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We’ve done our best to compile a robust amount of information, articles, and research studies on a variety of topics.
We’ve done our best to compile a robust amount of information, articles, and research studies on a variety of topics.
Cerebellum: It is only 10% of brain volume but holds over 50% of the brain’s neurons. REF. Pediatric Occupational Therapist, Cris Rowan teaches, “Humans have two sensorimotor systems that are stimulated by movement: the vestibular system located in the brain (often referenced as our inner ear) and the proprioceptive system located in our muscles. These two systems integrate with each other and with the visual system to provide core stability, motor coordination, and balance. Children who don’t move enough, don’t adequately develop these essential sensorimotor systems resulting in poor core stability, poor coordination, and poor balance.” Email communication.
Crawling: REF Babies should crawl over 1,000 feet a day.
“The results aren’t in yet. Bonnie Nagel, one of the study’s investigators and a professor of psychiatry and behavioral neuroscience at Oregon Health & Science University, said she predicts they will find that when brains repeatedly process rapid, rewarding content, their ability to process less-rapid, less-rewarding things “may change or be harmed.” Quote from: WSJ article
There is an explosion of up to 100 billion new nerve connections in the adolescent brain. See here.
Also: “American children spend more time in front of electronic screens than any other activity except sleeping. The brain becomes what the brain does.” Dr. Douglas Gentile, award-winning educator, research scientist, ScreenStrong Podcast #23 with Dr. Doug Gentile
“Excessive screen time can impinge on children’s ability to develop optimally; it is recommended that pediatricians and health care practitioners guide parents on appropriate amounts of screen exposure and discuss potential consequences of excessive screen use. REF ”The researchers found that greater screen time at 24 months was associated with poorer performance on developmental screening tests at 36 months, and greater screen time at 36 months was associated with lower scores on developmental screening tests at 60 months.” REF
The brain is not fully developed until around age 25. (NCBI)
Activities you do as a child changes your brain. (Zero to Three)
The brain will prune pathways that are not being used. (Heathline) (YouTube—Neuronal Pruning)
Four critical factors for healthy development and learning are movement, touch, human connection, and nature (Rowan C 2010, Insel R 2001, Korkman M 2001)
The past decade has seen an unprecedented rise in numbers of referrals to occupational therapists for children with disorders such as printing and reading delays, attention and learning difficulties, and significant behavior problems, which has placed the occupational therapist under considerable workload management stress (Davidson & Bressler, 2010)
American Physiotherapy Association reports two-thirds of over 400 members surveyed report they’ve seen an increase in early motor delays in infants over the past six years (Jennings J 2005).
Infants with low tone, toddlers failing to reach motor milestones, and children who are unable to pay attention or achieve basic foundation skills for literacy, are frequent visitors to pediatric physiotherapy and occupational therapy clinics. Infant flat head has increased 600% in the past 5 years (Jennings J 2005).
For healthy growth and development, caregivers should minimize the time infants (aged less than 1 year), toddlers (aged 1–2 years) and preschoolers (aged 3–4 years) spend being sedentary during waking hours. (PaticipAction & CSEP 2014)
A team of researchers from the Division of Growth and Development, Department of Pediatrics, Faculty of Medicine, Chulalongkorn University and King Chulalongkorn Memorial Hospital, Bangkok, Thailand found that infants exposed to adult TV programs since 6 months of age had higher pervasive developmental problems, oppositional defiant scores, emotional reactive problems, aggression, and externalizing behaviors (Chonchaiya 2015).
A comparative study of two different types of neonatal infant care: the use of a ‘kangaroo care’ where the infant was carried in a pouch-type device at all times by the caregiver optimizing skin-to-skin contact, and the use of traditional incubators concluded that kangaroo care had a significant positive impact on the infant’s perceptual-cognitive and motor development and on the parenting process, and speculated that kangaroo care has both a direct impact on infant development by contributing to neurophysiological organization and an indirect effect by improving parental mood, perceptions, and interactive behavior (Feldman, R 2002).
Toddlers (aged 1–2 years) and preschoolers (aged 3–4 years) should accumulate at least 180 minutes of physical activity at any intensity spread throughout the day. (PaticipAction & CSEP 2014)
Experts have warned that parents who allow babies and toddlers to access tablet computers for several hours a day are in danger of causing “dangerous” long-term effects. Children as young as four are becoming so addicted to smartphones and iPads that they require psychological treatment (Ward V, 2013).
Study shows toddler tantrum intensity associated with problematic media use. Participants included 269 toddlers (2–3 years old) and their parents, who completed several observational tasks and questionnaires. Analyses revealed that higher levels of media emotion regulation was associated with more problematic media use and more extreme emotions when media was removed in toddlers. (ScienceDirect)
The well-known Harvard Grant Study, concluded that childhood chores, hard work and meaningful relationships lead to success and happiness in life. Childhood screens should take a backseat to developing those qualities first in your student’s life. (Harvard)
”The American Academy of Pediatrics issued a policy statement in 2004 indicating that children 0 to 2 years of age should not be exposed to any form of technology, and elementary-aged children, should be limited to 1 to 2 hours technology per day. Today’s ‘Virtual Child’ is using on average four times the recommended amount of technologies, with grave and long reaching results.” (C Rowan, 2010)
Countries such as China and South Korea are seeing such an increase in technology dependence in young people that public health officials are sounding the alarm. According to Greenfield, 20% of South Korean youth are addicted to technology, making for one of the highest rates in the world. (Social Work Today)
Children use an average of 7.5 hours a day of entertainment technology (television, video games, movies, internet, cell phones, iPods and other devices). This figure does not include any educational based technologies. (Kaiser Foundation Report)
Teens spend 9 hours on screens daily (Washington Post), (WVEA). A child frequently uses 2-3 devices at a time raising actual usage to 11 hours per day (Kaiser Foundation Report).
