Contemporary Child Development: The Impact of Excessive Tech Time on Cognition and Communication
Today, we see a range of factors influence childhood in ways
that affect a child’s ability to behave in a socially acceptable manner, learn,
communicate effectively and regulate their emotions (The Children’s Trust,
2016; Gerhardt, 2015; Lighting Up Young Brains, 2015). Perhaps most pervasive
of all, recent technological advances (Kabali et al, 2015; Swing et al, 2010;
Kumari et al, 2010; Dworak et al, 2007) alongside earlier testing of children,
a sharp decline in outdoor play, and the hyper-commercialisation of childhood
are resulting in an unprecedented, rapid change in the lifestyle of children
and their families (Meadows, 2016; Palmer, 2010, 2007; Desforges and Abouchaar,
2003). These issues are further
exacerbated by increasingly busy family schedules in which children are packed
off to various after-school activities and weekend classes, leaving minimal
time to just ‘be’.
Year on year, we are seeing a higher number of children
entering school with language delay and communication difficulties, alongside
problems in engaging in the learning process. This article explores some of
those factors which are considered most pervasive and challenging to teachers.
Arguably perhaps two of the most problematic (and inextricably linked) factors
are the digital age and the home learning environment (HLE). It is these two
factors which are explored in this post.
Developing language in a digital age
It is a familiar scene: a family sits around the dinner
table, each in deep concentration, attentively watching and listening to the
voices in front of them. This all seems perfectly fine and beneficial for the
young children who are also deeply engrossed in the exchange. The only issue is
that they are not communicating with one another but are on their individual
electronic devices. It has become all too common for some families to spend
time together without communicating with each other. Young children play
hand-held computer games and visit social media websites on their tablets,
while primary carers spend time online or talking on their mobile phones.
‘Nothing wrong with that’ you may say, but I disagree. Based
on countless conversations with students, colleagues, teachers and parents, it
seems that many of us are now exasperated by the almost incessant intrusion of
the online world. The main reason for this seems to be the impact it exerts on
a child’s desire and ability to communicate with those around them. The problem
is often compounded by parents who also find themselves too busy or more
absorbed in the online world rather than engaging with their child (YouGov,
2016; Radesky et al, 2014; Jiang et al, 2012). Given that millions of people
depend on the online world to fulfil various aspects of their lives, the
plethora of tech devices invade almost every aspect of our real world. At home,
some of us literally find it difficult to ‘switch off’, constantly
answering/writing emails, working or checking in with Facebook. Out and about,
we observe parents/caregivers immersed in their mobile phones, chastising their
young child’s cries and bids for attention and interaction. Yet they do not
realise their addictive behaviour implicitly endorses such behaviour. It comes
as little surprise that excessive internet use, in its many different guises,
can cause long-term stress within families (Livingstone et al, 2011; Young
1998).
Neuroscience shows that the brain is at its most malleable
from birth to three years, with synaptic activity being at its most prolific
during this time. At birth, typically, a baby’s brain contains roughly 86
billion neurons and each of these neurons can make up to 10 thousand
connections with neighbouring neurons (Azevedo, 2009). This however is not a
‘given’. The developing brain is significantly sensitive to input from primary
relationships, interactions and the environment. From a biological and
scientific perspective, humans are wired for emotional and social connection
from birth. The first three years of life are thus often referred to as a
sensitive period. The changes that happen in the brain during these first
tender years become the permanent foundation upon which all later brain
function is built. For the brain’s neural networks to develop normally during
this sensitive period, a child needs responsive and timely input. For example,
it is during face-to-face interactions that babies and children practice the
art of conversation and build trust in their parents/caregivers (Jiang et al
2012; Yun, 2013; Siegel, 2012; Trevarthen, 2011; Ramachandran, 2010; Bowlby,
1953; Erikson, 1950).
Concerns regarding early brain function and the ability to
focus are recognized (Christakis 2009; Zimmerman et al. 2007). Research studies
on infant brain development and language acquisition (Kuhl, 2010; Zimmerman and
Meltzoff, 2007; Hayne et al, 2003; Barr and Hayne 1999; Meltzoff, 1988)
consistently show that meaningful interactions in ‘real time’ are vital in
facilitating concentration, language and communication. Evidence demonstrates
that children as young as two years old have regular, often unsupervised access
to tech devices (Holloway et al. 2013; Livingstone et al. 2011), and the last
six years has seen a substantial rise in children aged below nine years using
the internet (Helsper et al, 2013).
