YOUNG
CHILDREN
IN THE
DIGITAL
AGE:
Nancy Carlsson-Paige, Ed. D.
A
PARENT’S
GUIDE
2
YOUNG CHILDREN IN
THE DIGITAL AGE: A
PARENT’S GUIDE
Nancy Carlsson-Paige, Ed. D.
When I talk with parents these days, they often
say that their children’s lives are very different
from what their own childhoods were like.
Frequently, they name technology as the single
biggest change in their kids’ lives—and in their
own lives too. Many parents go on to say that
their children are on screens more than they
want them to be, and that screen use is often
a source of conflict with their children. Many
express uncertainty about however they are
letting their kids use screens, and a sense that
they might be doing it “wrong.” I’m hoping that
the ideas in this report will resonate in a positive
way for readers by providing some helpful new
information and support on this challenging
topic—that’s my goal in writing this.
Technology cascaded into all of our lives in a very
short period of time. Many of us are struggling
to make sense of it, to figure out how we can
use technology well. It has been a challenge for
every age group. Some of the concerns we read
about are serious—the psychological effects of
social media, the breeches on privacy, health
issues like sleep disturbance, eye strain, and
perhaps other effects waiting to emerge.
1
Many
of these risks have their biggest impact on young
children because their bodies and minds are still
forming.
Many parents find it hard to make decisions about
screen time for their kids because advice comes
from different directions and often conflicts. In
the field of child development,
we have decades of theory
and research that can be very
helpful as a guide for screen
and digital device use with
young kids. These ideas can
be a resource for you to depend on when you
are trying to figure out about any screen, app, or
digital device your child might want to use.
From child development theory and research, we
know a great deal about how children learn and
develop and what they need in order to grow to
their full potential. In this report, I’ll offer you
six core ideas that come from the field of child
development that can be helpful in evaluating
screen and technology use with young children.
We can use these ideas, not as a rigid rulebook
of “shoulds” and “should nots,” but more as a
guide to help us make decisions and support kids
in this tech-saturated world of ours.
SIX CORE IDEAS FROM THE FIELD
OF CHILD DEVELOPMENT:
#1. YOUNG CHILDREN USE THEIR
WHOLE BODIES AND ALL OF THEIR
SENSES TO LEARN ABOUT THE WORLD.
Babies and young children are always moving.
They have to move. It’s the movements
and use of all of their senses that drives
their development. A lot of us in the child
development field were delighted in the 1990’s
when advances in neuroscience began crossing
over into child development. The brain scientists
were confirming that play and active learning
are critical to optimal brain development.
Neurons in the brain strengthen and connect as
children move, explore, and interact in the world.
Everything we knew from child development
theory was supported by this new brain research.
The brain of a newborn is a little more than
one quarter of the volume and weight of the
adult brain. By the age of three, it has reached
80 percent of its adult size and, by age five, 90
percent. Neurons are strengthening and synapses
are forming in the brain at a
faster rate during these early
years than at any other time
in life.
Neurons in the brain
strengthen and connect as
children move, explore,
interact in the world.
3
Unfortunately, there is a dearth of specific
research about how media use affects brain
development. But what we do know is that the
experiences a child has shape brain development.
As the child moves, interacts, and uses her
senses, neural activity in the brain is stimulated.
One neuroscientist wrote, “You hold him on your
lap and talk…and neurons from his ears start
hard-wiring connections to the auditory cortex.
And you thought you were just playing with
your kid.”
3
A child’s whole development, brain
development included, is best supported when
young kids have full-on opportunities to use
their whole bodies and senses for activity, play,
and social interaction.
Photo #1
Fisher-Price Newborn-to-Toddler Apptivity Seat
When we watch young children who are engaging
with screens, like the child in photo #1, one of
the first things we notice is that they are not
moving or using their whole bodies. Their bodies
are more passive as their attention is absorbed
by the screen. The focus shifts from moving to
looking. From acting on the world to re-acting
to what’s on the screen. This is a very significant
shift in energy and attention for a child. Further,
there is something even more significant. When a
child propels herself forward physically—to grab
a toy, to crawl, to stand—she is taking initiative
to act in and on the world. When a child looks
at a screen, not only is she more passive, but also
her attention shifts away from her own initiative.
