Today's children are growing up immersed in technology that connects them to information and people worldwide. From laptops to phones, technology surrounds us giving us the ability to freely search for information and communicate with people who are across the globe. Yet for all its benefits, unchecked technology use fosters harmful habits in kids. Out of understandable concern, many parents have restricted or banned digital devices. However, rigid limitations deprive children of opportunities to learn, create, and bond with online communities. The solution is not an outright technology ban, but intentional guidance. With age-appropriate digital access and open communication about online risks, children can safely learn skills, follow passions, and form meaningful connections.
When parents start restricting technology access for children it can lead to an increased likelihood of children developing technology addiction.
Leading as a guide for children in a technological age
The internet can be a scary place for kids, full of issues such as lack of privacy, cyberbullying, and online predators (Joseph, Ben1). This reason alone gives parents a reason to restrict access to technology. However, this ban can backfire as children often find other ways to gain access behind their parent's backs. Instead of hiding the internet away, parents should have open discussions with their kids about potential dangers and guide them to make safe, thoughtful decisions. Being transparent about the issues of the internet can help prepare children to navigate challenges while highlighting the importance of self-control. This empowering approach allows parents to not only protect their children but also help foster kids' independence online. (Copson, Ruth2)
Strict limitations on technology use are not an effective intervention
Today's children are growing up immersed in technology that connects them to information and people worldwide. From laptops to phones, technology surrounds us giving us the ability to freely search for information and communicate with people who are across the globe. Yet for all its benefits, unchecked technology use fosters harmful habits in kids. Out of understandable concern, many parents have restricted or banned digital devices. However, rigid limitations deprive children of opportunities to learn, create, and bond with online communities. The solution is not an outright technology ban, but intentional guidance. With age-appropriate digital access and open communication about online risks, children can safely learn skills, follow passions, and form meaningful connections.
When parents start restricting technology access for children it can lead to an increased likelihood of children developing technology addiction.
Leading as a guide for children in a technological age
The internet can be a scary place for kids, full of issues such as lack of privacy, cyberbullying, and online predators (Joseph, Ben1). This reason alone gives parents a reason to restrict access to technology. However, this ban can backfire as children often find other ways to gain access behind their parent's backs. Instead of hiding the internet away, parents should have open discussions with their kids about potential dangers and guide them to make safe, thoughtful decisions. Being transparent about the issues of the internet can help prepare children to navigate challenges while highlighting the importance of self-control. This empowering approach allows parents to not only protect their children but also help foster kids' independence online. (Copson, Ruth2)
Strict limitations on technology use are not an effective intervention
When parents see their children excessively using technology, the most obvious solution is to create strict time limitations and exert control over their kid's use of technology. However, punishing children by removing technology privileges may backfire. While limiting screen time seems like an intuitive solution, children are adept at finding ways to regain a sense of control. When parents take away devices as a measure of discipline, it can inadvertently reinforce the idea that technology is a highly valuable commodity and a source of power for kids. This risks fueling a child’s fascination with technology and makes it more difficult for parents to set reasonable limits around their child's screen time (Smith, Grace3). Such control further impacts child development -specifically faculties that help children learn how to make decisions. (Canning, Corinne4). When we encourage children to determine their own choices, they better develop the capability of setting limits on their own screen time. Children who are taught and encouraged to develop self-control have an easier time regulating their use of technology with greater self-consciousness, while those who don't develop these critical skills fall prey easily to the perils of technology addiction (Fitzpatrick, Caroline5).
Technology may play a crucial in helping children develop communities. For example, children who have similar interests can reach out to communities of different age groups and provide shared experiences. Restricting technology may hinder the involvement of children in communities they can connect with. Children seeking communities in which they can relate can interact with individuals of all age groups. Contact theory plays a significant role in this context, as when children have the opportunity to engage with individuals from diverse backgrounds, gaining a broader perspective on other cultures. Video games provide an example of how kids can reach out and play with teammates who are from different countries and backgrounds. Considering all these factors, a lingering question arises: How can we leverage technology to our benefit and facilitate children in gaining an educational advantage?
Technology should be designed to enrich education for kids
Technology platforms were not originally designed with children's best interests in mind. The internet in particular was created mainly as a means to generate advertising revenue, not to provide a safe space for kids. Algorithms are programmed to maximize engagement and clicks, not to understand children's developmental needs. As a result, tech companies have too often enabled inappropriate or exploitative content to reach young users (Kevin Donahue6). However, this can change when we develop technology targeting children to learn and hone skills. When we start developing customizable learning experiences and gamification elements, it can enhance kids' educational process. While this may seem like a reach, there are multiple examples of how this can be achievable. Khan Academy, which is one of the leading companies in designing technology for kids, uses algorithms and personalized learning experiences (Khan Academy7). They design technology that is engaging by using bright colors, fun characters, and interactive activities to keep kids actively interested.
As technology continues advancing, concerns over its impacts on kids are understandable. Rather than reacting with fear, our task is to face the future ethically and equip children to use technology responsibly. Kids need guidance, not just restrictions, to build self-control around screen habits. The challenge we face as designers is the ethics of creating technology for kids. Our role is to develop technology that brings out the best in our children, not heighten their worst impulses. With intentional design and open communication, we can guide kids to harness technology for knowledge and community.
Citations:
- Joseph, Ben. “Online Safety (for Parents) - Nemours Kidshealth.” Edited by Elana Pearl, KidsHealth, The Nemours Foundation, Aug. 2022, kidshealth.org/en/parents/net-safety.html.
- Copson, Ruth, et al. “Relationship-Based Practice and Digital Technology in Child and Family Social Work: Learning from Practice during the COVID-19 Pandemic.” Developmental Child Welfare, SAGE Publications, Mar. 2022, www.ncbi.nlm.nih.gov/pmc/articles/PMC8891247/.
- Smith, Grace. “Why Restricting Screen Time May Actually Be Harmful for Kids.” rebelEducator, 11 July 2023, rebeleducator.co/why-restricting-screen-time-may-actually-be-harmful-for-kids/#:~:text=Simply%20banning%20screens%20may%20backfire,is%20also%20important%20to%20understand.
- Canning, Corinne. “Teach Your Kids How to Make Their Own Decisions.” Our Children, 17 Sept. 2018, ptaourchildren.org/teach-kids-decision-making-skills/.
- Fitzpatrick, Caroline. “Is the Association between Early Childhood Screen Media Use And ...” Is the Association Between Early Childhood Screen Media Use and Effortful Control Bidirectional? A Prospective Study During the COVID-19 Pandemic, 27 June 2022, www.ncbi.nlm.nih.gov/pmc/articles/PMC9271860/.
- Kevin Donahue, opinion contributor. “The Internet Wasn’t Built for Kids.” The Hill, The Hill, 10 Sept. 2019, thehill.com/opinion/technology/460579-the-internet-wasnt-built-for-kids/.
- Khan Academy, “Technology in the Classroom (Prek-2) - Khan Academy Blog.” Khan Academy, Khan Academy, 23 May 2023, blog.khanacademy.org/khan-kids-technology-in-the-classroom-for-prek-2nd-grade/.
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