Tech is killing childhood - Salon.com - 0 views
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For all the good they can find there, other influences, from screen games and commercial pop-ups to YouTube, social media, and online erotica, introduce them to images and information they are not developmentally equipped to understand. The combination of their innate eagerness to mimic what’s cool, and the R- to X-rated quality of the cool they see, has collapsed childhood to the point that we see second-graders mimicking sexy teens and fourth-graders hanging out with online “friends” and gamers far older and more worldly. Life for six- to ten-year-olds has taken on a pseudosophisticated zeitgeist far beyond the normal developmental readiness of the age.
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inwardly, many children experience a suffocating squeeze on developmental growth that is essential for these early school years.
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At a developmental time when children need to be learning how to effectively interact directly, the tech-mediated environment is not an adequate substitute for the human one.
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No matter how fierce play may look on the playground or in the social scrimmage of the school day, the more grueling competition is the one your child faces each day to measure up in her peer group. At around age eight, children start to compare themselves to each other in more competitive ways.
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media and much of life online introduce an adult context for a child’s self-assessment. The behaviors they see there that set the bar for cool, cute, bold, and daring come from the wrong age and life stage. The mix suddenly includes adolescents and adults, media coverage of fame-addled celebrities and jaded politicians, teen magazines, and Victoria’s Secret at the mall and in the mail.
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As the inner critic grows, parents become indispensable as the voice of the inner ally, the voice that helps balance a child’
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Day by day, kids need time to process their experiences intellectually and emotionally, to integrate new information with their existing body of knowledge and experience. They need time to consolidate it all so that it has meaning and relevance for them. Ideally, they do that with their parents and in the context of family and community.
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Kids don’t get home from school anymore; they bring school—and an even larger online community—home with them.
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t in the ways that matter most, speed derails the natural pace of development. Pressure to grow up faster or exposing children to content or influences beyond their developmental ken does not make them smarter or savvier sooner. Instead, it fast-forwards them past critical steps in the developmental process.
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Developmentally, this is the time children need parents and teachers to help them learn to tame impulsivity—learning to wait their turn, not cut in line, not call out in a class discussion—and for developing the capacity to feel happy and alone, connected to oneself and empathetic toward others.
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With nature pressing for human interaction and a child’s world of possibility expanding in the new school environment, to trade it all for screen time is a terrible waste of a child’s early school years.
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Some things in life you just have to do in order to learn, and do a lot of to grow adept at it. Like learning to ride a bike, developing these inner qualities of character and contemplation calls for real-life practice. In the absence of that immersion-style learning, time on screens can undermine a child’s development of these important social skills and the capacity to feel empathy
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Emotional and social development, like cognitive development, can benefit from “judicious use” of tech
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“But if it is used in a nonjudicious fashion, it will shape the brain in what I think will actually be a negative way,”
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“the problem is that judicious thinking is among the frontal-lobe skills that are still developing way past the teenage years. In the meantime, the pull of technology is capturing kids at an ever earlier age, when they are not generally able to step back and decide what’s appropriate or necessary, or how much is too much.”
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in school, they take their cues from the crowd-sourced conversations they hear among friends and on social media. For girls, even seven-year-olds on the school playground, sexy is the new cute. Thin is still in, but for ever younger girls. In a study of the effects of media images on gender perceptions, one study reported that by age three, children view fatness negatively, and free online computer games for girls trend toward fashion, beauty, and dress-up games, reinforcing messages that your body is your most important asset.
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prior to Britney Spears, most girls had ten years of running around, riding their bikes, and experiencing their bodies as a source of energy, movement, confidence, and skills. That was before children’s fashions included thong panties for kindergarten girls, stylish bras for girls not much older, lipstick or lip gloss as a top accessory for nearly half of six-to nine-year- old girls, and “Future Pimp” T-shirts for schoolboys.
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Boys, too, are under pressure. They must measure up to the super-masculine ideal of the day, portrayed and defined by more graphic, sadistic, and sexual violence than the superheroes of yesterday. Homophobia and the slurs used to express it remain a common part of boy culture, but now at an earlier age, as does a derogatory view of all things female and an increasingly sexualized attitude toward girls.
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Children do best when they are free and flexible to try on and cross over the gender codes—girls who skateboard and play ice hockey, boys who draw or dance, boys and girls who enjoy each other without “dating” overtones.
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TV viewing helped white boys feel better about themselves, and left white girls, black girls, and black boys feeling worse. White boys saw male media comparisons as having it good: “positions of power, prestigious jobs, high education, glamorous houses, a beautiful wife” all easily attained, as if prepackaged. Girls and women saw female media comparisons in more simplistic and limited roles, “focused on the success they have because of how they look, not what they do, what they think or how they got there.” Black boys also saw their media comparisons in the negative, limited roles of “criminals, hoodlums and buffoons, with no other future options.”
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there is “a clear link between media violence exposure and aggression” as well as to other damaging consequences including eating disorders, poor body image, and unhealthy practices in an effort to achieve idealized appearances. “Failure to live up to the specific media stereotypes for one’s sex is a blow to a person’s sense of social desirability,”