Monitoring Toddlers and Technology
The role of technology is increasing in various spheres of life and children have not been left behind as it plays a critical role in their lives. As globalization takes place, many early childhood education systems are developing a curriculum geared towards imparting tech skills for improved communication using digital devices to enhance their thinking. Besides, it is crucial to explore the relationship between technologies, emotions and resultant behaviors of toddlers since the amount of time they spent online has increased significantly. However, the digital environment exposes the children to vices such as cyberbullying that threatens to ruin the good reputation that the internet is offering to kids. Monitoring toddlers and technology is a significant process because it ensures that children gain new skills, improve their internet cognition, and are protected from cyberbullying.
Accordingly, technology plays a critical role in the development of new skills for children in their early years of development. In the article, “The Right Technology for Kids at Every Age,” Tahnk asserts that each baby development milestone is presently accompanied by technological aspects such as smartphones which helps to recognize the ways in which digital tools can be embedded in the minds of toddlers that helps to form ideas on literacy useful in the later stages of life (1). She declares that “if you a parent, you will be anxious to document a baby’s first steps, smiles, and as the toddlers start or go on with schooling, they already have an extensive understanding of comprehending meaningful interpretations of digital tools” (Tahnk, 1). Equally, Radesky in his article, “Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown,” reports that most toddlers aged three to five years have access to a technological device in their homes and understand how to access information online (2). He found out that “most of the households that have toddlers have access to tablets which exposes the children to technology allowing them to learn new skills daily” (Radesky, 2). Thus, access to technology is allowing toddlers to learn new skills in a monitored environment in the home and school setting.
Besides, moderated technology access by toddlers allows them to gain enhanced internet cognition. AAP Council on Communications and Media on their article “Media and Young Minds” observe that over the years, the ability of toddlers to access the internet has grown exponentially due to the availability of internet in homes and technological devices that create exciting learning opportunities for children (3). They imply that “it has ended up increasing the digital literacy of most of the toddlers marked by an increase in the use of the internet by kids” (AAP Council on Communications and Media, 3). Likewise, Common Sense Media in the article “Zero to Eight: Children’s Media Use In America” reveal that young children are using mobile phones that connect them to online activities such as apps, videos, games, and communication with friends (4). They found that “it has translated to a situation whereby kids are not only accessing online platforms but also ended up being linked with the digital world as parents and the society posts images about them in their social networks” (Common Sense Media, 4). Hence, monitored use of technology is enabling kids to improve cognitive skills facilitated by the internet to find out answers to questions based on the expansive knowledge available online.
Nevertheless, the benefits of monitored access to technology also come with ramifications and one of them is the possibility of cyberbullying. Common Sense Media in the article “Zero to Eight: Children’s Media Use In America” maintain that cases of violent conduct meted on children are being reported at alarming rates while others go unreported due to the stigma the toddler's harbor (4). They contend that “it is a subject that concerns scholars because of its repercussions such as emotional suffering, maladaptive functioning, and poor health in extreme cases” (Common Sense Media, 4). Similarly, Radesky in his article, “Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown,” claims that it is worsened because toddlers are unable to defend themselves as their cognitive abilities are not yet fully developed. He declares that “as globalization takes effect coupled with internet growth, cases of cyberbullying will continue to increase with severe consequences” (Radesky, 2). Therefore, monitored access to technological devices is critical in finding a lasting solution to this predicament by parents, guardians and concerned parties as it will work towards ensuring that signs of cyberbullying are discovered.
Overall, technological advances that are growing on a daily basis are bringing in new challenges not only for adults but also for toddlers. It has led to enhanced internet cognition and learning of new skills but there is a need to monitor their activities to ensure that children are able to safely use technology without any resultant side effects such as cyberbullying. Moreover, the potential benefits that are derived from the educational use of technology are questionable and research on the same is scantly available online which remains an area that should be further explored. It will work towards ensuring that toddlers are encouraged to explore technological advances that are being implemented by governments in the pre-schooling stages with freedom. Thus, strict guidelines are needed to facilitate the interactive sessions toddlers are engaging in using technological devices for games, educational pursuit, and videos to ensure that the adverse effects do not outweigh the benefits in the future.
Sources
1. Jeana Lee Tahnk. No date. The Right Technology for Kids at Every Age. http://www.parenting.com/article/technology-for-kids
2. Jenny S. Radesky. 2015. Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. http://pediatrics.aappublications.org/content/pediatrics/135/1/1.full.pdf
3. American Academy of Pediatrics, Council on Communications and Media. 2016. Media and Young Minds. http://pediatrics.aappublications.org/content/pediatrics/138/5/e20162591.full.pdf
4. Common Sense Media. October 28, 2013. Zero to Eight: Children’s Media Use In America 2013. https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013
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