Child Development Global Current Trends and Issue Technology Addiction in Children

1. Global Current Trends & Issue
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Child Development Presentation

2. CONTENTS
• Technology Addiction in Children
• Technology Tools and Their Effect
• Development and Health Risks of
Digital Technology Usage
• Recommendation
• The Responsibility of Parents
• Types of Parental Mediation
• Conclusion

3. Child Addicts
01
Technology Addiction
in Children

4. Addiction
• Definition - An inability to stop doing or using something.
• After a period of time, the adverse effects become a health risk.
• It may involve the use of
• Substances like drugs, alcohol
• Behaviors like gambling, overeating
• The addictive substances and behaviors intensely activate brain for
reward, reinforcement, and involve the neurotransmitter dopamine in
‘desire’ to repeat the addictive behavior in addiction.
• Addiction is associated with technology use or screen time especially
among children.
(Yücelyİğİt & Aral, 2018)

5. • Technology addiction
• A non-chemical (behavioral), passive (e.g. TV) or active (e.g. computers) human-machine
interaction that induces or reinforces the features of addictive tendencies.
• There are more younger children between age 0-2 spending more hours per day online
reading on the screens (Chaudron, 2015).
• The media consumption between age 8-11 increased from 4.4 hours in 2005 to 11.1
hours in 2015 (OFCOM, 2015).
• The excessive screen time and technology addiction have become part of children’s lives and
influenced on their cognitive, emotional and social development (Mustafaoğlu, Zirek, Yasacı, &
Razak Özdinçler, 2018).
• The potential impact of these health risks on our children’s future lives and the well-being
of future societies could be dramatic.
• Public awareness of this problem needs to be fostered in communities and on a worldwide
scale (Dresp-Langley, 2020).
Technology Addiction

6. Technology Addiction
• Children use screen for purposes like watching videos or movie, listening to music,
playing online/offline games on computer or on game consoles and texting with
friends or using mobile apps for social media (Yücelyİğİt & Aral, 2018).
• These learning opportunities constitute a critical developmental point in children
through the natural exploration and discovery of their own world (Blanchard &
Moore, 2010).
• Children’s brains are extremely flexible in this period.
• A reasonable and well-balanced use of computers and digital media by children
• May contribute positively to the development of academic, cognitive, and
social skills
• But such benefits are severely overshadowed by the tangible risks of an
excessive exposure to digital environments (Dresp-Langley, 2020).

7. Child Addicts
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Technology Tools
and Their Effect

8. • Television
• Children less than two years of age have influence language
development and behavioral disturbances.
• Digital Toys
• The increasingly restricted use of outdoor playgrounds may
negatively affect the normal development of children.
• For normal development, children need to spend their time with
their peers.
(Mustafaoğlu, Zirek, Yasacı, & Razak Özdinçler, 2018)
Technology Tools and Their Effect

9. • Computer
• An early age can negatively affect academic success due to the low
concentration, lack of attention and disorganization, undeveloped
language skills, creativity, and imagination.
• Internet
• Easy access to illegal, violent, and sexual content
• Communication with dangerous people
• Excessive dependence on games
• Example: news about an online games, Momo, in 2018
(Mustafaoğlu, Zirek, Yasacı, & Razak Özdinçler, 2018)
Technology Tools and Their Effect

10. • Video Games
• Violent video games can lead to aggressive behavior and inhibit creative game
play.
• Violence in video games are linked with real life violence which lead to social
isolation and lack of communication with children.
• Smart Phones
• Passive aggressive, unprotected, socially incompatibility and obsession.
• Those children at school negatively affect both own and their classmates’
attention.
(Mustafaoğlu, Zirek, Yasacı, & Razak Özdinçler, 2018)
Technology Tools and Their Effect

11. Child Addicts
03
Developmental and Health Risks
of Digital Technology Usage

12. • Lack of attention, aggressive behaviors, and sleep problems are seen in
preschool and school age children.
• Children use their time inefficiently.
• Early childhood experiences delay in cognitive, language, and
social/emotional (Mustafaoğlu, Zirek, Yasacı, & Razak Özdinçler, 2018).
• Children have to get up early for school and delayed bedtimes for online
reading until late.
• Delayed bedtimes causes poor performance in school, impaired learning,
and psychological problems (Galland et al., 2015).
• A negative impact on children’s cognitive development (Anderson &
Subrahmanyam, 2017).
Developmental/Behavioral Risks

13. • At home and in school environments, there is an increase in musculoskeletal
problems.
• Psychological factors are monitoring anxiety and somatic complaints
(headache and abdominal pain), and exposure to sedentary activities like
having poor body posture.
• For this reason, playing with toys should be encouraged to minimize such
risks.
• Conscious instruction manuals for tablets and other technological devices
should be provided to parents and caregivers.
(Mustafaoğlu, Zirek, Yasacı, & Razak Özdinçler, 2018)
Musculoskeletal System Problems

