This document discusses the impact of interactive technology on child development. It explores how digital games can benefit hospitalized or special needs children by improving motivation and attention, as well as allowing social interaction. However, excessive screen time for young children may negatively impact social-emotional development by reducing caregiver interaction. While violent video games likely do not cause real-world violence, parents should monitor content and consider age ratings. Overall, technology shows promise if used judiciously, but in-person social interaction remains important for child development.
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Generation We Study, Slingshot 2011 InternsSlingshot LLC
This study includes observational research, one-on-one interviews, and analysis of secondary studies and databases such as iconoculture, MRI and Mintel. Gen We is the generation born between the early to mid-90s and 2010, and they’ll be entering the work force in the next few years.
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What are the keys to winning with kids today (and tomorrow)? We will reveal our "Top 10" list of things you need to know about what kids are doing, what is engaging them, and how we can use these insights to build the "next big things."
As part of our Understanding Gen Z UK Webinar, we created a series of infographics illustrating some of our research.
The full version of this report, UNDERSTANDING GEN Z,
is available to download on nVision (for nVision subscribers).
The report - which includes analysis of Gen Z’s attitudes to technology, health, values and brands - is also available to purchase. For enquiries, please contact webinar@futurefoundation.net
The State of the Digital Kid @CES @FamilyTech Summit 2018Tonda Bunge Sellers
“Mobile Natives” is right. Our kids are so immersed in technology these days, it’s become nearly a language to them. Finstagrams and the Snap Map are just the beginning. Learn how your kids are reshaping the culture and the future.
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For more Info visit www.healthlibrary.com "Effect of Media on Children’s Health" by Dr. Forum Shah held on 22nd Jan 2016.
In a matter of seconds, most children can mimic a movie or TV character,
sing an advertising jingle, or give other examples of what they have learned from media. Sadly, these examples may include naming a popular brand of beer, eating junk, obsessive-compulsive buying, striking a “sexy” pose, or play fighting. Children only have to put a movie into the VCR, open a magazine, click on a Web site, or watch TV to experience all kinds of messages. It really is that easy.
Media offer entertainment, culture, news, sports, and education. They are an important part of our lives and have much to teach. But some of what they teach may not be what we want children to learn.
This lecture gives an overview of some of the messages media send young people that could be negative or harmful to their health. You will learn how you can teach your children to better understand the media messages they see and hear in print, over airwaves, on networks, or on-line and how to deal with it.
GenZ is the largest generation yet and they are truly digital natives. The attitudes and behaviors of Zs will have a huge impact on the future of technology. Grounded in data from hundreds of online research sessions, diaries, and interviews, learn what Gen Z really does online and the ways it will change how we design the experience.
Claire Madden | The Gen Z challenge: Demands and needs of the next wave of st...CampusReview
Claire Madden is a social researcher and director of research at McCrindle Research. Claire has more than 10 years of experience developing innovative programs to engage emerging generations. She co-ordinates research for some of Australia's largest organisations, giving her an informed perspective on the social trends shaping Australia's future.
How technology is actually affecting your brain what we actually knowCharityComms
Sylwia Korsak, digital wellbeing consultant and social media community champion, OTR Bristol
Visit the CharityComms website to view slides from past events, see what events we have coming up and to check out what else we do: www.charitycomms.org.uk
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An Introduction to games research with children, looking at the theory, best practice, ethics, and putting it into practice.
Presented at UX Scotland 2014 by Claudio Franco (Senior Research Manager at Dubit) and Esther Stringer (CEO of Border Crossing Media).
Pamela Pavliscak – How Generation Z Will Reinvent TechnologyNico Mohrmann
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Babies and TV both have to be kept apart until the babies reach a certain age. Be cautious and aware, there are many programs which babies wish to watch
https://www.babyrecipes.org/babies-and-tv/
CMC2016 - How To Become a Top 5 Global Kids BrandDubit
This presentation from Dubit focuses on how kids are consuming data.
With reference to case studies from Lego, Minecraft and Candy Crush, we look at the 3 commonalities that the top 5 kids brands share in generating content that connects multiple generations.
Kids Can Handle the Truth: A Modest Proposal for the NY TimesDubit
On May 14, 2017, the New York Times ran a special, print-only children's news section, touting it as “kids take over the Times.” My problem with the section, and that claim, is that there was very little child-generated content, and a distinct lack of actual “news” or substantive content. Kids did seem to love the section, but was it a missed opportunity? How could a journalistic organization create an honest, ongoing and interactive relationship with young people, making them lifelong news consumers and contributors?
For more Info visit www.healthlibrary.com "Effect of Media on Children’s Health" by Dr. Forum Shah held on 22nd Jan 2016.
