Children and Technology

Topics: Infant, Problem solving, Childhood Pages: 5 (1550 words) Published: March 24, 2014

Toddlers and Co-Viewing Parents With Electronics
Some people would strongly recommend outdoor and play date time for their toddlers to develop necessary motor and problem solving skills. Most of these parents would also highly refuse to put their toddler in front of educational television or current technology. Parents should participate in their children’s learning and information intake despite the path taken for education. Toddlers have a greater advantage with technology when there is a participating parent or adult to help them understand the concepts they are being exposed to. Some parents expect to be able to put their child in front of anything on television and them be able to understand and comprehend what is actually happening on the screen. A study showed that content that is not educational, or oriented towards young children had an adverse impact on the toddler (Mendelsohn 578). Parents, consequently, might think that the television is helping their child when it is actually significantly down streaming their learning process all because the selected show is not intended towards young toddlers or their education. Videos intended for toddlers’ viewing and education may only be beneficial if a guardian is viewing and interacting with them. “…in promoting healthy socio-cognitive development, video content that models quality interactions and effective social problem-solving strategies may facilitate observational learning of positive social behaviors by both caregivers and their babies” (Fenstermacher 596). Toddlers get the best outcome when the videos refer to social and problem solving behavior. The same is true with hand-held tablets and iPods, as long as the child is viewing related media directed toward their education and learning, the child should develop a positive intake of information exposure.

A toddler can get the best out of media exposure if a parent is participating in the sounding out and pronunciation of words, letters, and numbers. While viewing with a toddler it is best to point out and show him or her exactly what the character may be talking about on the screen. “Depictions of onscreen characters, especially those whose faces can be seen and who are actively engaged with one another, are likely to be particularly engaging for infants and, when present, evoke and sustain their attention” (Fenstermacher 296). Be sure to help the toddler so they aren’t just staring at a screen trying to gather what the character may look like and is talking about. Help out by drawing their attention right away so next time around they will have a visual memory of the character and the object. While pointing out what is being presented, it is best to sound out the word or letter the character is talking about on the screen to help your little one. “An additional way that actively engaged onscreen characters that may facilitate learning is by drawing infants’ attention to what is being presented onscreen” (Fenstermacher 296). By having the toddlers memorize and sound out what is being talked about on the screen he or she will keep his or her mind active. After recognizing what the character is talking about, sounding out the word or object, it is key to help the toddler spell the word or the word of the object being talked about. Although there are many options, it may be best to stick to familiar faces when having television time. “..Studies show toddlers who watch their favorite alphabet characters fare better in their knowledge of letter sounds at pre-school than children who have no screen time”(Business News). Let the toddler have a favorite character that you both love and enjoy! Most importantly, let him or her have nothing but fun while learning with their favorite character. A physical touch to the television or hand-held device can make all the difference. By touching the electronic devices you are giving the toddler something to focus on and interact with. “..Some educational interactive programs...


Cited: Common Sense, Media. "Common Sense Media Research Documents Media Use Among Infants, Toddlers, and Young Children." Business Wire (English) 10: Regional Business News. Web. 4 Mar. 2014.
De Kegel, , Alexandra, et al. "Ghent Developmental Balance Test: A New Tool To Evaluate Balance Performance In Toddlers And Preschool Children." Physical Therapy 92.6 (2012): 841-852. CINAHL with Full Text. Web. 4 Mar. 2014
Fender, Jodi G., et al. "Parent Teaching Focus And Toddlers ' Learning From An Infant DVD." Infant & Child Development 19.6 (2010): 613-627. Academic Search Premier. Web. 14 Dec. 2013.
Fenstermacher, Susan K., et al. "Interactional Quality Depicted In Infant And Toddler Videos: Where Are The Interactions?." Infant & Child Development 19.6 (2010): 594-612. Academic Search Premier. Web. 9 Dec. 2013
Fox, Robert. "Toddlers And Computers Don 't Mix." Communications Of The ACM 44.3 (2001): 10. Business Source Complete. Web. 4 Mar. 2014.
Mendelsohn, Alan L., et al. "Do Verbal Interactions With Infants During Electronic Media Exposure Mitigate Adverse Impacts On Their Language Development As Toddlers?." Infant & Child Development 19.6 (2010): 577-593. Academic Search Premier. Web. 9 Dec. 2013
"Some TV can be good for toddlers." Evening Standard 10 Oct. 2012: 45. Regional Business News. Web. 4 Jan. 2014.
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