The aim of this literature review is to discuss the impact of technology in the home environment, referring to existing research on the effects of modern-day technology on children’s development in the early years. This study reflects research that is compiled to promote a better understanding of the relationship children aged 3-4 have with technology and the impact that it has on the family home. This research will then be extended to discuss the impact of technology on children’s sleep patterns and what parents can do to ensure their children are actively learning in their home environment without the overuse of technology.
Technology in modern day society
The study of ever-changing technology in modern day society sometimes can overlook how technology actually impacts children, their development and how this can affect their home environment. There have been various studies carried out in the home in recent years and focus on how children play, the resources and how this is affecting siblings and relationships with their parents and wider families. From these studies it has been identified the strengths and weaknesses of young children using technology and also the child’s environment, siblings, family culture and ethnic can all impact how children learn and develop, it is from these studies that we are able to have a better understanding of children’s relationship with technology from an early age.
Kamenetz (2018) states that modern society is predominantly driven by technology, the modern ease of access to the internet allows information to be gathered in seconds Heitner (2016). The Connected Kids report which has been researched and published by Childwise (a leading specialist in research with children and young people, 2018), has collected data from 1995 to the present day, in hope to identify how technology has changed with a modern society. This survey has observed 2,000 children aged 3-8 each year for this past 23 years. From this survey, it has been reported that in 1995, children aged 3-8 averaged around 1-2 and a half hours where now in 2018, it has almost tripled to 4-6 hours of technology each day. This survey also identified that children are multi-screening. Howard (2017) states that this is the use of more than one screen at the same time, for example playing on an iPad while also watching television. The main difference between 1995 and 2018 is that magazines and television were the main ways connecting children to technology, whereas no children are interacting through iPads, mobile phones, and consoles, resulting in a much higher screen time compared to 1995. Another recent report conducted by Ofcom (2018) states that over 62% of children below the age of 8, living in the UK have their own tablet device, which is a dramatic increase from a mere 14% four years ago and less than 1% in the early 2000’s. As well as 28% of infants surveyed between the age of 3-4 years use or even own a tablet device at home. How children interact have dramatically changed within the past 23 years, Goggin, Hjorth (2014) reports that the most staggering figure is that mobile devices are now as common as televisions within the home, subsequently changing how children learn, grow and develop. Another report conducted by Childwise (2018 – a leading specialist in research with children and young people,) found that 89% of children below the age of 8 live in a home with some sort of mobile technology device as well as having a television also in the home. Almost half of the children aged below 8 surveyed have admitted to playing video games in the last hour before bedtime, with 56% of parents reporting the television is ‘always’ on or ‘nearly all the time’ in the home.
Impacts on home life
The report by Rvachew (2016) also suggests that there are significant differences in the use of media in households which may be affected by income and parental education. It has been identified that children from lower-income families spend an average of 3 hours 29 minutes with technology each day, where are children from higher income families spend 1 hour and 50 minutes, according to the report. The internet has given children more freedom to explore their own interests rather than being tied to the content offered in magazines or on television. Roskos (2009) concludes that connectivity is a fundamental need for young children, with many children not remembering a time before technology and the internet. This overuse of technology can impact children’s willingness to participate in family holidays and trips, as well as engaging in important relationship between their family.
Technology is affecting children’s relationships on a daily basis, although parents can be equally as guilty as they are often wrapped up in their own technology and therefore contributing to the distance that increases in families as stated by Shamir and Korat (2012). Chen, Mason, Hypnar, and Bennett (2016) agree with this by stating that the use of technology with young children can lead to tension, conflicts and negative interactions with their children. As children imitate what they see they are watching adults having a conversation, therefore learning the social skills needed to express themselves and form relationships. If these face to face conversations are not happening between adults then children are missing out on developmental milestones and potentially negative social interaction. Taylor (2012) states that these technology-driven children are exposed to so much technology that they are becoming dependant on it and it is seen that challenging behaviour can arise if the technology is taken from them. The presence of technology is shaping how children see, feel, learn and understand about relationships, as stated by Yamada-Rice (2018). This is when the need for adult intervention is necessary as children need to learn about healthy and unhealthy relationships as this will lay the groundwork for their future relationships (Enass, Ihmeideh, and Alkhawaldeh, 2018). Manches and Plowman (2017) state that it is essential that children learn about relationships, both positive and negative as relationships play a central role in the learning and development of children. Relationships provide children with such feelings of value, love, and security, allowing them to feel safe and trust their chosen adult. Edwards, Nolan, Henderson, Mantilla, Plowman, and Skouteris (2018) add that learning about these relationships and emotions are critical in building children’s self-esteem and confidence. These relationships gained in early childhood become safe harbors for children in which they can learn to explore the ever-changing world around us.
Future technology
This report also predicts that in the next 10 years, children growing up will have very little understanding of the importance of using resources rather than technology, and not understand a world without technology. The Internet has changed and is now regarded as normal and the best way to communicate and share data, rather than face to face communication (McPake, Plowman, Stephen (2013). Fleer (2018) predicts that within the next 3 years, having appliances which cannot be controlled using a smartphone may be seen as outdated, or extremely rare. It also notes that children will be subject to smart watches, smart glasses or virtual reality headsets.