In my view, this is a very fundamental point. We
want to encourage young children to act on the
world, to be interested in exploring everything
around them. When we teach them early in
life that an object—a screen--entertains them,
we are undermining their inherent capacity for
taking initiative and learning through discovery.
#2. YOUNG CHILDREN LEARN FROM
DIRECT, FIRST-HAND EXPERIENCE IN
THE REAL WORLD.
2
Everything on a screen is a symbolic
representation of something in the real world.
You and I know this without even thinking about
it. But young children don’t understand this.
And it takes them many years to realize fully
that what is on the screen is a representation
of something and not the real thing. Even my
grandson Miles, at the age of four, punched the
television set because, he said, “I thought the
bad guy was coming out of the TV.”
The youngest of my eight grandchildren is Max,
who is two years old and lives in Swaziland.
Recently, we had a Skype call with him and
his parents. Max kept reaching for the screen,
trying to touch me, to play and interact the way
we did when I was visiting him last summer in
Africa. He was confused. It’s true that with
more experience, young children seem to get used
to talking to a screen version of their loved ones.
Skype and various apps that allow for real time
conversations can help children be in touch with
loved ones who are far away, and many families
are glad to have this way to connect.
When a child looks at a
screen, not only is she more
passive, but also her attention
shifts away from her own
initiative.
4
Photo #2
Grandson Jake Skyping from the U.S. with his Guatemalan
family
In the ideal sense, children benefit most from
having direct experiences in the actual world of
relationships and objects. This is because three-
dimensional experiences are wholistic, they
involve a child fully—body, mind, and feelings--
and this level of engagement is greater than what
can be gained from two-dimensional experiences.
Photo #3
Enlight KiddieTAB Advertisement
In photo #3, we see a young child reaching
for something she sees on a screen. This is an
advertisement from the company KiddieTab
that is promoting the use of screens with young
children. It says: “The Benefits of Exposing
Young Children to Modern Technology.”
There is a lot of marketing to parents that asserts
the benefits of screen technology use with young
children. And a majority of parents believe that
early screen use is beneficial.
4
But we need to be
cautious about these claims, as companies can
make them even if they are false or not grounded
in research.
5
Let’s imagine that the child in photo #3 is
reaching for a ball that she sees on the screen.
Think of all the things she could do with an actual
ball. She could grab it, turn it over in her hands,
roll it, watch it roll away, crawl to get it, throw it,
bite it--she could keep on inventing new ways to
explore the ball. And with each exploration, the
neurons in her brain would be getting stronger,
new synapses connecting.
When I was in Swaziland last summer, Max was
18 months old. He was using a ball to work
on a very important cognitive concept: object
permanence. This is one of the most fundamental
concepts in human development--the idea that
when something is out of our sight, it still exists.
Without this concept, humans wouldn’t learn
language or math or be able to think of anything
abstractly. We all constructed this concept in
our minds during the first two years of life, and
we did it by having lots of experiences interacting
with objects and people. Slowly, we learned that
things existed even when we couldn’t see them.
Max spent a lot of time working on this idea last
summer. He would roll the ball under the couch
so it was out of sight. At first, he looked a bit
confused. Where was the ball now? Eventually,
he would crawl under the couch and find it. He
practiced this countless times, each time getting
a little more secure with the idea of where that
ball was even when it was out of his view.
Max wouldn’t have been able to build this
important concept in his mind without having
had direct experiences with the ball in three-
dimensional space. Seeing the ball on a screen
would not have given him the data he needed to
construct this idea.
5
There are many concepts young children develop
out of their experiences with three-dimensional
objects. When we watch them, we see that they
are learning almost constantly from banging
things, dropping them, rolling them, mushing
them around, covering them up, tasting them,
rattling them, etc.
I saw a research study recently that said that
young children couldn’t transfer information
learned on a two-dimensional screen to three
dimensions.
6
That seems obvious to me because
of how they learn and need to learn in the early
years. Presenting a child with images on a 2-D
screen short changes a child by giving her far too
little to go on, too little information on which
to build concepts needed in order to build the
foundation for later learning.
#3. YOUNG CHILDREN LEARN BY
INVENTING IDEAS.
Children are active learners. They learn by
interacting with other people and by having lots
of hands-on experiences with all kinds of things
around them.
Children don’t learn
optimally when we try to put
information into their heads
directly. Most of us probably
remember having to learn
some things by rote when we
were in school. And most
of us probably know that we
forgot what we learned quite
quickly. For genuine learning
to happen, kids need to construct ideas for
themselves, in their own minds. This is the kind
of learning that is real and genuine and stays
with us.