In a matter of seconds, most children can mimic a movie or TV character,
sing an advertising jingle, or give other examples of what they have learned from media. Sadly, these examples may include naming a popular brand of beer, eating junk, obsessive-compulsive buying, striking a “sexy” pose, or play fighting. Children only have to put a movie into the VCR, open a magazine, click on a Web site, or watch TV to experience all kinds of messages. It really is that easy.
Media offer entertainment, culture, news, sports, and education. They are an important part of our lives and have much to teach. But some of what they teach may not be what we want children to learn.
This lecture gives an overview of some of the messages media send young people that could be negative or harmful to their health. You will learn how you can teach your children to better understand the media messages they see and hear in print, over airwaves, on networks, or on-line and how to deal with it.
GenZ is the largest generation yet and they are truly digital natives. The attitudes and behaviors of Zs will have a huge impact on the future of technology. Grounded in data from hundreds of online research sessions, diaries, and interviews, learn what Gen Z really does online and the ways it will change how we design the experience.
Claire Madden | The Gen Z challenge: Demands and needs of the next wave of st...CampusReview
Claire Madden is a social researcher and director of research at McCrindle Research. Claire has more than 10 years of experience developing innovative programs to engage emerging generations. She co-ordinates research for some of Australia's largest organisations, giving her an informed perspective on the social trends shaping Australia's future.
How technology is actually affecting your brain what we actually knowCharityComms
Sylwia Korsak, digital wellbeing consultant and social media community champion, OTR Bristol
Visit the CharityComms website to view slides from past events, see what events we have coming up and to check out what else we do: www.charitycomms.org.uk
Digital Shepherds Presents: Parenting in the Digital AgeTshaka Armstrong
Screen time, internet safety, effective parenting in the "Digital Age," we'll cover that and more as we take a look at what our children are doing online and on their mobile devices!
For more information, please visit digitalshepherds.com.
An Introduction to games research with children, looking at the theory, best practice, ethics, and putting it into practice.
Presented at UX Scotland 2014 by Claudio Franco (Senior Research Manager at Dubit) and Esther Stringer (CEO of Border Crossing Media).
Pamela Pavliscak – How Generation Z Will Reinvent TechnologyNico Mohrmann
While the rest of us worry whether smartphones are ruining a generation, Generation Z is quietly and resourcefully inventing a more human future for technology. Creative, clever, and always connected, the cohort of kids born 1995-2015 known as Generation Z, promises to recast everything from community to privacy, from work to culture. And more than anything else, this generation of digital natives is evolving with technology as the foundation of daily life. Grounded in data from hundreds of online research sessions, diaries, and interviews, learn about some of the surprising attitudes and behaviors of Gen Z and discover the ways it will change how we design the next generation of technologies.
Babies and TV both have to be kept apart until the babies reach a certain age. Be cautious and aware, there are many programs which babies wish to watch
https://www.babyrecipes.org/babies-and-tv/
Kids and Social Media: Raising Free-Range Kids in a Digital AgeTatWhitley
This presentation is for fathers and mothers who have children ages 1-18 and discusses issues surrounding human and technology interaction, specifically on adolescents.
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26 October 2017
Mobile Tech: Cellular Stranger Danger
It’s probably safe to say that most people can be accused of, more often than not, peering down towards their mobile phones fairly often throughout the day; to check for emails or status updates or simply, just pass the time. It would be an unusual sight to be practically anywhere, and not see someone looking down toward a mobile device. Not surprisingly, “[t]he average American spends nearly half a day staring at a screen;” nearly eleven hours each day is spent consuming media; astonishingly, this number was calculated on media usage only and didn’t include time spent texting or taking pictures (Howard). Perhaps one could admit, through the constant use of mobile devices, complacency is becoming the new norm. Personal contact, good listening skills and our physical/mental health are all affected by the incessant need to stay updated and connected.
In the 1800's, a railroad construction worker by the name of Phineas Gage, permanently damaged the left half of his brain, the frontal lobe, when a large iron rod pierced through his cheek and out of his skull: "Gage not only survived the incident but also apparently never fully lost consciousness" (Guidotti). Before the accident he was known as being "reliable, systematic, and hardworking;" after the incident and the damage to his frontal lobe, Gage became "impulsive" and neurotic in his behavior (Guidotti). At the time, physicians didn't realize that the frontal lobe is the area of the brain that is "responsible for decoding and comprehending social interactions;" it is through this area of the brain that we learn how to read numerous facial cues and personal flair that one exhibits when interacting with others (Margalit). In the early 1900's a psychosurgical procedure called the prefrontal lobotomy was first performed on humans. This "surgical operation separat[ed] the frontal brain lobes from the thalamus to relieve extreme anxiety" and was proclaimed a miracle cure for those suffering from mental disease (Shaffer). Some fifty years later the lobotomy became unpopular because "the operation caused mental deterioration" and would eventually be replaced with chemical versions of treatment; i.e., antipsychotic drugs, tranquilizers (Shaffer). Over time, scientist have begun to realize that when replacing real-life contact with symbols and text through a screen, the capabilities of the brains frontal lobe lose effectiveness; empathetic abilities dwindle and engaged interactions with real people become more and more difficult. Some addicted tech users have issues with depression and anxiety when having to interact with a real human being; through constant engagement with a screen and habitually less real-world interactions and relationships, we are losing our abilities to care, to understand, to feel emotion.
