Bright Lights and LED Screens

Being an aunt of 4 little boys ranging from the ages of 2 months to 5 years old, examples of where society is heading in terms of teaching youth are ever prevalent. The two oldest boys (4 and 2 at the time) each received their own “kid tablet” for Christmas this past year—filled with games and movies for them to entertain themselves. They are often heard yelling over and over “play this one! Play this one!” as they beg to watch people play video games on the Wii at their grandparent’s house. They constantly ask to watch Dora the Explorer. They sit on their tablets during quiet time, each in a room by themselves, glued to the screen with kid movies and dozens of games to teach them the alphabet, numbers, math and spelling. While watching a movie with family, the 1 year old pasted his face against the TV screen as a movie played that closely resembled a scene in 101 Dalmatians. My husband worked to soothe that same 1 year old by playing songs and the TV show The Magic School Bus on his phone for our nephew to watch. As we prepare to raise a family, I began to fear what the world we’ll raise our little one in is becoming and where he or she will learn. Will it be from Mom and Dad, or will the learning be left to the ever prevalent screens that surround us?

Technology is literally everywhere. It is in bedrooms, in backpacks and purses, on laps, in pockets, and at schools. When a question arises, technology provides the answer. With the touch of a button one can get all kinds of information and learn all kinds of things. Answers seem to be sought from some form of technology, and less sought from parents. Technology is not inherently bad; an incredible amount of good comes through it. The problem is how much time and energy goes into these devices and the missed opportunities for parents to teach their children. There is a unique bond between parent and child that provides this incredible opportunity for connection, growth, and learning as children watch their parents live life, make decisions, and solve problems. Technology can, perhaps, enhance that bond and relationship; but if used inappropriately, it can cause a great rift between parent and child. An amount of television viewing can have dramatic adverse effects. Television viewing between the ages of 5 and 15 has been linked to adverse associations with later educational success. Television viewing in adolescence has a stronger prediction with leaving school without a legitimate reason; whereas television viewing in childhood is a stronger predictor of not receiving a university degree. Something so seemingly harmless like allowing children to watch TV, can have effects that are far reaching in a time when parents could, and should, be the primary influence on the future of their children.

Another concern that arises with technology is what children are actually learning from their technology use. Kids ages 8-18 spend an average of more than 53 hours a week using entertainment media. That is over 2 full days a week spent connected to some virtual world. This is a frightening truth. Children learn through what they see and they model the examples they observe. When two full days a week are spent using media, the question must be asked what the children are really learning and internalizing. In a national study looking at over 10,000 hours of television for violent content, it was found that nearly 60% of those hours showed violent content, with only 15% showing the long-term consequences that come with it. Even if this isn’t making children more violent, the question must be asked what is it teaching our children. And is this drowning out what parents are trying—or should be trying—to teach their children?

 Parents today too often shift the responsibility of teaching children to the school or to the television. Because of this, too many children are missing out on the vital parent-child interaction where they learn about life and how to be an effective member of a family and of a society, and are replacing it with a virtual world. This virtual world and use of technology has even spread to the place designed for learning. Even most schools have some form of technological learning—whether it is the occasional use, or full-time online learning. Now once again, technology is not inherently bad! But one must ask where the line is, what is too much, and how far is too far? Schools are where children set aside time to learn about the past, math, and learn to read. Technology may help to excite students and engage them in learning. However, it may also teach them some dependence on the bright lights and LED screens. These children often are connected to a virtual world at home, and then continue to use technology when they go to school.

Along with schools, even some public libraries have iPads amongst the books that are available for kids to use. Some parents are concerned that this all too “enticing technology” is at the very place their children go to get books to read and learn from. These concerned parents may be on to something. Perhaps they question if they can compete with these instant and exciting devices. They might fear that their children will get caught up with the iPads and the computers and forget the joy that came from time with Mom and Dad. What a beautiful sight when a child sits on the lap of a parent and reads a book with them, or learns life lessons from a beloved parent. This is the type of learning and interaction that our young ones so desperately need in this world filled with screens and flashy games. Put down the device and truly interact with your child. She needs you to guide her and teach her what is right and what is good. Don’t miss out on these vibrant years of learning and growth. Be the influence in children’s lives and take the opportunity to really teach them and connect with them—separate from the “connected” world.