Which leads us on to the next question, how does the use of this type of technology impact children’s home environment?
Tarasuik, Kaufman, and Strouse (2018) identify that children’s fixation on technology, from texting to playing video games, may limit their ability to communicate and create relationships with others, in this case, parents and caregivers. One study by Lythcott-Haims (2018) found that when the average working parent arrived home from work, their child was so engrossed in technology that the parent was only greeted 30% of the time and was totally ignored 50% of the time by children aged 3-5. Another study by Barni, Ranieri, and Sabini (2012) identified that when technology was used in a formal, school setting it did not affect family time, although when used outside school it limited family time. It has been found that due to parents anxiety or apprehension of the use of technology find it difficult to get involved in their children’s lives. Because of children’s natural ability to use technology through learned behaviour may lead to a feeling of superiority and lack of respect for parents, even from a very young age, children then develop a mindset about technology and may be unwilling to listen to their parents about the use of technology. As technology has changed children are given more independence when keeping in contact with friends, limiting parents involvement and creating a technological divide between parent and child. Although Yelland (2018) has identified that technology is an ‘easy way, for parents to keep children ‘quiet and entertained’ allowing parents more free time.
Technology within the modern day home
Wright (2017) believes the influence of technology has become extremely evident within the family home within the last decade. Technology has contributed to a growing divide within traditional family roles. Danby, Evaldsson, Melander, and Aarsand (2018) state that for example children who watch television, have received messages from programmes portraying parents as selfish, clueless and incompetent. These such messages arise from television programmes such as Peppa Pig, The Simpsons, and Disney films. Therefore it is important that adults supervise children using technology and limit their time, still allowing time for free play outside or with physical toys which will challenge their thinking and physical development, rather than staring at a screen for hours on end (Gillen, Kucirkova, 2018). Crompton, Gregory and Burke (2018) also add that using technology or watching television can lead to snacking, substituting a balanced diet, as children are spending much more time crouched in front of technology or television the less time they are using to play outside and burn calories, which may lead to an increase in childhood obesity. Kucirkova, Littleton, and Kyparissiadis (2018) state that such parental controls should be used from the onset of technology such as ScreenGuide App which is used to balance screen time, giving children notifications when they have ten or five minutes left of technology depending on what it is set to. Hatzigianni and Kalaitzidis (2018) add that it is vital to encourage children to have a healthy balance of quality over quantity of time on digital devices which can allow children to understand the benefits and technology but also the health impacts that the overuse of technology can have.
According to an article by Weighall (2018) found that over 72% of children aged 3-8 have at least one device in their bedroom. The study also highlighted the strong and consistent evidence of a link between sleep and devices. Highlighting that children are sleeping far less than what is medically recommended. Gillen and Kucrikova (2018) state that a lack of sleep can lead to serious brain consequences as during sleep our brains restore networks enabling us to wake up ready for a new day. Therefore sleeping less means our children’s brains are being deprived of essential needs, therefore not feeling ready to get up in the mornings. Marsh, Plowman, Yamada-Rice, Bishop, Lahmar, and Scott (2018) highlights recent research that has been done which show how technology such as iPads and televisions emit a harmful blue light which is unseen by the naked eye but which can cause headaches and irritation of the eyes. This harmful blue light can impact how children think and feel (Clay, 2018). As technology is full of stimuli which requires concentration and a period of attention to many different lights and colours within the screen or game which is being played (Huber, Highfield, and Kaufman (2018). Taylor (2018) believes that this is why children have a less ability to concentrate on school work and homework compared to children who never use technology. This can also impact hose children interpret and process information, when children are exposed to high levels of technology they tend to think superficially through certain things, therefore do not develop the ability to think critically or be creative when faced with new concepts or ideas (Edwards and Bird, 2015).
Turkle (2017) reminds us of children, somewhat twenty years ago, playing all day outside, building forts, riding bikes and playing physical games such as rounders and football. Engaging in an imaginary place, creating games and ‘fun’ which didn’t require costly equipment or constant adult supervision, when sensory learning was nature and simple. In these times, family time was spent around the dinner table talking about each others day and where families came together to eat and talk together, with evenings spent in the garden, baking, arts and crafts, and school homework. Livingstone and Third (2017) suggest that today’s family is much more complicated, all leading back to technology. Parents are often busy juggling work, children, home, relationships, and community life, relying heavily on technology to assist. The constant need for communication, information, and transportation technology’s today’s society to become faster yet more efficient. Kardefelt-Winther (2016) adds that entertainment technology such as television, iPads and video games have developed so rapidly that families have barely noticed the change in family life and society. A family structure around a table eating dinner and talking has been replaced by a large flat screen and take away food (Davies, Coleman and Livingstone, 2015).
Are children learning from technology?
