Children and Technology - Essay Example

Some parents expect to be able to put their child in front of anything on television and them be able to understand and comprehend what is actually happening on the screen. A study showed that content that is not educational, or oriented towards young children had an adverse impact on the toddler (Mendelssohn 578). Parents, consequently, might think that the television is helping their child when it is actually significantly down streaming their learning process all because the selected show is not Intended towards young toddlers or their education.

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Videos intended for toddlers’ viewing and education may only be beneficial If a guardian is viewing and Interacting with them. “… In promoting healthy solo-cognitive development, video content that models quality Interactions and effective social problem-solving strategies may facilitate observational learning of positive social behaviors by both caregivers and their babies” (Benchmarks 596). Toddlers get the best outcome when the videos refer to social and problem solving behavior.

The same is true with hand-held tablets and pods, as long as the child is viewing related media directed toward their education and learning, the child should evolve a positive intake of information exposure. A toddler can get the best out of media exposure if a parent is participating in the sounding out and pronunciation of words, letters, and numbers. While viewing with a toddler it Is best to point out and show him or her exactly what the character may be talking about on the screen. Depictions of onscreen characters, especially those whose faces can be seen and who are actively engaged with one another, are likely to be particularly engaging for Infants and, when present, evoke and sustain their attention” (Benchmarks 296). Be sure to help the toddler so they aren’t just staring at a screen trying to gather what the character may look like and is talking about. Help out by drawing their attention right away so next time around they will have a visual memory of the character and the object.

While pointing out what is being presented, it is best to sound out the word or letter the character is talking about on the screen to help your little one. “An additional way that actively engaged onscreen characters that may facilitate learning is by drawing infants’ attention to what is being presented onscreen” (Benchmarks 296). By having the toddlers memorize and sound out what Is being talked about on the screen he or she will keep his or her mind active. After recognizing what the character Is talking about, sounding out the word or object, It Is key to help the toddler spell the word or the word of the object being talked about.

Although there are many options, It may be best to stick to favorite alphabet characters fare better in their knowledge of letter sounds at pre- school than children who have no screen time”(Business News). Let the toddler have a favorite character that you both love and enjoy! Most importantly, let him or her have nothing but fun while learning with their favorite character. A physical touch to the television or hand-held device can make all the difference. By touching the electronic devices you are giving the toddler something to focus on and interact with. “..

Some educational interactive programs that encourage singing, signing, clapping and dancing can promote language development and imaginative play… ” (Business News). Encourage the toddler to get up and interact with the character. Encourage them to sing, dance, and spell along with the character. While growing up with a lot of younger siblings I was asked to babysat every now and then. While babysitting I would observe my 4 year old cousin’s (Diner’s) behavior. She would always seem to be more hyper and ready to do something when a television show was on such as the notorious Sponge.

I would then find a more engaging show, such as Little Einstein, that promotes spelling, playtime, and imaginary adventures to foreign lands where they discover new words and foods. Her reaction to the Einstein adventures where somewhat confusing at first; once I began to watch the show with ere I started asking her if she knew where the adventures were taking place, and other questions such as who was her favorite character and what they looked like or were currently doing on the screen.

Our conversations grew and grew with every babysitting session on what the Little Einstein had been up too since the last episode that we would end up watching 4 more times again. Others may take a different approach and believe the best problem solving skills would develop through play and social time with other toddlers. “Psychologist feel that kids needs to touch ND feel, therefore they should learn these things on their own, the more natural way’ (Fox). If children are capable of already learning natural things on their own who is to say they cannot take in new information. Children need to touch and feel and taste, and turn things upside down and roll around, that’s how they learn best. Anything else is less effective” (Fox). There have been many children and toddlers who have been sat down in front of an educational program and all of a sudden know a new animated friends name and what their friend does on the television screen. Don’t get me wrong, I’m still an advocate for having fun outdoors with play, but education television may be an escape for some toddlers. I also highly enforce healthy snacking when a toddler is having television time.

Rule out all the crock about television being the core purpose for childhood obesity. Some firmly believe that a television will fry the brain of their 2-4 year old. “Last week, the American Academy of Pediatrics reaffirmed their position that children under age 2 should not engage in any screen time, yet the data shows infants and toddlers are growing up surrounded by screens” (Common Sense Media). Now the frying of the brain may be true if the television time is not monitored by a parent or guardian, the program being watched is a factor as well.

Many would Just throw their child into a daycare or preschool to develop their child’s motor and problem solving skills which may not always be the answer. “A review of the available tests for children within the age range of 18 months to 5 years revealed the lack of a tool to a survey taken of children between the ages of 18 months to 5 years who attended a preschool or daycare. In a sense; every child develops differently because not all fell onto the “lacking” category. So any toddler can or cannot develop a positive intake of information from education television.

The parent viewing over all with the toddler is the best outcome with any electronic device or television. “Furthermore, parent talk significantly mediated the relationship between children’s engagement with the DVD and their use of new words while co-viewing” (Fender 613). By engaging in co-viewing with the toddler you a setting up of developing necessary problem solving, and language building skills occurs. By pointing and sounding out this is helping them understand people, objects, and the real life encounters they deal with. Be a co- viewing parent and be a solid, established support for your toddler.