Is our desire to stay in touch and be in the know diminishing other aspects of our .
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
1. Jessy Havens
3/11/2015
Ms.Cronic
AP Lit
The impact of interactive technology on the development of children.
As technology integrates itself further into our everyday lives, there are growing concerns
on how all these advances could be effecting the cognitive development of young children.
While digital games are becoming important tools for education, we still have not fully
utilized it or fully grasp the possibilities interactive media could have on the education of
hospitalized children. According to the international journal of nursing practice” Digital game-
based learning (DGBL) has been shown to improve the motivation of students with learning
disabilities and the attention of children with cognitive disabilities.”(pg5) By incorporating
DGBL we could improve the educational system that has been established for special needs
children, and taking a new more interactive approach on the way these children are instructed,
we might be able to improve a child’s motivation on education. The child would not perceive it
as school work but as a game making instruction more enjoyable. Another useful implication of
DGBL is that it would allow hospitalized children to interact with other children who are
connected to the server and allow them to develop the social skills while being treated for their
illnesses. According to Child: Care, Health, and Development, “ children with long-term or
chronic illnesses often have difficulty maintaining social contacts with their peers which
increases their feelings of isolation and loneliness.”(pg 3) The use of this technology is an
efficient way for physically restricted children to communicate and engage in activities via web
2. based systems with their peers. By using this system, we could decrease the feelings of
loneliness experienced by children with chronic illness. In 2001, The Journal of the Learning
Sciences conducted an experiment using a three-dimensional multi-user environment or Zora
which allowed children who had undergone organ transplants the opportunity to connect with
each other by using the Zora system. The study reports that “by engaging in the activities in
virtual communications, patients develop senses of belonging and group identity.”(Pg 7)
Children need social interact with others in order to develop important interpersonal skills.
Chronically ill children often miss out on social stimuli due to their illness, so by incorporating
more multi-interactive educational programs we can allow children the opportunity to connect
with and meet others who may have been through similar experiences.
While technology may prove to be beneficial to the development of older children, that might
not be true for younger children toddlers, for instances. As television, tablets, and smart phones
become more intertwined with everyday life, they are becoming seemingly useful parenting and
babysitting tools. Parents are able to place their young children in front of the television or hand
them their Ipad and they go off to another room to do whatever needs to be done without having
to constantly be in the same room. With all the convince technology provides to entertain young
children what negative outcome could result from this? Well according to the Journal of Child
Psychology and Psychiatry” Social interactions are essential for establishing and building secure
attachments and are crucial for positive emotional development.”(pg 3) Early interactions with
caretakers are crucial for infants to be able to form healthy attachment later in life. The earliest
social connection most infants form is with their caregivers, but is screen media specifically
television and Ipads changing how much time caregivers are spending with their young children?
Dr. A Sigman reports that “ infants are social beings and social and emotional skills are complex
3. and technical and need to be learned person to person.” By not interacting with your infant and
letting an electronic device do it instead as a caregiver, you could be potentially preventing early
social development which could damage that child’s ability to form healthy emotional
connections with others later in life. According to Hanna Rosin “toddlers are skilled at what
researchers call socially relevant information. They tune into people and situations that help them
make a coherent narrative of the world.” Young children lack the cognitive ability to handle the
symbolic representation of television. An good example of this would be a three year old asking
if they could reach into the TV and pet the puppy that has appeared on screen. A TV is static and
lacks one of the most important things to toddlers according to Rosin “is a two-way exchange of
information.” Interestingly enough is that Nick Jr’s Blue’s clues, which aired from 1996 to 2006,
incorporated something that would change children’s television forever, the pause. The show’s
protagonist would ask the audience a question and then pause for five seconds to allow the child
watching to answer. The child would feel more engaged and involved when they believe they
have a role to play, when they think their involvement helps Steve and Blue solve the mystery.
According to Rosin “Blue’s clues were on the right track, the pause could trick children into
thinking that Steve was responsive to them.” The way the program is structured tricks young
children into believing the protagonist is speaking and interacting with them directly. The
American academy of pediatrics reports that “it’s certainly not a a parent or caregiver and not
exactly the ideal social partner but its as good an approximation as we’ve ever come up with on
screen and that is why children’s media researchers are so excited about the ipad’s potential.”