60% of teens ages 13 to 17 say that spending too much time online is a “major” problem. (PEW)
Over 75% of children have technology in their bedrooms away from parental supervision. (Kaiser)
30% of parents do set rules around technology and of those kids 30% use it less. (Kaiser)
30% of children first play with mobile devices when in diapers (AAP)
75% of 5 year olds can use an iPad but only 10% can tie their shoes. (Daily Mail)
71% of children under the age of two have watched television. (Common Sense Media)
After just 9 min. of viewing fast-paced TV cartoons, studies showed an immediate decrease in cognitive function. (AAP)
Fast Paced cartoons can cause there’s a downside to having deficits in executive function. Watching fast-paced cartoons like SpongeBob, even for just 9 minutes, hinders abstract thinking, short-term memory and impulse control in preschoolers. “What kids watch matters, it’s not just how much they watch,” he said. They are compromised in their ability to learn and use self-control immediately after watching such shows. Our brains didn’t evolve to process things that happen at this surreal speed, so it becomes exhausting to kids’ brains,” says Dr. Dimitri Christakis, director of the center for Child Health, Behavior and Development at Seattle Children’s Hospital. (ABC News)
Children who overuse fast paced technologies such as video games, are ‘pruning’ their brains to not access their frontal lobes, known for executive function and impulse control. (Small 2008, Murray 2006)[/vc_column_text][vc_column_text]
Multiple studies have shown atrophy in gray matter brain processing areas in internet/gaming addiction (Zhou 2011, Yuan 2011, Weng 2013,and Weng 2012). Areas affected included the important frontal lobe, which governs executive functions, such as planning, planning, prioritizing, organizing, and impulse control. Volume loss was also seen in the striatum, which is involved in reward pathways and the suppression of socially unacceptable impulses. A finding of particular concern was damage to an area known as the insula, which is involved in our capacity to develop empathy and compassion for others and our ability to integrate physical signals with emotion. Aside from the obvious link to violent behavior, these skills dictate the depth and quality of personal relationships.
Research has also demonstrated loss of integrity to the brain’s white matter (Lin 2012, Yuan 2011, Hong 2013 and Weng 2013). “Spotty” white matter translates into loss of communication within the brain, including connections to and from various lobes of the same hemisphere, links between the right and left hemispheres, and paths between higher (cognitive) and lower (emotional and survival) brain centers. White matter also connects networks from the brain to the body and vice versa. Interrupted connections may slow down signals, “short-circuit” them, or cause them to be erratic (“misfire”).
PET scan studies showed that technology use of greater than 5 hours per day was consistent with neurological “pruning” of tracks to the frontal cortex, known for executive functioning and impulse control (Gentile D 2009).
Graphic imaging studies highlight how gray matter, the working tissue of the brain’s cortex, diminishes, likely reflecting the pruning of unused neuronal connections during the teen years (Thompson, 2004).
Hong and colleagues found reduced cortical thickness in internet-addicted teen boys (Hong 2013), and Yuan et al found reduced cortical thickness in the frontal lobe of online gaming addicts correlated with impairment of a cognitive task (Yuan 2013).
Imaging studies have found less efficient information processing and reduced impulse inhibition and increased sensitivity to rewards and insensitivity to loss (Dong & Devito 2013), as well as abnormal spontaneous brain activity associated with poor task performance in youth who have internet addiction (Yuan 2011).
Proportion of gun use in TV violence statistically parallels U.S. gun homicide trends. (ScienceDaily)
Media violence has been categorized as a ‘public health risk’ in the US due to extensive research documenting links to aggression in both the toddler and the child populations. (Anderson 2007, Christakis 2007, Huesmann 2007)
A meta-analysis examined 380 studies that involved over 130,000 participants showing media violence causes aggression (Markman, 2010).
The American Academy of Pediatrics in 2016 released a policy statement called Virtual Violence regarding the causal impact of violent media content on consequent aggressive behavior, recommending no violent media exposure for children less than 6 years of age, and no first person online shooter games for ANY child (AAP 2016).
Today’s children experience screen violence on many different platforms, including computers, video games, and touch-screen devices, in addition to longstanding platforms, such as televisions. Increasingly, media researchers and pediatricians refer to children’s “media diets” as a way of conveying the amount and type of media that is consumed. Like food diets, media diets can be healthy or unhealthy, balanced or imbalanced, or healthy in quality but unhealthy in quantity. (AAP)
Tyrone Spellman, 27, played long hours on his Xbox, so when his 17-month-old daughter pulled on some cords and tipped the Xbox to the ground, breaking it, he become completely enraged. He struck her with such force that it “cracked her skull several times.” The autopsy too, revealed a broken arm that was at least two weeks old which social workers had failed to identify previously (CBS News, 2008).
Studies regarding the effects of violent video games on children found even violent cartoons increased aggression in 9-12 year old children. Violence is defined as doing intentional harm to another, not how graphic or gory the game is. Increased exposure to violent videogames results in more pro-violent attitudes, hostile personalities, less forgiveness, belief that violence is typical, and causes children to behave more aggressively in their everyday life (Anderson C 2007).
Young children are most vulnerable to media violence as they are more impressionable, can’t distinguish between fantasy and reality, cannot discern motives for violence, and learn by observing and imitating (Buchanan A 2002).
American Physician, Pediatrician, Psychiatrist and Psychologist Associations in 2001 declared media violence a Public Health Risk, stating violence is the leading cause of death in children (Committee on Public Education – Media Violence 2001).
Exposure to violent online games was associated with being a perpetrator as well as a perpetrator-and-victim of cyberbullying (Lam et.al., 2013).
A study on prosocial, neutral and violent video game usage in college students indicated that prosocial games reduced state hostility and increased positive state affect. Violent video games had the opposite effects. These effects were moderated by trait physical aggression (Saleem et.al., 2012).
A longitudinal study of the association between violent video game play and aggressive behavior in adolescents has reported that sustained violent video game play was significantly related to steeper increases in adolescents’ trajectory of aggressive behavior over time. Moreover, greater violent video game play predicted higher levels of aggression over time, after controlling for previous levels of aggression, supporting the socialization hypothesis (Willoughby et al., 2012).
Through intensive video game play, elements from the game world can trigger thoughts and imagery outside the game world, influencing the perception and interpretation of stimuli in everyday life (Poels 2015).
Game Transfer Phenomena, where the player transfers visual and auditory imagery and behaviors from the virtual to the real, is reported to affect 30-40% of gamers (Ortiz de Gortari, Aronsson, & Griffiths, 2011, Ortiz de Gortari & Griffiths, 2014), putting into question possible associations to the current rise in mass killings.
3-D gaming increases anger because the players felt more immersed in the violence when they played violent games. As the technology in video games improves, it has the ability to have stronger effects on players (Grabmeier 2015).
Media exposure is now often active, meaning the user is more immersed and more participatory in the gaming experience (Dunckley 2015).
Six hundred and seven 8th- and 9th-grade students from four schools participated in a study examining the effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Adolescents who expose themselves to greater amounts of video game violence were more hostile, reported getting into arguments with teachers more frequently, were more likely to be involved in physical fights, and performed more poorly in school (Gentile et.al., 2004).
The evidence strongly suggests that exposure to violent video games is a causal risk factor for increased aggressive behavior, aggressive cognition, and aggressive affect and for decreased empathy and prosocial behaviour (Moore, 2010)
In the short term, media violence can increase aggression by priming aggressive thoughts and decision processes increasing physiological arousal, and triggering a tendency to imitate observed behaviors. In the long-term, repeated exposure can produce lasting increases in aggressive thought patterns and aggression-supporting beliefs about social behaviors, and can reduce individuals normal negative emotional responses to violence (Anderson C 2003).
