It’s not unusual to see young children immersed in tablets or smartphones, managing the apps and games with surprising finesse. While these gadgets can provide amusement and instructive material, recent research has raised questions about the developmental effects of prolonged screen usage on young children. Studies have suggested that toddlers who use tablets and phones may experience developmental delays in a number of areas. This raises significant concerns about how to combine technology use with a child’s healthy development.
The Number of Toddlers Who Use Screen Time
A non-profit group that focuses on children’s media and technology use, Common Sense Media, found that 38% of young children have used a mobile device for media activities like playing games, viewing movies, or using applications. Pediatricians, educators, and academics are concerned about the potential implications of early exposure to screens on children’s cognitive, social, and emotional development.
Delays in Development Linked to Screen Time
A growing body of research indicates that toddlers who spend too much time on screens may experience developmental impairments across a range of domains. According to research in the journal JAMA Pediatrics, children between the ages of 24 and 36 months who spent more time watching screens also performed worse on developmental screening tests. Over 2,400 children’s screen time habits were monitored in the study, and it was discovered that each additional hour of screen time was linked to a 16% increased risk of missing developmental milestones. This is especially troubling because these developmental milestones serve as key markers of normal cognitive, linguistic, and motor growth.
Impact on Social and Emotional Life
A toddler’s social and emotional development may be harmed by too much screen time, in addition to their cognitive and language development. According to a study by Dr. Jenny Radesky and her team at the Boston Medical Center, using mobile devices more frequently during mealtimes was linked to more acrimonious interactions between parents and kids. This shows that the building of healthy parent-child interactions as well as the acquisition of critical social skills could possibly be hampered by screen distractions.
Language Development Effect
The cornerstone of early childhood development is language acquisition, and academics are concerned about the possible effects of excessive screen usage on linguistic abilities. Children under the age of 18 months should never use a screen, with the exception of video chatting, according to the American Academy of Pediatrics. According to research published in JAMA Pediatrics, there is a 49% greater risk of expressive speech delay in toddlers for every 30-minute increase in daily screen use. This research emphasizes the value of face-to-face communication and engagement in promoting language development.
Given the apparent link between toddler usage of smartphones and tablets and developmental delays, this issue is receiving more attention. According to research, difficulties in cognitive, linguistic, and social-emotional development may be a result of excessive screen usage. It’s crucial for educators, caregivers, and parents to be aware of how much and what kind of screen time kids are getting. Even while technology has a place in early education, opportunities for unstructured play and promoting social contacts in the real world are still crucial for a child’s healthy development.
Parents can effectively limit a toddler’s screen time by setting clear guidelines and boundaries. It’s recommended to establish designated “screen-free” periods during the day and prioritize interactive, educational content when allowing screen time, ensuring that it complements rather than replaces face-to-face interactions and other developmental activities.
Sources:
- Common Sense Media. “The Common Sense Census: Media Use by Kids Age Zero to Eight 2017.” (2017). Link
- Madigan, Sheri et al. “Association Between Screen Time and Children’s Performance on a Developmental Screening Test.” JAMA Pediatrics, vol. 173, no. 3, 2019, pp. 244-250. Link
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