Photo #4
Block building in a Kindergarten classroom
Let’s look at photo #4 of children building with
blocks. When kids build with blocks and with
many other materials, they are working on a
whole variety of concepts. One very important
group of concepts relate to number. With blocks,
kids classify them into groups by shape. They put
them in order by length. They match them up in
various ways. They do this usually while they are
playing and this learning is happening naturally.
These concepts build toward an understanding
of quantity, a concept that is quite complex
and takes time to understand, a concept we all
constructed at one time in our
young lives.
If you and I look at different
objects--let’s say at a group of
four giraffes, a group of four
watermelons, and a group
of four cupcakes--we know
without having to think about
it that there are four objects
in each of these groupings,
even though they look very
different. But we didn’t always know this,
and young children don’t automatically know
it. They have to build this understanding over
time. For young children, whichever grouping is
the biggest—takes up the most space—has the
most in it. Without thinking about it, you and
I can “abstract” the quantity of four from the
materials and understand that these different-
looking amounts have a “fourness” in common.
Presenting a child with
images on a 2-D screen short
changes a child by giving her
far too little to go on, too little
information on which to build
concepts needed in order to
build the foundation for later
learning.
6
This isn’t a concept that we can teach children
directly. Like many concepts, children have to
construct this idea from their own experience
with materials. That is why having lots of
experiences with a whole variety of real objects
is critical to early math learning.
In many early childhood classrooms these
days, adults are teaching children by direct
instruction through rote learning. Commonly,
there will be flashcards with number symbols
written on them: 4, 5, 8, 9, etc. Teachers will
hold these up for children to name. But a child
can call out the correct “name” of the numeral
without understanding the “concept” of the
number. He could say that “4” is “four” without
understanding the concept of quantity.
Unfortunately, in early childhood education today,
there is far too much drilling of number names
and other specific memorizable “facts.” Many
adults are deceived into thinking that children
understand concepts because they can parrot
back the names of symbols. But children have to
construct this understanding in their own minds
through their ongoing actions on materials and
in play with other kids.
Good early childhood education offers play-based
learning experiences that allow children to build
ideas through engaging activities. This is what
active learning really means. It’s the opposite
of drills and rote learning. The focus in a play-
based classroom is on each child’s developing
understanding and not on getting final right-or
wrong-answers.
When we observe children, we notice that they
are often working on these early math concepts
spontaneously. I was in Guatemala where my
grandson Jake lived, and he was five years old at
the time. We had a lovely fruit salad one morning
for breakfast. The bowl of fruit was out on the
table for five of us to share. Jake went out to the
table and set up the breakfast on his own.
Photo #5
Children work on math concepts in their everyday lives
He put a plate at each chair (one-to-one
correspondence). Then he spooned three pieces
of watermelon and two pieces of pineapple onto
each plate (classification by three’s and two’s).
Again, Jake was working on these pre-number
concepts on his own, just through his own natural
activity.
During this same visit, I noticed that Jake was
getting interested in counting. One day as we
walked by the lake in his lakeside village, we saw
some ducks on the water (there were five). He
started to count: “one, two, three, four, eight!”
He grinned at me happily.
If Jake were in a classroom with an emphasis on
direct instruction and right answers, the teacher
would correct him for counting incorrectly. But
actually, Jake was showing how much he already
knew about number. He was matching the name
of a number to each duck. He knew that those
names referred to quantities. He stated the
Good early childhood education
offers play-based learning
experiences that allow children
to build ideas through engaging
activities.
7
names in an order. This was a lot to already know.
But he still needed more experience before he
would understand the specific quantity that each
of those names referred to.
Photo #6
ABC Mouse Online Curriculum for Children Ages 2-8
Unfortunately, most of the learning apps and
computer learning games such as the example
in photo #6, by their very
nature, promote the kind of
learning that emphasizes
getting the right answers and
learning by rote. Kids follow
directions and give answers.
With screens and digital
devices, they can’t learn by
manipulating actual building materials. If they
do have an app that lets them move objects
around on a screen, for example, they will learn
something, but far less than what they could
potentially learn from having materials in their
hands and discovering myriad things to do with
them. The learning that comes from drills and
producing answers does not provide as solid a
foundation of understanding in a child’s mind.