Lieutenant Colonel Dave Grossman is the nation’s kill specialist, a retired West Point psychology professor and author of many books including: On Killing: The Psychological Cost of Learning to Kill in War and Society, Stop Teaching Our Kids to Kill: A Call to Action Against TV, Movie and Video Game Violence, The Assassination Generation, and more. He explains why we are drawn to watch violence. “Survival in nature has always depended on the human brain adapting quickly to changes in the environment, and violence is the ultimate survival data… If there is violence in their environment [like a schoolyard fight or media violence], children are driven to witness it so they can adapt to it as quickly as possible.”
“There is a biological impact of violent video games on developing human brains,” Grossman says. “Social learning, role models, and our powerful innate need to search for survival data all combine to make violent video games attractive, addictive, and extraordinarily powerful tools to train our children to become violent human beings.”
Source: Are Video Games Making Our Kids More Violent? and Assassination Generation: Video Games, Aggression, and the Psychology of Killing, pg. 60
See also: Chronology of Findings, Statements, and Actions on Media Violence (excerpt from Assassination Generation by Lt. Col. Dave Grossman)
“Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information. In other words, it’s not just what we write that matters — but how.” (NY Times)
According to a study conducted by the University of Washington, learning to print, write in cursive, and type on a keyboard all contribute to brain development in students. But instruction in cursive writing in particular seems to produce the greatest neurological effects.
The key difference is that cursive writing stimulates brain synapses and the synchronicity between both sides of the brain, unlike printing or typing. William Klemm, senior professor of neuroscience at Texas A&M University, states, “Handwriting (cursive writing) dynamically engages widespread areas of both cerebral hemispheres.” He references brain scans taken during handwriting that show activation of extensive regions of the brain involved in thinking, language, and working memory.
Handwriting expert Jeanette Farmer provides a strong argument for setting aside time for cursive instruction. “Handwriting has a physiological/psychological link in the brain,” she states. “This link is so strong that nothing else done in the classroom can begin to compare with the powerful impact that repetitively manipulating the thumb and fingers over time has on the young brain.” (We Are Teachers)
Teachers spend an average 14 minutes per day teaching handwriting, far less than the 45 minutes per day spent in the 60’s and 70’s, and slightly less than the 15 minutes per day mandated in the 80’s. A US study by Steven Graham reports that 90% of US primary school teachers’ college education did not adequately prepare them to provide lessons in penmanship, and therefore do not devote much time to teaching printing. Textbooks offer less information on teaching printing, and universities have less instruction. Handwriting teaching methods and methods for student evaluation are inconsistent and non-standardized. 100% of the 169 primary teachers who participated in this study reported they thought printing should be taught as a separate subject (Graham S 2008).
Another study by Graham documents that in 1996 70% of teachers indicated that handwriting was “not as good as it should be”, and expressed concern regarding the “downward plunge in the standards of handwriting legibility required of elementary school children”. Authors also state that students who have difficulty with automaticity of writing, thus achieving poor quality and quantity of written output, results in avoidance and minimization of the writing process. Authors state that for beginning writers, both visual and verbal modeling appears to be the most effective means of introducing a letter prior to practice i.e. the teacher demonstrates how a letter is made while describing how it is formed (Graham S et al 1993). Graham goes on to report in 2000 study how poor ability to produce quality and quantity of written output can result in a long term disability in written expression (Graham S et al 2000).
In Steven Graham’s 2006 book Handbook of Handwriting Research, this meta-analysis concludes that printing strategy instruction is effective in improving student’s writing performance in the areas of quality, elements, length, and revisions, with results maintained over time and generalized to new tasks and situations.
Steven Graham’s 2007 book Best Practices in Handwriting Instruction draws the correlation between poor printing and subsequent difficulty with spelling, sentence composition, math, science and any subject requiring printing skill. Graham states “Failure to develop legible and automatic letter and word formation interferes with content in writing.” and “Because of the excessive labor and unattractive results involved in such writing, students are more likely to avoid or minimize the process when possible”. Graham instructs that for beginners, both visual and verbal modeling is the most effective means of introducing a letter prior to practice.
Brain scans show that more of the areas of the brain associated with memory formation are activated when writing than when typing (Darling, 2014).
An Australian cross sectional study was conducted in order to look at the trend in children’s after school activities. Out of 2,940 reports of children’s activities, 25% involved physical activity, including organized sports and free play. 51% of activities were sedentary in nature. Among sedentary activities, television and screen time were the most commonly reported. 81% of activities were indoor activities. Outdoor activities were more likely to be active than indoor activities (69% vs. 14%). (Engelen et. Al., 2014).
Research published in the journal Pediatrics found that kids who engaged in a regular physical activity program had improved cognitive performance and brain function. (Mercola October 2014)
Child access to ‘green space’ for 20 minutes a day significantly reduces ADHD and 20 minutes of cardio exercise per day significantly increases attention. (Kuo 2004, Ratey 2008)
A boy who spent an entire day kneeling down playing computer games needed hospital treatment for a blood clot in his leg (BBC News, 2004).
These environmental changes are faster than human being’s ability to adapt and evolve. Children who immerse themselves in virtual reality may exhibit signs of sensory deprivation, as they become disconnected from the world of physical play and meaningful interactions (Tannock M 2008).
Scottish study reports toddlers aged 3 years engaged in only 20 minutes per day of moderate to vigorous physical activity, which correlated with a decline in total energy expenditure and sedentary behavior. Study identifies TV, video games, strollers as “culprits” (Reilly J 2004).
Delayed vestibular maturation correlates significantly with sensory integrative dysfunctions, slow vision processing, impaired hearing, and reading disability (Solan H 2007).
Developing children require 2-3 hours per day of active rough and tumble play to achieve adequate stimulation to the vestibular, proprioceptive, tactile and attachment systems (National Association for Sport and Physical Education 2002). This type of sensory input ensures normal development of posture, bilateral coordination and optimal arousal states necessary for attainment of printing and reading literacy (Schaff R 2007, Braswell J 2006, Rine R, 2004).
On cognitive testing, adult musicians and musically trained children showed enhanced performance on several aspects of executive functioning. On fMRI, the children with musical training showed enhanced activation of specific areas of the prefrontal cortex during a test that made them switch between mental tasks. These areas, the supplementary motor area, the pre-supplementary area and the right ventrolateral prefrontal cortex, are known to be linked to executive function. (ScienceDaily)
Overuse of TV and video games may result in children lacking essential connection with themselves, others and nature. Child now fear nature, limiting outdoor play which is essential for achieving sensory and motor development (Louv R 2005).
