EDP 313 Childhood and Adolescence

Nipon Pandumrongpun

EDP 313, Dr. Latimer

Tu&Thu 1:30-2:45

Cognitive Development with Electronic Device in Kindergarten

The requirement of executive function (EF) have been shown in children with motor skills problems (or Developmental Coordination Disorder– DCD), but little is known of hot EF in this group. Given some evidence of poor self-regulation in DCD, we predicted poorer performance on a measure of hot EF, the Hungry Donkey Task (HDT), relative to typically developing (TD) children. Participants were 14children with DCD and 22 TD children aged between 6.5 and 12years. The DCD group performed significantly worse than the TD group on a 100-trial version of the HDT, making more selections from disadvantageous options and less from advantageous ones. Within-group analyses showed that children with DCD had faster responses to disadvantageous options than to advantageous. These results suggest high sensitivity to immediate reward in DCD. This sensitivity may reflect a more generalized deficit in the ability to resist the rewarding aspects of emotionally significant stimuli.

A common type of wrongdoing in early childhood involves creating troublesomeness, for instance by spilling, playing with breakable objects, or otherwise interrupting with others activities. Despite the pervasiveness of such practical disobedience, little is known about children’s conceptions of norms prohibiting these acts. The present study examined between ages of 3-5 years old. Children judged all four types of infraction to be wrong. Justifications for pragmatic transgressions focused on inconvenience the transgressor, inconvenience to others, or material disorder. Children rated pragmatic and conventional transgressions as less serious than moral and prudential transgressions. Latent Class Anal-lysis provided further support for the conclusion that preschoolers see pragmatic norms as a category distinct from first-order moral, prudential, and social conventional norms.

Today tablet manufacturers are much less expensive conflicted for parents, of course. You can buy everything from a tablet PC made especially for toddlers to a special iPhone case designed specifically so your infant child can play with your portable touchscreen device without breaking your expensive gadget or ordering thousands of dollars’ worth of apps. And even some early-childhood educators are surprisingly sanguine about tablets for tots. Three kindergarten classes in Australia are participating in study of "the educational benefits of iPad use for pre-school children,” Specifically, they want to know if using iPad apps to create art, study creative crafts like puppetry, and read e-books can help kids prepare for school. "There have been past studies examining young children's use of iPads and smart phone technology but this is the first to link the use with literacy and numeracy through creative applications,” If you want a "long-term double-blind study to prove an interactive smartphone app is different than a TV show," which is probably bad for kids, well, too bad. "The first generation of toddlers that played with iPhones is not even out of elementary school. A child born the day the iPhone shipped would be kindergarten age today. We are all fumbling through this new world, and nobody knows what the long-term implications are." But experts agree pretty unanimously that, at least at the dinner table, talking is better than zoning out over an electronic devices, both for developing social skills and even learning to cope with or grow from boredom. For example, the commercial of “Century Link” on television that was showing how smart children now a day compare with the young age group of early 20’s. When the younger children approximate age of 8-9 years approach them about how cool and advance of their electronic device they have and what it can do in front of early 20’s couple. Base of my personal observation of usage of electronic device can be addictive for children, if they do not have time set how many hours per day they can use the device. Today over 90% of adults using “smart device” for Social Media.

References

Audun Dahla, Lizbeth Kim, University of California, (2014) Cognitive Development 32, 12–22.

Betty M. Repacholi, Andrew N. Meltzoff, Hillary Rowe, Tamara Spiewak Toub, Department of Psychology and the Institute for Learning & Brain Sciences, University of Washington, United States, (2014) Cognitive Development 32, 46–57.

Rahimi-Golkhandan, S., Piek, J.P., Steenbergen B. &Wilson, P.H. (2014) Cognitive Development 32, 23–37