KristinHarrisDesign.com
I love my afternoon visits to Elizabeth's Early Learning Center. I stop by Yellow House once a week to spend time with the 3 year olds playing with iPads. I am sitting at a small table with three kids at a time. That's my perfect scenario for this technology. I am right there all the time providing guidance and limiting choices.
Our protocol for each session of three kids is 15 minutes each. One reason is so more of the kids in the class can participate each week. However, it is also a great idea for kids to get used to the idea that there will be limits on access. As a long time media producer for preschool children I have been aware for years that the American Academy of Pediatrics recommended kids under two have no screen time at all. For a variety of reasons this just didn't happen in most households with screens. My spin on this, again as a media producer, is to make the best content I could to provide quality screen time when kids were watching. I am working on that now as an app developer.
Very interesting today to see a new report from the AAP with that I think are much more realistic guidelines. This is an excerpt from the article with welcome, sensible advice that is much more realistic for families.
- Media is just another environment. Children do the same things they have always done, only virtually. Like any environment, media can have positive and negative effects.
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Parenting has not changed. The same parenting rules apply to your children’s real and virtual environments. Play with them. Set limits; kids need and expect them. Teach kindness. Be involved. Know their friends and where they are going with them.
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Role modeling is critical. Limit your own media use, and model online etiquette. Attentive parenting requires face time away from screens.
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We learn from each other. Neuroscience research shows that very young children learn best via two-way communication. “Talk time” between caregiver and child remains critical for language development. Passive video presentations do not lead to language learning in infants and young toddlers. The more media engender live interactions, the more educational value they may hold (e.g., a toddler chatting by video with a parent who is traveling). Optimal educational media opportunities begin after age 2, when media may play a role in bridging the learning achievement gap.
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Content matters. The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer.
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Curation helps. More than 80,000 apps are labeled as educational, but little research validates their quality (Google Scholar). An interactive product requires more than “pushing and swiping” to teach. Look to organizations like Common Sense Media (www.commonsensemedia.org) that review age-appropriate apps, games and programs.
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Co-engagement counts. Family participation with media facilitates social interactions and learning. Play a video game with your kids. Your perspective influences how your children understand their media experience. For infants and toddlers, co-viewing is essential.
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Playtime is important. Unstructured playtime stimulates creativity. Prioritize daily unplugged playtime, especially for the very young.
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Set limits. Tech use, like all other activities, should have reasonable limits. Does your child’s technology use help or hinder participation in other activities?
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It’s OK for your teen to be online. Online relationships are integral to adolescent development. Social media can support identity formation. Teach your teen appropriate behaviors that apply in both the real and online worlds. Ask teens to demonstrate what they are doing online to help you understand both content and context.
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Create tech-free zones. Preserve family mealtime. Recharge devices overnight outside your child’s bedroom. These actions encourage family time, healthier eating habits and healthier sleep.What has worked for your family?
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