Prison inmates spend more time outside than the average child. (Fee)
Many of today’s parents perceive outdoor play is ‘unsafe’, even though most crimes against children are instigated by family members, limiting essential developmental components usually attained in outdoor rough and tumble play. (Burdette H 2005)
The health effects of “forest bathing”, or taking walks in the woods, are measured in several recent studies. Subjects in a study by Qing Li and his colleagues take a walk in a forest park in Saitama prefecture, north of Tokyo, Japan, in September 2010. The sample size is small, but the results indicate that time spent in forests may have such salutary effects as lowered blood pressure and noradrenaline levels (Philips, 2001).
There is a positive correlation between physical activity and seven categories of cognitive performance: perceptual skills, intelligence quotient, achievement, verbal tests, math tests, developmental level, and academic readiness. Studies show that a reduction of 240 minutes per week of academic class time, replaced with increased time for PE, led to higher math scores. Adding PE time alone does not improve grades, it is vigorous exercise that improves cognition e.g. climbing walls, exercise bikes, tread mills, dancing (Ratey J 2008).
Reading for pleasure at 15 is a top predictor for academic & life success. (Renaissance)
Patricia Greenfield, distinguished professor of psychology at UCLA, analyzed more than 50 studies on learning and points out that reading for pleasure among young people has decreased in recent decades, which is problematic because “studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary…in a way that visual media such as video games and television do not.” (TIME)
Between kindergarten and twelfth grade students with an average daily reading time of 30+ minutes are projected to encounter 13.7 million words. At graduation, their peers who averaged less than 15 minutes of reading per day are likely to be exposed to only 1.5 million words. The difference is more than 12 million words. (Renaissance)
See also: Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf
Comparative study of digital (screen) reading vs. print reading reports the following problems with screen reading:
Literacy is defined as competency in handwriting, reading, math and communication skill. A foundation in spoken language competence in the early years, is important for the successful achievement of literacy, academic and social competence. Printing is a precursor to reading and speech fluency, and poor handwriting skill is related to language disorders. Motor planning required for automatic letter production when printing “maps” the sensorimotor cortex for eventual visual letter recognition for reading, and word finding for oral sentence production (Shanahan T 2007, Goldberg E 1999, Tomblin B 2006).
In the U.S., more than eight million students in grades 4-12 read below grade level, and while they can decode, they cannot comprehend what they read. Between 1971 and 2004, the reading level of America’s 17 year olds showed no improvement at all. 40% of high school graduates lack the literacy skills employers seek. Early exposure to print is largest predictor of reading ability (National Center for Education Statistics 2005).
Children who cannot print are illiterate. Teacher misperception that the computer will replace the need to print, is unfounded and shortsighted. Slow printing speed resulting from inadequate teaching of letter and number formation, impacts on every subject and is the leading cause of illiteracy (Rowan C 2010).
The Psychology of How Mind-Wandering and “Positive Constructive Daydreaming” Boost Our Creativity and Social Skills (Brain Pickings).
Scott Barry Kaufman, NYU psychology professor and author of Ungifted: Intelligence Redefined wrote that mind-wandering can offer significant personal rewards: “These rewards include self- awareness, creative incubation, improvisation and evaluation, memory consolidation, autobiographical planning, goal driven thought, future planning, retrieval of deeply personal memories, reflective consideration of the meaning of events and experiences, simulating the perspective of another person, evaluating the implications of self and others’ emotional reactions, moral reasoning, and reflective compassion… From this personal perspective, it is much easier to understand why people are drawn to mind wandering and willing to invest nearly 50 percent of their waking hours engaged in it.” (HuffPost)
“We all – adults and children, writers and readers – have an obligation to daydream. We have an obligation to imagine. It is easy to pretend that nobody can change anything, that we are in a world in which society is huge and the individual is less than nothing: an atom in a wall, a grain of rice in a rice field. But the truth is, individuals change their world over and over, individuals make the future, and they do it by imagining that things can be different.” (Neil Gaiman)
“There are countless research studies showing that kids who are more involved in extracurriculars fair better on just about every conceivable metric— they earn better grades, have higher self-esteem, are less likely to get in trouble and so forth…[t]hese longer-term studies come to the same conclusion: more participation in activities predicts better outcomes.” (Duckworth 2016)
One study found that: youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood particularly among youths who participated in activities for 2 years…[o]f note, analyses revealed that both temporal measures of participation were positively associated with young adult outcomes as many as 8 years after high school. (NCBI)
The number of overweight or obese infants/young children aged 0-5 increased from 32 million globally in 1990, to 42 million in 2013 (WHO, 2014).
Early childhood screen overuse can cause irreversible lifelong problems including obesity due to the sedentary nature of screen activities. New research found that obese children had a thinner pre-frontal cortex than normal weight children. The thinner cortex could be a factor in the decreased executive function earlier studies observed among children with higher BMI. The new study confirmed that the obese subjects in the study had poorer working memory compared with normal weight children. (NCBI)
Sedentary lifestyle is resulting in one in three children with developmental delay, and one in six children with obesity at school entry. (Kershaw P 2009)
Professor Andrew Prentice told the British Association’s science festival in Leicester that due to the secondary effects of obesity on child cardiovascular systems and potential for diabetes, the 21st century generation may be the first generation to not outlive their parents (BBC News, 2002).
There is a large body of evidence from all study designs which suggests that decreasing any type of sedentary time is associated with lower health risk in youth aged 5-17 years. In particular, the evidence suggests that daily TV viewing in excess of 2 hours is associated with reduced physical and psychosocial health, and that lowering sedentary time leads to reductions in BMI (Tremblay et al., 2011).
TV and video game use accounts for 60% of childhood obesity, and is now considered a North American ‘epidemic’ (Tremblay M 2005, Strauss R 2001).
Health care providers are finding more and more children with type 2 diabetes, a disease usually diagnosed in adults aged 40 years or older (Center for Disease Control and Prevention, 2010).
Health study intervention lowered obesity rate in youth at high diabetes risk. Interventions included healthier food choices, longer, more intense periods of physical activity, and participation in activities that promoted long-term healthy behaviors (National Institute of Health, 2010).
Climbing obesity rates in European countries have lead a team of child health experts to recommend placing obese children in foster care, citing that parents of obese children are negligent in some way as to have indicated that the parents have caused their child’s obesity. By neglecting to identify child technology overuse as a causal link to obesity, these experts are subjecting whole families to what might be an unnecessary and uncalled for traumatic and catastrophic event (Vilner R, 2010).