14. • For healthy development of children, 3-4 hours of daily physical activity and
social interaction are needed.
• A study on children (age 4-11) concluded that increased age was
associated with decreased physical activity (Mustafaoğlu, Zirek, Yasacı, &
Razak Özdinçler, 2018).
• High screen time and insufficient physical activity have increased depressive,
anxiety symptoms resulting in abdominal obesity, overweight and low high-
density lipoprotein-cholesterol among children and adolescents.
• Less screen time and more physical activity have lower risk of negative
mental health symptoms among adolescents (Hrafnkelsdottir et al., 2018).
Physical Inactivity

15. • The number of overweight or obese infants (age 0-5) has increased to
41 million in 2016 (World Health Organization, 2019).
• To prevent the number getting increased, children follow the right diet
will not be enough without physical activity.
• Children take fewer fruits and vegetables and more energy snacks,
soft drinks, or fast food will receive more energy from fats and
have a higher total energy intake (Braithwaite et al., 2013).
• Children consume a large proportion of their daily calories and
meals during screen time (Smith, Buijs, Van Woudenberg,
Bevelander, & Buijzen, 2020).
Obesity

16. • The physical health effects are listed as
• Poor sleep cycle, risk factors for cardiovascular diseases like high blood
pressure, obesity, low HDL cholesterol, poor stress regulation, insulin
resistance, impaired vision and reduced bone density.
• Screen time sedentary behavior
• Increases the risk of obesity, HDL dysfunction, and high blood pressure
which are major risk factors for cardiovascular morbidity.
• The psychological effects are listed as
• Depressive symptoms, suicidal, ADHD-related behaviors, violent and
fast-paced content risk for antisocial behavior and decreased prosocial
behavior.
(Lissak, 2018)
Consequence of Health Effects

17. • Some risks related to children’s social relations are cyber-bullying,
exposure to inappropriate adult content (e.g. pornography, tobacco or
alcohol trade), improper social relations and online solicitation.
• There is a significant positive correlation between cyber-bullying
and internet addiction among adolescents (Cinar, Beyazıt, Yurdakul
& Bütün-Ayhan, 2017).
• Children with parental monitoring help to weaken the cyber victim-
bully relationship (Hood & Duffy (2017).
• ‘Facebook’, the most preferable social sharing website, is a platform
where the cyber-bullying mostly takes place (Özdemir & Akar, 2011).
Cyber-Bullying

18. • Maladapted and excessive use of the internet results in a new syndrome,
Internet Addiction (IA) or Internet Addiction Disorder (IAD).
• Ivan Goldberg, a New York–based psychiatrist, first described it in 1995
(Goldberg, 1996).
• IAD is a disabling condition, which has a severe impact on young people’s
brain function (Dresp-Langley, 2020).
• It is a subtype of internet gaming disorder (IGD), which is video game
addiction, included in Section 3 of the DSM 5 (American Psychiatric
Association, 2013).
• Sometimes called pathologic/problematic internet use (PIU) in terms of
an impulse control disorder characterized by uncontrolled internet use.
Internet Addictive Disorder (IAD)

19. • In 2013, almost 57% of children (age 3-17) used the internet at home (Ferrara et
al., 2018).
• Heavy internet use has potential side effects like loss of control over the use
of the internet, adverse effects on other daily activities, emotional status, and
communication among family members (Kawabe et al., 2016).
• Molecular and functional imaging are used to investigate the neurobiological
mechanisms of internet addiction (IA) (Hou et al., 2012).
• MRI studies reveal structural changes in the frontal cortex is due to functional
abnormalities.
• Nuclear Medicine findings show that IA causes dysfunction of the brain
dopaminergic system, indicating that de-regulation of the prefrontal cortex
may underlie reward specific uncontrolled behavior in the internet overuse.
Internet Addictive Disorder (IAD)

20. • Young children spend their time indoors with their eyes glued to the screen are an
“abnormal visual experience”
• Which prevent them from exercising their far vision capacities under well-
balanced natural viewing conditions
• Lifestyles that place emphasis on sports and outdoor living and where childrens grow
up in Canada, Australia or New Zealand have the lowest occurrence of myopia.
• When childrens are spending time outdoors, they are actively using and training
their long distance vision by focusing on objects further away in their visual field.
• There is a high degree of visual plasticity with sensitive periods (Fuhrmann, Knoll,
& Blakemore, 2015) of visual functional maturation for the development of form
and motion sensitive visual capabilities (Atkinson & Braddick, 2013) in very young
children (age 0-2) (Kiorpes, 2016).
Myopia and Early Blindness

21. • Physiological systems are controlled by circadian rhythms, which influence our sleep–
wake behavior, hormone secretion, cellular functions, and gene expression.
• Circadian disruption by blue light source exposure (Rich & Longcore, 2006) disturbs
these processes causing alertness and develop cancer, metabolic dysfunction and
mood disorders (Wood, Rea, Plitnick, & Figueiro, 2013).
• Light is the major entraining cue used by the body to discriminate day and night.
• When light exposure is not timed properly, biological and behavioral rhythms are
desynchronized, which has severe consequences for our health.
• Excessive daytime sleepiness can lead to obesity, anxiety, and sleep disorders in
young children (Falbe et al., 2015; Buxton et al., 2015).
Exposure to the Wrong Kind of Light
at the Wrong Time