It is a more superficial kind of learning that
does not hold up as well as the kind of learning
that a child constructs through direct action on
materials.
In addition, when children are learning through
interaction--with materials and with other kids--
they are learning about learning itself. They learn
that they can have their own original ideas. They
can create and invent and build understanding in
their own minds. Because screen-based learning
focuses on direct instruction and right answers,
kids get the wrong idea about what learning
actually is. In classrooms where children have
too much direct instruction, they can think that
knowledge and answers belong to the teacher.
And when they learn by computers and apps, they
can think the answers are in the devices. In both
cases, the answers lie outside of the child, and
are not within his or her own power to discover.
#4. YOUNG CHILDREN MAKE SENSE
OF THEIR WORLD THROUGH PLAY.
When you and I have experiences that cause us
angst--maybe we have a disagreement at work,
or something scary happened to us, or there
was a conflict at home--we tend to go over the
moments of difficulty in our minds. We replay
the events mentally as we try to sort through
what happened. We might
talk with someone we trust
and verbally describe what
took place and how we feel.
As adults, we have this ability
to use our thoughts and words
to process our experiences.
But children don’t have these
tools. The way that young children process and
make sense of their experiences is through play.
Play is so vital to young children’s emotional
and mental health that it is sometimes called the
engine of development. Play is universal among
children, as universal as walking and talking.
All children know how to play, and no one has to
teach them. Surely, any activity that is wired into
humans this way is critical for human adaptation
and development.
when children are learning
through interaction--with
materials and with other
kids--they are learning about
learning itself
8
When my grandson Jackson was two years old
and I was giving him a bath, a small spider
dropped down from above onto the rim of the
bathtub. Jackson started screaming in fear of
the spider. I was surprised and tried to show
Jackson that the little creature was harmless,
but he kept on screaming and seemed genuinely
scared. So, I wrapped Jackson in a towel and
lifted him out of the tub.
The next day when Jackson came over to my
house after day care, I had some play things set
out. There was playdough, a tiny doll (Jackson’s
baby brother had just been born so he played with
the little doll a lot), and a plastic spider—the
kind you can buy in a jug full of different kinds
of plastic animals. There was
also a little box on the table.
Jackson put the toy baby into
the box. He squished some
playdough into a flat shape,
covered the baby up, and
said, “The baby is scared of
the spider.” Then he took the
baby back out of the box, then
quickly returned it to the box, covered it with
playdough and repeated, “The baby is scared
of the spider.” And, then once more, Jackson
repeated the same little scenario.
A two-year-old is just beginning to play, but we
can see the simple and important elements of play
in what Jackson did. He told a little story that
was based in his own experience with the spider,
but it was also partly from his imagination. He
projected his own fear of the spider onto the baby
and then found a way to protect the baby from
the spider with the playdough cover. Jackson
repeated this little story several times, all the
while getting a sense of mastery over what had
scared him.
As children get older, their play becomes more
complex. Brain scientists would tell us that
the neural structures of the brain increase
as children’s play gets more complex, and the
growing brain supports more complex play.
Children get better at playing the more they
play. They need to practice every day so they
can become good players.
Jackson’s spider encounter is an example of an
everyday stress that could happen in the life
of a fortunate child like Jackson whose basic
needs—for a home, food, love, and security—are
well met. There are forms of stress that some
children experience that are far more severe
than seeing a spider. But even in situations
where there is more extreme stress--often when
there is poverty or violence in a child’s life--play
is a vital resource that can help children cope. I
have been amazed at the ability of children I’ve
worked with in situations of
violence and war that are able
to use their play to strengthen
their sense of safety and
security.
In observing children at
play, whoever they are and
whatever their circumstances,
I look for the basic elements of play that we saw
in Jackson at age two: a story that comes from
the child’s own experience; some original parts to
the story that come from the child’s imagination;
some evidence of emotional benefit to the child
(i.e., making sense of a situation; feeling positive,
secure and safe; having fun).
Because play is such a vital resource for healthy
development, it is worrisome to observe the
significant decline in children’s play today.
Children are now playing less both at home and
in school.
7
In classrooms for young children, we’ve seen a
dramatic decline in play. The education reforms
of the last almost twenty years have pushed
academic standards and testing down to our
youngest kids, even to preschoolers. Studies
have shown that classrooms for young children
have far less play than in the past, less arts,
Because play is such a
vital resource for healthy
development, it is worrisome to
observe the significant decline
in children’s play today.