One in four adults wake up at least once during the night to check their smartphones. One in three teens do the same. (Common Sense Media)
Biological sleep patterns shift toward later times for both sleeping and waking during adolescence — meaning it is natural to not be able to fall asleep before 11:00 pm.
Teens need about 8 to 10 hours of sleep each night to function best. Most teens do not get enough sleep — one study found that only 15% reported sleeping 8 1/2 hours on school nights.
Teens tend to have irregular sleep patterns across the week — they typically stay up late and sleep in late on the weekends, which can affect their biological clocks and hurt the quality of their sleep.
Despite concerns about screen media potentially disrupting sleep, many children watch TV or videos, play games, or use screen media for other purposes in the hour before bedtime. (Common Sense Media)
For teens, not getting enough sleep or having sleep difficulties can:
Source: The Sleep Foundation
“The evening when children should be finishing homework or reading a book or cuddling with their parents is now used for screen time or gaming. They are given a reward for finishing the day. It takes away from ideal sleep.” —Dr. Kenneth Weeks
According to the American Academy of Ophthalmology (2014), 42% of the U.S. population has myopia.
Myopia is associated with potentially blinding complications such as glaucoma, retinal detachment, and myopic macular degeneration.
Eye experts attribute the alarming rise of myopia or nearsightedness to the overuse of handheld devices (Yang, 2013).
Dr. Liu, head of the new Myopia Control Clinic at UC Berkeley’s School of Optometry states children are particularly vulnerable to developing myopia because of their high tablet usage as their eyes are still developing and may begin to interpret nearsightedness as a normal state (Liu, 2013).
Research shows increasing time spent outdoors may be a simple strategy by which to reduce the risk of developing myopia and its progression in children and adolescents. Myopia is irreversible (Sherwin et al., 2012).
There’s a 49% increase risk of expressive speech delay for every 30 min of screen time. (Science Daily)
One in five toddlers have speech and language delays associated with overexposure to television, and Dr. Sally Ward recommends improving quality and quantity of communication with parents to optimize speech and language acquisition (Ward S 2004).
Dimitri Christakis, pediatric researcher at Children’s Hospital and Regional Medical Center in Seattle, reports that children learn language skills largely from verbal interactions with their parents. In his recent 2009 study where he used digital recorders on both parents and children in their homes, Dr. Christakis found that adults typically utter approximately 941 words per hour, yet these adult words are almost completely eliminated when television is audible to the child. Dr. Christakis found that each hour of audible television was associated with significant reductions in child vocalizations, vocalization duration, and conversational turns. On average, each additional hour of television exposure was also associated with a decrease of 770 words the child heard from an adult during the recording session. Since 30 percent of American households now report having the television always on, even when no one is watching, researchers report these findings have grave implications for language acquisition and therefore perhaps even early brain development (Christakis, 2009).
Researchers found that the heart’s capacity for friendship obeys the biological law “use it or lose it”, and when humans don’t engage in face to face interaction, they actually lose the biological ability to do so (Frederickson, 2013).
A study on the effect of background television on the quantity and quality of parental speech directed at toddlers has found that background TV reduced words per minute, utterances per minute, and number of new words (Pempek et.al., 2014).
In a study conducted on the Use of Therapeutic Robot Companions as Social Agents for Reducing Pain and Anxiety in Pediatric Patients, Dr. Okita reports that when a child and parent were together during robot therapy sessions, the patients’ pain ratings decreased significantly. There were no differences in the pain ratings when the child interacted with the robot animal without the parent present (Okita, 2013.)
A recent study revealed that 20% of parents did not know how to “play” with their children, and one third of parents found play “boring” (Guardian News, 2010).
Parent time spent connected to various forms of technologies is disconnecting them from forming healthy, primary attachments with their children. This parent-child “disconnection” is a major contributing factor to the reported increased incidence of mental diagnoses (Flores P 2004).
Too many parents are distracted by mobile devices when they should be watching their kids, causing a recent rise in injuries of 12% between 2007 and 2010, after falling for much of the prior decade, according to the most recent data from the Centers for Disease Control and Prevention (Worthen, 2012).
40 out of 55 parents were observed to use their cell phones during a restaurant meal, and highly absorbed parents responded more harshly to child behavior (Radesky 2014).
95% of children report they would rather go outside and play than use technology (participACTION 2013).
Parents who stay in touch with their university aged children using social networking (texts, email, Facebook), have children who are more anxious, lonely and who indicate loneliness, anxious attachment, as well as conflict within the parental relationship, than children who’s parents stay in touch by phone (Gentzler, 2010).
Dr. Montagu reports that when children lack touch and human connection, they may respond by ‘turning in’ (anxiety, depression) or ‘turning out’ (aggression) (Montagu A 1972).
Dr. Larry Rosen, American professor of psychology reports that our obsession with technology is causing an epidemic of psychological disorders, with social networking related to narcissism, and texting to obsessive compulsive disorder and ADHD (Naish, 2013).
Research shows that with increased technology use, including discussion forums & social media, at the consequence of face-to-face, human interaction, we lose empathy and our humanity (CLBB & Boston Society for Neurology and Psychiatry, 2013).
Teens who visit social-networking sites every day but see their friends in person less frequently are the most likely to agree with the statements “A lot of times I feel lonely,” “I often feel left out of things,” and “I often wish I had more good friends.” Teens’ feelings of loneliness spiked in 2013 and have remained high since.
Forty-eight percent more girls said they often felt left out in 2015 than in 2010, compared with 27 percent more boys. Girls use social media more often, giving them additional opportunities to feel excluded and lonely when they see their friends or classmates getting together without them.
The more time teens spend looking at screens, the more likely they are to report symptoms of depression. Eighth-graders who are heavy users of social media increase their risk of depression by 27 percent.
Teens who spend three hours a day or more on electronic devices are 35 percent more likely to have a risk factor for suicide, such as making a suicide plan.
Since 2007, the homicide rate among teens has declined, but the suicide rate has increased. As teens have started spending less time together, they have become less likely to kill one another, and more likely to kill themselves. In 2011, for the first time in 24 years, the teen suicide rate was higher than the teen homicide rate.
Source: The Atlantic. Condensed from Dr. Jean Twenge’s research.
Teens who spend five or more hours per day on their devices are considered heavy users. These heavy users are 71% more likely to have one risk factor for suicide. (NPR)
Heavy screen users are 48% to 171% more likely to be unhappy, to be in low in well-being, or to have suicide risk factors such as depression, suicidal ideation, or past suicide attempts. Heavy users were twice as likely to report having attempted suicide. (NCBI)
Every hour of technology use per day is associated with a 10% increased risk of attention problems. (CDK)
ADHD should be re-termed “attention inconsistency”, as these children have episodic attention ability. Attention Restorative Theory has three tenants: 1) attention ability is subject to fatigue and restoration 2) voluntary and interesting tasks are less fatiguing than involuntary and uninteresting tasks 3) attention ability is subject to environment modifications (Kaplan S 1995).