22. • Daylight exposure increases retinal dopamine in the visual system, slows down the
progression of myopia (Spillmann, 2020) and prevent of early vision loss in
children (Yan, Yu, Jiang, & Zhu, 2018).
• Since vitamin D and melatonin are functionally related, insufficiency in both
engenders health risks like obesity (Trinko et al., 2016), poor sleep (Gong, 2018),
depression (Anjum et al., 2018), and addictive behaviours (Gao et al., 2018) apart
from physiological issues like poor bone growth and muscle function (Weydert,
2014).
• The neurohormonal effects of vitamin D and melatonin deficiency on brain
development and behavior, linked to cognitive impairment and mental health
disorders.
Consequences of Vitamin D
and Melatonin Deficiency

23. • Obesity rates in children with low levels of circulating vitamin D3 has a high
adiposity index (Aguirre Castaneda, Nader, Weaver, Singh, & Kumar, 2012).
• Healthy sleep is linked with vitamin D regulation of tryptophan hydroxylase
(TRPH) expression—the rate-limiting enzyme in serotonin and melatonin
production in the brain.
• A subgroup of photosensitive retinal ganglion cells mediates the light-
dark cycles to regulate melatonin secretion (Chang et al., 2018).
• Without sufficient serotonin production, melatonin will not increase to
signal the body to go to sleep at night (Patrick & Ames, 2015).
Consequences of Vitamin D
and Melatonin Deficiency

24. • Dopamine is critical for understanding and treating the multitude of psychiatric
disorders, including digital addiction that originate from perturbations of the
dopamine system (Ferris et al., 2014).
• Dysfunction of the dopamine system can cause a variety of nervous system diseases.
• Patients with IGD has a significant decrease in dopamine in the striatum which
decrease serotonin (Ariatama, Effendy, & Amin, 2019).
• Excessive online by children will have a negative effect on dopamine-dependent
behaviors (Liu & Luo, 2015).
• Dopamine transmitter pathway deregulation is a consequence of oxidative stress
in the body (Juárez Olguín, Calderón Guzmán, Hernández García, & Barragán
Mejía, 2016).
Early Deregulation of Neurotransmitter
Pathways in the Developing Brain

25. • Functional MRI studies showing that IGD adolescents and adults
• Have reduced gray matter volume in regions
• Associated with attention motor coordination executive function
• Lower white matter measures in regions
• Controlling for both serotonin and dopamine dependent decision-
making, behavioral inhibition and emotional regulation
• Leading to increased risk-taking and diminished impulse control
ability
• Which is common in all forms of addiction (Weinstein, 2017)
Early Deregulation of Neurotransmitter
Pathways in the Developing Brain

26. Child Addicts
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Recommendation

27. • The American Academy of Pediatrics (AAP) recommends
• For children ages 2 to 5 years
• To limit screen use to 1 hour per day of high-quality
programs
• To place consistent limits on the time spent
• For 6 years and older
• To make sure that the media does not affect adequate sleep,
physical activity and other behaviors essential to health (AAP,
2016)
Recommendation

28. Child Addicts
05
The Responsibility of Parents

29. • To ensure that children are able to
implement and benefit
• From the principles of balanced
nutrition, quality sleep, adequate
physical activity and positive social
interaction
• For healthy growth and
development
• By making plans based on their age,
health status, character, and level of
development.
The Responsibility of Parents
• Be aware of their duties and
responsibilities in modeling appropriate
technology use while also striking a
balance between technology usage and
other activities.
• Be aware that their technological device
use may also have negative effects on
their children.
(Mustafaoğlu, Zirek, Yasacı, & Razak
Özdinçler, 2018)

30. Child Addicts
06
Types of Parental Mediation

31. • According to the Media Policy Brief 17, restrictive and enabling parents
reduce the potential negative effects of screen media on children by
restricting the time spent on screen media.
• However, heavily restriction reduces the chances for learning and
engagement (Blum-Ross & Livingstone, 2016).
• Most adults agreed to limit screen time of the children no more than 2
hours on school days (Schoeppe et al., 2016).
• Mothers impose higher screen time restrictions than fathers.
• Most parents reported a positive perception on their children’s academic
success, but having the negative effect on family relations (Odabaşı, 2005).
Types of Parental Mediation

32. Child Addicts
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Conclusion

33. • Children need guidance at the very early ages of their first interactions with digital
devices, rewarding habits will then start forming and become permanent.
• Setting the limits, being a role model, keeping the potentially addictive
devices out of the bedrooms are necessary actions to avoid misuse of
technological devices.
• Raising children’s awareness by talking to them, encouraging them to use
productively and guiding them at home and at school is more essential to
attain tactile consequences.
• Health service personnel, like pediatricians, psychologists and child development
specialists, play a role of a bridge to show the latest study results to the public by
working in coordination with both families and schools.
(Yücelyİğİt & Aral, 2018)
Conclusion

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