9
less recess, and more direct instruction and
worksheets.
8
These changes in early childhood
education have been detrimental to all young
children, but most harmful to black and brown
children living in low-income communities where
misguided education reforms have had their
greatest impact.
9
The loss of play in classrooms
for young kids has robbed them of one of the
greatest resources they have for making meaning
of their lives and gaining feelings of mastery over
difficult experiences.
The loss of play inside of schools has corresponded
to a reduction of play in children’s lives outside
of school. Children are spending more time in
front of screens — watching television, movies,
and using computers, tablets and phones — than
ever before.
10
The time kids are spending with
these types of media is replacing child-directed
play, even among very young children.
Many of us are familiar with issues relating to
screen addiction, and all age groups, including
young children, seem to habituate to screens.
While there are many factors involved in screen
addiction, different for each age group, it is worth
noting that from a developmental perspective,
young children may be especially vulnerable to
habituation because of how their minds work.
Young children are more swayed by what they
see than are older children and adults who have
a more developed capacity to think critically and
to step away from what they are seeing if they
choose to. Young kids live in the moment: they
get engrossed with the images in front of them,
and they are pulled in completely.
Photo #7
Action figures of characters from the movie
Frozen
Not only are children today playing less, but when
they do play, their ability to create their own
original stories has declined.
11
The prevalence of
screens in combination with the mass marketing
of toys and products linked to screen media has
affected how children play. When children see
movies—for example,
Frozen
or
Star Wars
--
and then play with the action figures, props, and
costumes linked to these films, they typically
act out the media-based stories and not stories
of their own. The play looks very similar from
one child to the next. Ideally, however, no two
children would play in the same way. This
particular influence of commercial culture has
meant that not only do children today play less,
but even when they do play, the experience isn’t
as fully beneficial as it might be.
Also, the messages in media culture tell children
about themselves and their world. There’s an
over-representation of white characters in much
of kids’ pop culture and more whites featured
in leading roles, as well as a prevalence of rigid
gender stereotypes—all of which can negatively
impact children’s sense of self.
12
#5. YOUNG CHILDREN BUILD INNER
RESILIENCE AND COPING SKILLS
THROUGH PLAY.
After our visit to Guatemala the year my
grandson Jake was four years old, I learned that
he had cried for a long time when he realized that
my husband Doug and I had left. The following
year after our next long visit, I was determined
to do a better job of helping Jake prepare for our
departure.
Young children are more
swayed by what they see than
are older children and adults
10
The day before we were leaving to return to the
U.S., I brought Jake over to the little casita
where we were staying. I had some things to play
with set out: my familiar home-made playdough,
some popsicle sticks, paper, crayons and glue.
I drew a simple house on paper with two stick
figures and said to Jake, “Tomorrow, Grampa
Doug and I are going on an airplane back to
Boston” (he had visited Boston in the past).
Right away, he picked up a crayon and drew
his own “house” on paper. He put us all inside
the house and gave us names: Mommy, Papa,
Grampa Doug, Nancy, and Jake. On another
piece of paper, he drew another “house,” ringed
it with play dough and called it Boston. He put
the same five people in there too. Then he started
making airplanes. Jake glued two sticks together
and put five people on the plane: Mommy, Papa,
Grampa Doug, Nancy, and himself. He flew the
plane from the house in Guatemala to the house
in Boston. All of us were on the plane and all of
us were in the houses together. He made more
planes, always with five of us on them, and flew
them all around the room and between the two
houses. He was very engrosssed in this play and
it went on for a long time. When it was time
to wind down, I said, “Jake this has been really
fun playing with the airplanes and houses. But
remember that tomorrow, Grampa Doug and I
will go in an airplane back to Boston.” I put two
of his little playdough pieces on a plane and flew
it to the Boston house.
Photo #8
Jake’s house with everyone inside
Photo #9
Jake’s airplane with all of us on board
The next day after we had left Guatemala, Jake’s
mom wrote to me to say that Jake woke up that
morning and announced, “Grampa Doug and
Nancy are gone. They went back to Boston.”
He seemed settled and tranquil, with no sign of
distress.
Inner resilience builds in children over time.