The rise of A.D.H.D. diagnoses and prescriptions for stimulants over the years coincided with a remarkably successful two-decade campaign by pharmaceutical companies to publicize the syndrome and promote the pills to doctors, educators and parents. With the children’s market booming, the industry is now employing similar marketing techniques as it focuses on adult A.D.H.D., which could become even more profitable (Schwarz, 2013).
ADD/ADHD has become an epidemic in the last 30 years. Now one in seven boys has received this diagnosis by the time he reaches the age of 18, according to the Centers for Disease Control and Prevention (Peper 2014)
50% of children on ADHD stimulant medication get depressed and are prescribed antidepressants, and 50% develop obsessive compulsive disorder, which looks like a manic phase of bipolar disorder and are often prescribed lithium. (Breggin P 2008)
Study investigating sensory over-responsivity in children with ADHD shows substantiated links between sensory over-responsivity and anxiety, in both typical and ADHD children. Results suggest that ADHD should be considered in conjunction with anxiety and sensory responsivity; both may be related to bottom-up processing differences, and deficits in prefrontal cortex/hippocampal synaptic gating (Lane, S 2010).
Inattention was greater in ADHD than SMD, while SMD had more sensory issues, somatic complaints, anxiety/depression, and difficulty adapting than ADHD, as well as greater physiological/electrodermal reactivity to sensory stimuli than ADHD. Evidence suggests ADHD and SMD are distinct diagnoses (Miller LJ 2012).
Exposure to “green space” results in a significant reduction in ADHD, in both areas of impulse control and attention ability. Nature not only has attention restorative benefits, but also activates all the senses to enhance multi-sensory learning ability (Faber-Taylor A 2001, Kuo F 2004).
Studies have shown that access to “green space” for 20 minutes per day significantly reduced ADHD symptoms, yet drug use continues to climb. Inner city children suffer from ADHD at three times the rate of children in rural areas (Kuo F 2004).
Sensory Processing Disorder affects 1 in 20 children (SPDF Foundation)
The ability of a child to adapt to sensory responses in their environments emerges early in life as a protective and discriminative mechanism, and as children grow they typically become better at tolerating uncomfortable sensory stimuli by applying strategies to self regulate. Sensory over-responsivity reflects a failure to achieve a balance between sensitization and habituation, and can affect many aspects of a child’s life in both home and school settings. A study long term study looked at infants with sensory over-responsivity when they entered the school system and found that early sensory sensitivities were associated with sensory over-reactivity status at school-age (Ben-Sasson, 2010). Technology overuse may result in sensory over-reactivity (Rowan, 2010).
Children with photosensitivity have increased risk of epilepsy when using video games or other high speed visual technologies (Singh R 2004 and Kasteleijn-Nolst Trenite DG 2002).
15% of elementary-aged children are now taking some form of psychotropic medication, such as stimulants, anti-depressants, anti-anxiety and anti-psychotics despite mounting research indicating psychotropic medication is not effective, in many cases proven harmful and in some cases is actually fatal. (Zito J, et.al, Raine ADHD Study)
A French study used to explore the association between Internet addiction symptoms, body image esteem, body image avoidance, and disordered eating found that body image avoidance was associated with Internet addiction symptoms among both genders. Controlling for body–mass index, Internet addiction symptoms, and body image avoidance were both significant predictors of disordered eating among women. These findings support the self-presentational theory of Internet addiction and suggest that body image avoidance is an important factor (Rodgers et.al, 2013).
Facebook usage by teen girls was significantly correlated with weight dissatisfaction, drive for thinness, thin ideal internalization, and self-objectification (Meier, 2013).
The DSM-5 suggests that IGD may be identified by five or more of the following criteria within a 12-month period. These criteria include:
Source: American Academy of Pediatrics
Compared with healthy subjects, Online Gaming Addicts (OGA) individuals showed significant gray matter atrophy in the right orbitofrontal cortex, bilateral insula, and right supplementary motor area. According to tract-based spatial statistics analysis, OGA subjects had significantly reduced FA in the right genu of corpus callosum, bilateral frontal lobe white matter, and right external capsule (Weng et al., 2013).
Persuasive design of technology includes built-in elements to keep students hooked on certain entertainment technologies which become hard to resist during class time. One of these elements is the lack of stoppage cues, the natural stopping point for non-addictive screens. (Medium)
In 2018, the World Health Organization listed Internet Gaming Disorder as an official diagnosis.
8.5% of gamers (ages 8 to 18) are clinically addicted to playing video games. (Washington Post)
Gamers can be risky, unsafe drivers. (NHPR)
Forty-one percent of people who play online video games admitted that they played computer games as an escape from the real world. (Hussain)
People who have higher levels of trait anxiety, aggressive behavior, and neuroticism are at a higher risk for video game addiction. (Mehroof)
The same regions of the brain that are activated when craving occur in alcohol and drug addicts are also activated in video game addicts when they see images of computer games. (Ko)
In a study examining the amount of time spent playing video games and indicators of positive and negative psychosocial adjustment. Lower playing time was associated with higher life satisfaction and prosocial behavior and lower externalizing and internalizing problems, whereas the opposite was found for high levels of play (Przybylski, 2014).
People who spend more time playing video games have more attention problems, and individuals who are more impulsive or have more attention problems subsequently spend more time playing video games (Swing et al, 2010).
12% of boys and 8% of girl video game players exhibit pathological patterns of play, and fit the DSM IV category of addiction. Study also showed that pathological gamers are twice as likely to have ADD or ADHD (Gentile D 2009).
Research on video games have shown dopamine (implicated in reward processing and addiction) is released during gaming (Koepp 1998 and Kuhn 2011) and that craving or urges for gaming produces brain changes that are similar to drug cravings (Ko 2009, Han 2011). Other findings in internet addiction include reduced numbers of dopamine receptors and transporters (Kim 2011 and Hou 2012).
A Harris Interactive Poll in the US release in April 2007 found that 8.5% of youth gamers could be classified as “pathological” or “clinically addicted” to playing video games. A British survey of gamers indicated 12% reported being “addicted”. 2.4 % of South Korea from ages 9 – 39 have video game addiction according to a government funded survey. Another 10.2% were found to be borderline cases at risk of addiction. Addiction was defined as an obsession with playing electronic games to the point of sleep deprivation, disruption of daily life and a loosening grip on reality, depression and with drawl when not playing. 10 South Koreans died in 2005 from disruption in blood circulation caused by prolonged use. S. Korea has government funded counseling and clinics for gamers. Most addictive video games are the MMORPG’s massively multiplayer online role playing games (Washington Post 2006).
