage for the home media environments. The Ecological Theory proposed
by Urie Bronfenbrenner, an American psychologist, states that there are various external systems
such as cultural and environmental factors that impact child development (Lauricella). Therefore,
a parent’s attitude towards technology or specific devices can greatly impact the child’s use. A
child whose parent feels screen time should be regulated will likely spend less time on a device.
Daly 7
A recent study on predictors of child media use found that parent’s attitude towards technology
Parents need to be mindful, just as technology distracts children it can distract parents as
well. It is important for parents to have good quality, undistracted interactions with their
children. Parent-child interaction time is being interrupted when parents receive texts, emails, or
by work that seems more important. Jemima Kiss, a freelance editor and journalist informs that
“Parents stressed out by their children’s bad behaviour often retreat into technology – which then
worsens their child’s behaviour.” Children want adult’s attention, they need assurance that
someone cares about what they have to say. When parents do not give the child this, or their
interaction is disrupted, the child may feel the only way to be heard is throwing a tantrum or
acting out.
Child-parent interaction is vital for young children when learning words and language.
Michelle Morris, speech and language therapist at Salford Royal NHS Trust, stresses that parents
being “in the moment” with their child is essential for early language development (Kiss). When
parents are distracted by devices, they might miss out on key opportunities for teaching their
children.
researchers asked two groups of mothers to teach their children two words. In one group,
the mothers were interrupted by a phone call; whether they explained the interruption or
not, their children did not learn the new words. The children who weren’t interrupted did.
(Kiss)
Parents use of technology can harm their children, literally. Last year, Sara Davidson,
mother of two, was in her home scrolling mindlessly through instagram when she heard a crash
Daly 8
and then crying. It took her several minutes to register what had just happened, her eight-month-
old daughter had fallen down the stairs (Kiss). Devices can suck you in to the point that you are
unaware of what is going on around you. They are designed to distract you and keep your
attention. Jemima Kiss says “Accidental injuries in US children under five rose 10% between
2007 and 2012. The first iPhone was launched in 2007.” This information suggests a correlation
Conclusion
There are many factors that impact technology use and child development. While
smartphones and tablets can be used as tools to help children learn, they can be destructive to
development when not used properly. A good example is the introductory story, the mother
should not have used her phone to keep her son occupied. As a result, her son is not learning
proper social skills and the correct way to act in public. Parents need to be aware of the potential
harm mobile devices can inflict and be given the resources to create a healthy media
environment for their children. Educators and other professionals must also be informed of
technology's impact on children so that they can help guide parents and know how to
appropriately incorporate technology into children’s lives. The development and interactions we
have as children affect us for the rest of our lives. As technology continues to advance, we
should approach it with caution and be mindful of media use in our own lives and in the lives of
our children.
Daly 9
Works Cited
Barr, Rachel, Elisabeth McClure, and Rebecca Parlakian. “Screen Sense: What the
Research Says About the Impact of Media on Children Aged 0-3 Years Old.” Zero to
the-research-says-about-the-impact-of-media-on-children-aged-0-3-years-
Council on Communications and Media. “Media and Young Minds.” Pediatrics, vol. 138,
Jackson, Kevin. “A Brief History of The Smartphone.” Science Node, 25 July 2018,
https://sciencenode.org/feature/How%20did%20smartphones%20evolve.php.
Kiss, Jemima. “‘I Was on Instagram. The Baby Fell down the Stairs’: Is Your Phone Use
Lauricella, Alexis R., et al. “Young Children’s Screen Time: The Complex Role of
Parent and Child Factors.” Journal of Applied Developmental Psychology, vol. 36,
Oct. 2019.
Daly 10
Polite, Marc W. “Are Smartphones Killing Our Creativity?” Polite On Society, 16 July
2018, https://www.politeonsociety.com/2018/07/16/are-smartphones-killing-our-
Radesky, Jenny S., Jayna Schumacher, and Barry Zuckerman. “Mobile and Interactive
Media Use by Young Children: The Good, the Bad, and the Unknown.” Pediatrics,
Rideout, Victoria. “The Common Sense Census: Media Use by Kids Aged Zero to
https://www.commonsensemedia.org/research/the-common-sense-census-media-use-