When children have the chance to play every day,
they increasingly build skills that help them work
through challenging experiences. Just in this one
play episode, we can see that Jake was able to
come to terms with an event that was potentially
difficult for him. Instead of the feeling of despair
he’d had the year before, there was a different
confidence: “I can do this. I know Grampa Doug
and Nancy left and I’m okay.” When children
play this way over time, their inner resilience
strengthens; they become secure in handling the
challenges life brings.
The materials Jake played with had a lot to
do with his ability to create play of benefit to
him. The materials were undefined and open-
ended. With popsicle sticks, playdough, crayons
and paper, he could make whatever he wanted.
Giving kids undefined materials allows them to
reach inward to create the props and symbols
they need to get the most out of their play. This
can’t happen when we give them defined toys or
screen apps or games because the images are
pre-set. They determine what happens in the
play and impede a child from accessing his or
her own imagination and emotional needs.
11
Photo #10
The Puppet Pals phone app
There are screen apps and games that many
children spend a lot of time “playing.” Puppet
pals, the app pictured in photo #10, is an
example of a phone app. The creators of Puppet
Pals advertise the app as “encouraging creative
play.” There are characters in
the app--policeman, ballerina,
doctor, astronaut—and kids
can tap on the screen to mix
their heads and bodies. They
can make the characters talk, move their limbs,
and put them on animals or vehicles to ride as
they tell a story.
I watched two of my granddaughters as they
played with Puppet Pals. They had a lot of fun
creating the characters, making them move,
putting them on animals to ride. Almost all of
their time was spent this way. The story they
told was brief and confined to the characters and
actions of the app.
It can be helpful to realize
that the more that elements
on a screen shape play,
the less a child’s play can
come from within. And the
less a child’s play comes
from within, the harder it will be to build inner
resilience and coping skills through play. All
of the entertaining options offered on the screen
interfere with a child’s own story and the needs
of her own psyche. It’s a tradeoff we can keep
in mind: More direction from outside means
less access to the inner life of imagination and
emotion.
#6. CHILDREN LIVE AND LEARN IN A
CONTEXT OF SOCIAL RELATIONSHIPS.
There is a human, social dimension to almost
everything a child does. If we look again at
photo #4 of children building with blocks, we see
that the children weren’t only learning math with
the blocks, they were learning math from one
another. They learned from hearing each other’s
ideas and they also learned about getting along
with each other as they played.
Children’s emotional and social development
happens slowly over time, just as their cognitive
development does. They
develop awareness and skills
slowly that grow from their
experience interacting with
others.
Today, the context in which children are
developing socially and emotionally is changing
rapidly and dramatically. Children are playing
less both in school and at home and therefore,
have less experience interacting with other kids.
And it seems, judging from the research, that
many children have less time or less focused
time with parents.
13
Many parents are less
available to children because of time spent with
technology.
14
Because child development theory
would tell us that children need
lots of social interaction for
healthy development, it is a
concern that they are getting
less of it today.
It’s hard to pinpoint exactly
what it looks like for children today to be having
less social interaction, but this story really made
me think. My friend Joyce told me that she
recently rode on a bus and in the seat across from
Inner resilience builds in
children over time.
The more that elements on
a screen shape play, the less
a child’s play can come from
within.
12
her was a young child who looked to be about one
year old sitting on the lap of a caregiver. Joyce
said that she and the child began to interact. They
smiled at each other, made faces, and went back
and forth in their nonverbal communication.
Suddenly, the caregiver whipped out a smart
phone and handed it to the child who went quickly
into a phone-absorbed state and never looked at
Joyce again. This is one small example of one
mobile device affecting one social interaction in a
baby’s life. What will be the effect on children of
an accumulation of countless social experiences
reshaped by technology?
When smartphones came out about ten years
ago, many of us noticed parents on their
phones with their children in public places like
parks and restaurants. Teachers would tell me
about parents on cell phones at day care pick
up time, paying no attention to the child or the
teacher, while continuing their conversations.
Researchers began reporting that children felt
“unimportant” when parents were on their
phones; that they felt they were competing with
technology for parents’ attention.
15
There’s a large body of work in the child
development field on children’s healthy
attachments and sense of security. While there
are many important factors that affect children’s
emotional security, having the consistent,
focused, loving attention of an adult is a major
one. Perhaps those of us who
interact with children have
an opportunity here. We
can practice giving our full,
undivided attention to children
at least during some times
of the day. Doing this offers
us a meaningful experience in the act of being
present, something most of us find very difficult.