Children who were more impulsive and less comfortable with other children spent more time playing video games, the study found. Two years later, these heavy gamers, who played an average of 31 hours a week, compared with 19 hours a week for other students, were more likely to suffer from depression, anxiety and social phobias (Rabin, 2011).
95 percent of teens have access to a smartphone. (Pew Research Center)
The risk of smartphone addiction is highest in young people, especially females. (NCBI)
One in four youth is dealing with problematic smartphone usage. (BMC Psychiatry)
“…from a behavioral standpoint, children who use smartphones today are more isolated, less likely to play outside, more prone to anxiety, and less happy than their cohorts of even a decade ago.” (Social Work Today)
There is slightly less consensus among teens who say social media has had a mostly negative effect on people their age.
The top response (mentioned by 27% of these teens) is that social media has led to more bullying and the overall spread of rumors.
17% of these respondents feel [social media] platforms harm relationships and result in less meaningful human interactions.
Similar shares think social media distorts reality and gives teens an unrealistic view of other people’s lives (15%), or that teens spend too much time on social media (14%).
Source: The Pew Research Center
More than one in five teen drivers involved in a car accident were distracted due to smartphone use. (Carsurance)
15.6% of young drivers (ages 18-24) have admitted to texting while driving and 20% of them claim to be “not familiar at all” with their state’s texting while driving laws. This is compared with 12.2% who also reported as being “not at all familiar” with state laws. (The Zebra)
14% of fatal crashes involved the use of cell phones. (The Zebra)
14% of distracted driving deaths in driving accidents were attributed specifically to cell phone use, as opposed to other forms of distracted driving. (The Zebra)
In 2016, almost four thousand people were killed due to the actions of a distracted driver. (The Zebra)
4,637 people died in car crashes in 2018 due to cell phone use and electronic device use. (The Zebra)
3,255 = number of teen (15 to 19) drivers involved in fatal crashes in 2017. (NHTSA)
Research has found that dialing a phone number while driving increases your teen’s risk of crashing by six times, and texting while driving increases the risk by 23 times. (NHTSA)
Time spent using social media was associated with a larger number of online social network “friends.” However, time spent using social media was not associated with larger offline networks, or feeling emotionally closer to offline network members (Pollet T 2011).
A study on the effect of Facebook on negative interpersonal relationship outcomes indicate that a high level of Facebook usage is associated with negative relationship outcomes, and that these relationships are indeed mediated by Facebook-related conflict (Clayton, 2013).
A new University of Michigan study on college aged adults finds that the more they used Facebook, the worse they felt (Hu, 2013).
Survey of 3,767 grade 6, 7, 8 students who attended six schools in the US found 11% had been electronically bullied and 4% indicated they had bullied a victim in the past month. Half of the electronic bully victims reported not knowing the perpetrator’s identity (Kowalski R 2007).
Internet bullying is correlated with school behavior problems, and media literacy programs may mitigate the negative effects of electronic media on youth (Worthen M 2007).
A study examined perceptions and experiences of cyberbullying in a series of 18 focus groups conducted with young people aged 9–19 in the UK. The results suggest that cyberbullying is perceived to be problematic and serious but relatively routine part of young people’s online lives and interactions (Bryce, 2013).
Cyberbullies demonstrated less empathic responsiveness than non-cyberbullies, and were also more afraid of becoming victims of cyberbullying. The findings confirm and substantially extend the research on the relationship between empathy and aggressive behavior. From an educational point of view, the present findings suggest that training of empathy skills might be an important tool to decrease cyber bullying (Steffgen G 2011).
In 2006, 42.7% of Internet users viewed porn. (Family Safe)
Every 39 minutes a new pornographic video is being produced in the United States. (Deseret News)
First time porn viewing is now as early as 3 years old. (FND)
64% of young people, ages 13–24, actively seek out pornography weekly or more often. (FND)
Porn could have a bigger economic influence on the US than Netflix. (Quartz)
Porn sites get more visitors each month than Netflix, Amazon and Twitter combined. (Huffpost)
PornHub, the largest porn website on the internet, had 42 billion visits in 2019, which breaks down to 115 million views a day. (Forbes)
Researchers report 42% of children ages 10-17 actively use pornography, with average age of first exposure 6 years (Wolack et al., 2007).
Dr. Phil Zimbardo, a psychology professor at Stanford University, discussed the demise of guys, stating that boys are flaming out academically and wiping out socially with girls and sexually with women. Of all the activities on the Internet, porn has the most potential to be addictive. Everything in the porn user’s life is boring except porn. As a result of watching porn, boys’ brains are being digitally rewired into a never-ending desire for change, constant arousal, novelty and excitement. This creates real issues when it comes to romantic relationships that grow gradually and subtly (Baumgardner, 2013).
The rate of speed at which erotic images are delivered can alter brain chemistry and rewire the pleasure center of the brain, creating other changes in body and sexual function, including addiction and erectile dysfunction. Because an increasing amount of extreme images are sought (in part because of these brain changes), more violent and humiliating images are needed (Sellers, 2013)
Six-year-old children were acting out sex and drug scenes from Grand Theft Auto reports headteacher (The Telegraph 2014).
Children who use pornography are significantly more likely to report delinquent behavior and substance use in the previous year, as well as depression and lower levels of emotional bonding with their caregiver (Ybarra et al., 2005).
An unfortunate consequence of porn addiction is desensitization and tolerance, requiring increased intensity of stimuli to satiate craving, including prostitution and sexual depravity (children, sexual violence), (Klein 2009).
Universities are hiring rape counsellors and forming rape prevention teams due to an escalation in campus sexual violence (MacLeans 2013).
According to a survey of nearly 1,300 middle school students in Los Angeles, adolescents who sent or received sexually explicit photos or text messages were three to seven times more likely to be sexually active than their peers not involved in sexting (Goodier, 2014).
Studies show 25% of 10 year old children are sexting, 40% of teen girls (girls 2x boys) have posted or sent sexually explicit images and 80% of teens under the age of 18 have sexted. Sexted was defined as sending a nude photo of oneself (Englander, 2012).
Results demonstrate that more frequent viewing of pornography is associated with a higher incidence of hooking up and a higher number of unique hook up partners. (Braithwate et al September 2014)
Research shows at least 90% of kids between the ages of 8 and 16 have watched pornography online at least once. Boys ages 12-17 are actually the largest consumers of online porn and is actually being compared to being the drug of choice for youth (Woda, 2014).