While these programs do not make up for parent-child interactions it is better than leaving with
nothing. The argument that screen media are preventing social skill development is a valid
concern as infants spend more and more time in front of screens but if we artificially construct
4. conversation like Blue’s clues did with the creation of the pause we could manipulates children
into thinking they are having a conversation with another person even though they’re not which
would not make up for the real thing but is better than nothing.
In recent years Videogames have passed movies in popularity in the entertainment industry,
with the rise in their popularity the interest to study their effects on children have also increased.
The argument that violent videogames increases violent outbursts has been the topic of debate
since the Columbine shooting where according to some the popular computer game “Doom” a
popular first person shooter of the time may have been a factor that contributed to the shooting.
According an interview with Dr. Phil “the number one negative effect is they tend to
inappropriately resolve anxiety by externalizing it.” This is the view many have on any kind of
violent content. That committing a violent act in a videogame will resonate in the real life. It is
the idea that if I defeat an opponent in Mortal Kombat or steal cars in Grand Theft Auto I am
automatically going to go out and commit murder or theft in real life. According to a study
conducted by researchers at Villanova University and Rutgers University discovered that “there
is no evidence that violent videogames are positively connected to real world crime rates in the
United States.” The study actually proved the opposite. Typically homicide charges tend to
decrease in the months following the release of a popular M-rated violent videogame. An
interview was conducted with one of the researchers, Patrick Markey and according to him “I
think the biggest take home from this is that violent videogames were not related to increases in
violent crime not even a little.” This proves that there is no connection between violent acts and
playing violent videogames. While violent videogames will not cause your eight year old to
become a savage killer, there are some ways you can, as a parent regulate the type of content
your child views while playing videogames and that would be the rating system established by
5. Interactive Digital Software Association in 1994, and renamed Entertainment Software
Association (ESRB) in 2004. The rating system is designed to evaluate media content and decide
what audiences the content is appropriate for. For example any game marked with a E is deemed
for everyone to play while games marked with a M should only be view by mature audiences.
Also with most stores they require an ID that proves you are at least seventeen. According to the
ESRB website “ publishers of packaged or boxed games are carrying an ESRB rating are
contractually bound to follow the industry – adopted principles and guidelines along with
numerous additional requirements addressing how rating information must be displayed.” Most
if not all available videogames should have their rating displayed on the packaging, and by
understanding how the system works a parent can better understand what exactly their child is
viewing while they are playing a videogame. Hanna Rosin reports that “Every new medium has,
within a short time or its introduction, been condemned as a threat to young people. Pulp novels
would destroy morals, TV, would wreak eyesight, and video games would make them violent.
Each one has been accused of seducing kids’ into wasting time that would otherwise be spent
learning about the presidents or digging their toes in the sand.” Being concerned for our
children’s’ well being is not something new but instead of worrying about an abstract concept
you hear on Fox 5 news, you should be doing your own research in what your children are
exposed to and to stop concerning yourself with what another parent deems acceptable in their
household because it may differ from your own. One household may allow their ten year old to
play Call of Duty and another may view that game as too violent for someone of that age.
Caregivers just need to become more literate in videogames and technology it would make things
a lot easier.
6. As technology advances, parenting styles must also evolve as well because while it can create
breakthrough in the way special needs children and hospitalized children are educated it can also
be used as a unpaid babysitter that can prevent the social development aspect of childhood. Also
even though videogames can no longer be blamed for future homicide spikes, a parent’s lack of
understanding the rating system could lead to undesired content being placed into the hands of
children. So the solutions is not to ban the violence but to educated the parents on system which
would allow them to make more informed decisions on what they deem acceptable to be viewed
by their children.
Works cited:
Lightfoot, J., S. Wright, and P. Sloper. "Supporting Pupils in Mainstream School with an Illness or
Disability: Young People's Views." Child: Care, Health and Development 25.4 (1999): 267-84. Web.
Rezaiyan, A., Mohammadi, E and Fallah, P.A (2007) Effects of computer game intervention on the
attention capacity of mentally disabled children. International journal of nursing partice, 13(),284-288
Sigman A (2012) time for a view on screen time, Archives of disease childhood, 97,11,935-942
Makuch, Eddie. "Violent Video Games Don't Lead to Increases in Violent Crimes." N.p., Sept.-Oct.
2014. Web.
"Entertainment Software Rating Board." Entertainment Software Rating Board. N.p., n.d. Web. 11
Mar. 2015.
Hanna, Rosin “ the touch screen generation” The Atlantic, April, 2013