Just staying in the moment of being with a child
with awareness is a satisfying practice for us,
and a true gift to children, one they sorely need
today.
Soon after smartphones appeared on the market
a decade ago, apps and tablets for kids became
more prevalent. And as the prevalence of kiddie
technology increased, something else began
to occur. Parents and caregivers began to see
an easy opening for using phones to amuse
and distract children. What quickly became
a common practice was to offer a phone to a
child in a difficult situation--a hard transition,
a conflict, a scary moment--or simply to occupy
a child, like the caregiver on Joyce’s bus. It was
an easy solution. Distract the child, end the
distress, amuse the child, make life easier. But
at what cost to the child’s social and emotional
development?
A few summers ago, I spent a week with close
friends, including five-year-old Quentin and his
Nana. Quentin is very close to his Nana, he
adores her. After we’d spent a full week together,
Nana explained to Quentin that she had to leave
in the morning to visit her own mom. When
Nana pulled out of the driveway, Quentin let go
with a painful cry. He wailed so completely, with
so much sadness, as he watched his Nana drive
away. I took Quentin on my lap and there he sat,
crying. After a while, when I thought it might
be possible, I made a suggestion: “Quentin,” I
said, “I have an idea. Let’s get some paper and
markers and you can make a picture for Nana
and we can send it to her.” Quentin liked this
idea. He was ready to feel better.
I set Quentin up at the table
with the paper and markers
and left him for a bit. When I
came back to the table, I was
quite amazed. Quentin hadn’t
made a picture for Nana, he
had written her “a letter”—something he had
never done before.
What will be the effect on
children of an accumulation of
countless social experiences
reshaped by technology?
13
Photo #11
Quentin’s “Letter” to Nana
Quentin’s
letter, pictured in photo #11, was
written in five-year-old invented spelling. Maybe
you can decipher it, but here is what Quentin told
me it said:
“I MISS YOU NANA. WHY DID YOU HAVE
TO LEAVE? I REALLY LOVE YOU.”
When Quentin was in my arms crying hard,
I could’ve offered him my phone to play with.
Quentin loves to play games on the phone. (He’s
one of those kids who gets his hands on your
phone if it’s on the table, and surprise! You have
a new downloaded app before you know it.)
Offering Quentin my phone would’ve been a really
easy option and one that would’ve distracted
him right away from his pain.
What a seductive option that
is for an adult! It works so
effectively. But the problem
is, it works only in the short
term.
If I had given Quentin my
phone, he would not have had
the chance to feel his feelings of sadness and
loss, to find the words to express those feelings,
to write a letter to his Nana and to strengthen
their relationship in doing so. If I’d given him
my phone, I would have bypassed all of that rich
emotional experience he deserved to have.
Children need to have the full range of emotional
and social experiences in order to grow that
part of themselves. If we bypass those harder
moments and don’t let children make their way
through them, they will grow up without a rich
emotional life and without the tools that develop
from life experience. They will learn that when
they feel bad, instead of looking inward to find
the resources to cope, they can turn to a screen
or something else external to make themselves
feel better.
CONCLUSION
Knowing how young children develop and learn,
in my view, is the single most important resource
we have for making decisions about screen use.
The six core ideas from child development lead
to specific suggestions, listed on page 14, that
we can put to use when trying to decide how to
handle screens and digital devices with young
children.
If I’d given him my phone, I
would have bypassed all of that
rich emotional experience he
deserved to have.
Knowing how young children
develop and learn, in my view,
is the single most important
resource we have for making
decisions about screen use.
14
SUGGESTIONS FOR PUTTING THE SIX CORE IDEAS TO USE:
1. Surround young children with opportunities to move and explore using their whole bodies and all
of their senses.
2. Provide young children with all kinds of objects to explore. And try to give them lots of opportunities
for social interaction--remembering that kids grow cognitively, socially and emotionally as they actively
engage with materials and people.
3. Keep children away from screens in the fi rst two years of life as much as possible and keep screen
use to a minimum throughout the early childhood years. When a child wants screen time, we can ask
ourselves: “What is the potential of this activity for fostering imagination and/or social development?
Is there a more benefi cial, more fully engaging experience available for my child right now?”
4. Try to provide a space (even a corner of a room in an apartment can work well) and uninterrupted
time for children to play every day.