—Continue with “How Porn Changes The Brain” by FightTheNewDrug
[/vc_column_text][vc_column_text]Porn consumption follows a very predictable pattern that’s eerily similar to drug use. Over time, excessive levels of “pleasure” chemicals cause the porn consumer’s brain to develop tolerance, just like the brain of a drug user. In the same way that a junkie eventually requires more and more of a drug to get a buzz or even feel normal, regular porn consumers will end up turning to porn more often or seeking out more extreme versions—or both—to feel excited again. And once the porn habit is established, quitting can even lead to withdrawal symptoms similar to drugs.
—Continue with “How Porn Affects The Brain Like A Drug” by FightTheNewDrug
82% of online sex crimes against minors started when the perpetrator used the victim’s social networking site to gain information and introduction. (Prescott)
Children can be groomed online in under 45 minutes (Telegraph)
Tech has normalized communication with strangers. (NY Times)
The number of internet child pornography images has increased 1500% since 1988. (Clancy)
624,000+ child porn traders have been discovered online in the U.S. (FND)
In 2019, Cybertipline reports included 69.1 million images, videos and other files related to child sexual exploitation. (NCMEC)
17% of Dutch adolescents surveyed reported real-life encounters with online contacts; one third of these adolescents did not tell their parents about the encounters. Low self-esteem and certain Internet-related parenting techniques were related to the prevalence of such encounters (Van Den Eijnden et al., 2011).
Damaging effects from sextortion crimes including depression, anxiety, hopelessness, fear, and suicidal thoughts. “The trauma level we see with these kids is significant,” says Catherine Connell, licensed social worker and child/adolescent forensic interviewer and program manager with the FBI. (FBI)
Games and social media platforms connected to predator arrests: Fortnite, Minecraft, Roblox, Instagram, Xbox Live, LiveMe, Omegle, Musical.ly, TikTok, Skype, Facebook Messenger, Snapchat, Twitter’s Periscope, Discord, Kik Messenger, Yubo, PlayStation, Clash of Clans, League of Legends, and more. (NY Times)
Participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content (Sana, 2013)
Education technology is not evidenced based, yet – whole school districts are moving rapidly toward both virtual teaching. Referred to as the “$100 curriculum in a box”, TeacherMates, XO’s and iPad are replacing teaching, referencing the teacher as a “moderator” (Fast Company, April 2010).
Schools that ban screens during school show a 6.4% increase in overall test scores (The Guardian)
While almost three quarters of pupils in the countries surveyed used computers at schools, the report by the Organisation for Economic Cooperation and Development found technology had caused no noticeable improvement in results. (Health24)
Education psychologist and author of Failure to Connect: How Computers Affect Our Children’s Minds Jane Healy spent years doing research into computer use in schools and, while she expected to find that computers in the classroom would be beneficial, now feels that “time on the computer might interfere with development of everything from the young child’s motor skills to his or her ability to think logically and distinguish between reality and fantasy.” (TIME)
John Vallance, a Cambridge scholar and headmaster of Australia’s top K-through-12 school, Sydney Grammer, has said: “I think when people come to write the history of this period in education…this investment in classroom technology is going to be seen as a huge fraud.” (TIME)
“Where computers are used in the classroom, their impact on student performance is mixed at best…Students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics.” —OECD’s education director Andreas Schleicher. (Health24)
OECD 2015 report “Students, Computers and Learning: Making The Connection” says that even countries which have invested heavily in information and communication technologies (ICT) for education, have seen no noticeable improvement in their performances in PISA results for reading, mathematics or science (OECD 2015).
In 2012, 96% of 15-year-old students in OECD countries reported having a computer at home, but only 72% reported using one at school. Overall, students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do much worse, even after accounting for social background and student demographics (OECD 2015).
Average final exam scores among students assigned to classrooms that allowed computers were 18 percent of a standard deviation lower than exam scores of students in classrooms that prohibited computers{Payne Carter, Greenberg, Walker, 2016).
Teens with cell phones send 440 text messages a week and 110 a week while in the classroom. (USA Today)
76% of parents say that cell phone cheating happens at their teens’ schools, but only 3% believe their own teen has ever used a cell phone to cheat. (LA Times)
In a poll conducted by Benenson Strategy Group on “Hi-Tech Cheating” the following statistics were discovered:
Screen addiction is defined as a general inability to limit time spent on entertainment screens (gaming, social media) and continue to play despite negative consequences. Warning signs include attention problems in the classroom, anxiety, falling asleep in class and inability to control impulses.
✔ Schools at all levels should routinely include education about IGD (Internet Gaming Disorder) and expand the infrastructure they have in place for other potentially problematic behaviors (drugs, alcohol, risky sex, gambling, etc.) to include problems with electronic media.
✔ Because of the consistent link between IGD and poor school performance, schools may be an excellent place for screening for IGD and for providing referrals for services when problems with IGD or related issues are uncovered.
✔ Many schools provide computers and/or encourage computer use in and out of classes, as this can have tremendous educational and practical benefit. Many schools consider “gamifying” their educational processes. What message does it send if a school supports gaming as education, in light of the real potential for the development of IGD? Schools should provide training to parents and educators to recognize potential problems.
✔ Schools and community centers can be of particular value in helping parents to identify non-gaming creative opportunities.
Screen overuse weakens a student’s connection with teachers, family, and community. School connectedness is the belief by students that adults and peers in their school environment care about their learning as well as about them as individuals.
Individual or environmental characteristics, conditions, or behaviors that reduce the effects of stressful life events. These factors also increase an individual’s ability to avoid risks or hazards, and promote social and emotional competence to thrive in all aspects of life, now and in the future. (CDC)
These protective factors all lead to positive health and educational outcomes, according to the Center for Disease Control.
Researchers found that watching two or more hours of television per day at the age of 8 or 9 was associated with lower reading performance compared to peers two years later; the difference was equivalent to losing four months of learning. Using a computer for more than one hour per day was linked to a similar degree of lost numeracy. (Science Daily)[/vc_column_text][/vc_tta_section][/vc_tta_tour][/vc_column][/vc_row][vc_row][vc_column][vc_separator border_width=”3″][vc_tta_accordion style=”outline” shape=”square” color=”juicy-pink” c_align=”center” active_section=”0″ no_fill=”true”][vc_tta_section title=”References” tab_id=”1614286211262-300ab09b-fa2c”][vc_column_text]Active Healthy Kids Canada [2008 report card on the internet]. Available from: http://www.activehealthykids.ca/Ophea/ActiveHealthyKids_v2/upload/AHKC-Short-Form-EN.pdf.
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