It is seen in current households that parents are allowing children to use technology for the majority of their play, limiting the space for creativity, exploration and limiting their bodies to achieve optimal sensory and motor development (Tavernier and Hu, 2017). According to Ertmer and Newby (2016) children’s sensory, motor and attachment systems have not evolved to accommodate the chaotic nature of today’s technology. According to Chapelle (2017), there are four factors necessary to achieve a healthy child. These are movement, touch, nature, and connections. These sensory inputs allow normal posture and coordination. If children are not working towards achieving sensory stimulation which is adequate for their age and stage of development then they can fall behind and may feel it harder to reach their milestones. Greyson, O’Brien and Shoveller (2017) state that children who overuse technology may experience shaking, excessive breathing, and a fast heartbeat which can be described as ‘persistent hyper-vigilant’ which would mean their body is on high alert at all times, leading to stress which may lead to a weakened immune system and the possibility of contracting diseases and disorders which may be serious to their lives (Plowman, 2017).
Ward, Belanger, Donovan, and Carrier (2015) states that the heart of human relationships is communication skills. Research by Ward, et al. (2015) researches the impact of technology on social skills show that technology is, in fact, facilitating children’s learning and development. For example the use of the pictorial system on tablets for children with autism, learning difficulties or specialist software for those who are partially sighted or hearing impaired. This specialist software enables children to non verbally communicate using pictures or using the speaking software. Sobel, O’Leary, and Kientz (2015) state that some examples of this accessible technology can include voice recognition applications, speaking tools and applications that read aloud as well as magnified text if the child has sight problems. This is also beneficial for parents as they can learn about the technology along with their children (Slutsky and DeShelter, 2017). Mertala (2017) states that there is a wide variety of apps available for parents to download for their children which promotes independence and may prevent disruptive behaviours at home.
There has been lots of current research that is done which studies children using technology. Research conducted by Acar, Pérez-González, Shizu Kutaka, & Yıldız, (2018) states that technology helps children’s hand-eye coordination. For example, when children are playing educational games on technology, they are required to follow shapes and identify colours by using their hand-eye coordination to touch the screen. Using technology will also enable children to gain a better understanding of the system, for example, pressing on the correct colour of identifying buttons which will help them learn how to use the technology.
Straker, Harris, Joosten, and Howie (2018) believe that current technology is so easy and quick to learn and use that it actually builds language skills. In 2018 Apple, Google and Samsung are just a number of companies who have released voice controlled pieces of technology. For example, you can ask an Apple iPad anything and it will bring it up through the internet and tell you the answer.
Plowman and McPake (2013) suggest that over time this extends children’s language skills as they will become faster finding the information they desire while also learning about sounds that make up words and identifying spelling. Stalberg, Sandberg, Larsson, Coyne, and Soderback (2017) state that interactive games and resources can encourage children to problem solve and challenge their thinking to get to the next level. By turning on the device and being able to work it is the first stage of problem-solving, which leads to more challenges, for example, connecting to the internet and playing games. By allowing children to access this digital world from a young age allows them to potentially foster and understand letters and writing knowledge from early on (Patchan and Puranik, 2016). Mertala (2017) states that using technology alongside children can teach them valuable skills when it comes to identifying potential dangers online. It teaches them respect while providing a solid foundation for learning interactively.
Bellinson (2011) suggests technology is making it easier for parents to communicate with their child and explain difficult topics by showing them videos, websites, and resources to deal with each particular subject. For older children, the internet is a source of endless possibilities which allows children to explore other countries and learn about cultures by researching how people live, different types of food, cars, and ways of life.
Is technology hindering children’s learning?
Farber, Shafron, Hamadani, Wald, and Nitzburg (2012) contradicts by stating that not all technology is harmful or dangerous to children’s development and learning or that children should never be introduced to technology. As Oliver (2016) states that technology provides positive opportunities for learning and building social skills and self-esteem, technology should be monitored and ensured that it has been used appropriately and that learning is actually taking place, otherwise the child is not learning anything other than about certain television programmes or games that they are interested in. Kilvington and Wood (2018) also add that this technology-driven world can be very difficult to navigate around there can be many different benefits for both children and adults. Palaiologou (2016) suggests that as technology is relatively new, adults should be open to learning about technology as much as children and move socially along with this ever-changing society. When children are learning with adults they can feel at ease and they feel that they are having fun, without realizing they are actually learning about technology, allowing them to identify the benefits of the use of technology with adults at home. Neumann and Neumann, (2015) add at the present time we cannot establish if the technology is hindering or helping children’s learning and development.
Fattore and Mason (2017) state that we can only hope and use our initiative when it comes to technology within the home. For example, giving a six-month-old baby a tablet device can be extremely dangerous. New York Post (2018) adds that doctors are becoming very concerned about how screen time impacts young children’s brain development. Overexposure to tablet devices, mobile phone, and televisions, especially from a young age can potentially impact their attention span and concentration (Dunckley, 2015). Babies should be encouraged to explore and use their senses, while toddlers should be encouraged to be active and use their sense of imagination rather than staring at a screen for hours on end (Kardaras, 2016). Time spent staring at screens is limiting the physical activity that children are involved in. Physical play is necessary for developing a sense of how the world works, for example, messy water play, this encourages children to be adventurous and learn vital skills required for life (Garvis and Lemon, 2015).
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