16
5. Give children undefi ned materials (playdough, art materials, blocks and building materials, household
objects) to play with that will encourage the deepest, most creative and expanded play possible.
6. Try to pay conscious attention to our own use of mobile devices in the presence of children and try
to set devices aside until later as much as possible.
7. Try to make screen use with children a conscious choice and not one we turn to automatically.
8. Try practicing the art of being fully present with children—giving them our full attention-- even if
it’s just for a few moments.
9. Avoid using screens to occupy children or to distract them from diffi cult feelings or moments. Keep
open-ended materials like playdough, markers and paper, building materials easily accessable.
10. Be alert to the school environment children have and advocate for classrooms that engage kids
through playful learning and allow them to follow their own curiosity rather than the didactic learning
that is so widespread today.
17
www.deyproject.org @DEY_project
15
REFERENCES
1. Hertsgaard M, Dowie M. How big wireless made us think that cell phones are safe: A special
investigation, The Nation, March, 2018.
2. The field of child development defines “young children” as children from birth to age eight.
3. Frost JL. Neuroscience, play, and child development, Paper presented at the IPA/USA Triennial
National Conference, June, 1998.
4. Zimmerman FJ, Christakis DA, Meltzoff AN. Television and DVD/video viewing in children younger
than 2 years, Archives of Peditric & Adolescent Medicine, 2007.
5. Campaign for Commercial Free Childhood. FACT SHEET: Baby scam: Marketing to infants and
toddlers. www.commercialfreechildhood.org.
6. Strouse GA, Ganea PA. Toddlers’ word learning and transfer from electronic and print books,
Journal of Experimental Child Psychology, July, 2016.
7. Haidt J, Lukianoff G, How to play our way to a better democracy, New York Times, September 1,
2018.
8. Bassok D, Latham S, Rorem A. Is kindergarten the new first grade? ScienceDaily, January, 2014.
9. Ibid
10. Ravichandran P, DeBravo BF, Beauport MPH and R. Young children and screen tiime (TV,
computers, etc.), National Center for Health ResearchYoung, 2018.
11. Levin DE, Carlsson-Paige N. The War Play Dilemma. New York: Teachers College, 2006.
12. Carlsson-Paige N. Taking Back Childhood: A Proven Roadmap for Raising Confident, Creative,
Compassionate Kids. New York: Penguin books; 2009.
13. Radesky JS, Kistin CJ, Zuckerman B, Nitzberg K, Gross J, Kaplan-Sanoff M, Augustyn M, Silverstein M.
Patterns of mobile device use by caregivers and children during meals in fast food restaurants, Pediatrics,
2014.
14. Dona Matthews, Turn off that smartphone, mom and dad! Psychology Today, November 23, 2017.
15. Caroline Bologna, Many kids feel “unimportant” when parents are distracted by smartphones,
survey says. Huffington Post, July 2015.
16. TRUCE (Teachers Resisting Unhealthy Children’s Entertainment)
www.truceteachers.org.
17. Michael Yogman, Andrew Garner, Jeffrey Hutchinson, Kathy Hirsh-Pasek, Roberta Michnick
Golinkoff, The power of play: A pediatric role in enhancing development in young children, Pediatrics,
August, 2018. From the American Academy of Pediatrics Clinical Report.
NANCY CARLSSON-PAIGE, ED. D.
Nancy Carlsson-Paige, Ed.D., is Professor Emerita at Lesley University where she
was a teacher educator in child development for more than 30 years. Nancy has
written many books and articles on children, their social and emotional development,
and the effects of media on young children. Her most recent book is called
Taking
Back Childhood: A Proven Roadmap for Raising Confi dent, Creative, Compassionate
Kids.
In 2012, Nancy co-founded Defending the Early Years and is now a senior advisor at
DEY. Nancy is an advocate for education policies and practices that promote social
justice, equity. and the well-being of all children.
www.deyproject.org @DEY_project
© November, 2018 by Defending the Early Years. All rights reserved. Full report, Young Children in the Digital Age:
A Parent’s Guide, available for downloading at no cost on our website: www.DEYproject.org
DEFENDING THE EARLY YEARS (DEY) is a non-profi t
organization working for a just, equitable, and quality early
childhood education for every young child. DEY publishes
reports, makes mini-documentaries, issues position statements,
advocates on policy, and has an active website full of resources,
blogs, and activist steps for early childhood educators.