It is important to emphasize to parents that the higher order thinking skills and executive functions essential for school success, such as task persistence, impulse control, emotion regulation, and creative, flexible thinking, are best taught through unstructured and social (not digital) play, as well as responsive parent–child interactions.
The higher order skills referred to, reside in the
prefrontal cortex, which is in frontal lobe of a child’s brain – these skills
take longer to acquire than other skills and hence require a lot of real-life
practice, repetition and adult guidance to embed and develop. Impulse control,
the ability to delay gratification, to motivate oneself and to regulate one’s
own emotions are difficult to master at the best of times for a young child.
What is worrying is that acquisition of these skills is now being hijacked by
excessive use of tech devices which not only results in these skills failing to
develop but also addictive behaviour. Bavelier et al (2010: 5) explain:
A key issue for future research concerns the neural pathways involved in pathological use of technology. The fronto-striatal pathway, which is strongly implicated in both drug addiction and behavioural disorders such as pathological gambling, is also activated by interaction with certain types of media technology, particularly video games.
During our usual exchange of enthusiastic emails with
American paediatrician Laura Jana, I asked her to share her thoughts concerning
the fundamental impact of digital media on the young brain. Her thoughts
mirrored mine, and the abundant existing evidence:
Technology is fuelling such rapid change and such overwhelming access to data and information that it’s not enough to know facts and figures, but rather a great need to be able to adapt, interpret, make sense and filter information. At its core, this requires executive function skills which undergo considerable development, especially when cultivated by a caring responsive adult, between ages 3-5. Laura Jana (2016) Personal written communication.
So, the question is no longer ‘Is technology rewiring my
child’s brain?’ But ‘How is my child’s brain adapting to this constantly
plugged-in, online world?’ Observational, anecdotal and scientific evidence
suggests that children are not coping – and therefore adapting with this
seismic shift. Parents and teachers thus play a critical role in supporting young
children to adapt and at its heart this means being a positive role model – a
simple start would be to put the tech devices down and take the time to
attentively engage with our children. Parents need to set boundaries for their
children as well as themselves, so that a healthy balance is maintained and
their child can be best enabled to flourish. We need to be more proactive in
supporting children and their families to understand the benefits - and the
short and long term developmental risks posed by excessive use.
Unplug and connect
The ability to communicate effectively is a lifelong skill,
with its foundations laid in early infancy. The ability to master the building
blocks of language is therefore a critical aspect of child development (Trevarthen
2013; Kuhl 2011; Pinker 2007). Research taken from fMRI studies is gradually
beginning to inform educators about the brain’s responses to poor attachments,
persistent, toxic stress and threatening situations. We know all too well that
when a child does not have a safe emotional base from which to understand and
experience the world, their social, emotional and cognitive development becomes
adversely affected. Immordino-Yang and Damasio (2007: 1) explain:
Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. The neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion.
Helping very young children learn through hands-on experiences
can create neural networks in the orbitofrontal cortex (situated just behind
the eyes and responsible for decision making and problem-solving). Repetition
of such experiences not only creates more neural networks but also strengthens
synaptic connections in the orbitofrontal cortex. Put simply, this means that
the more involved a child is in their learning, the more beneficial it is for
their developing brain (Stalnaker et al, 2015; Rolls 2004). Neuroscience is now
providing further evidence when it comes to understanding just how much the
young brain is capable of. Gopnik et al (2010: Preface) explain:
The research shows that babies and young children know and learn more than we could ever have imagined. They think, draw conclusions, make predictions, look for explanations and even do experiments. Scientists and children belong together because they are the best learners in the universe.
What you can do
- Swap roles! Adults often bemoan the onset of the endless ‘why?’ questions – we need to learn from children and do likewise!
- Raise the issue of screen time with parents. This will provide insight into how much shared and unsupervised screen time children have. You can also talk through ways to reduce this – for both children and parents
- Consider how your setting can incorporate findings from educational neuroscience inform daily practice
- Engage in sustained shared thinking with all children. This joint inquiry and experiential learning can help to improve children’s concentration, communication and ability to engage in joint problem-solving
- Build in activities (not homework!) for parents to do with their child at home. ‘About Me’ bags are popular with younger children
- Reflect on your provision for ‘quiet time’ during the routine. Is sufficient time and space created to encourage young children to pause and reflect, away from distractions?
In line with this rapidly evolving digital age, I would
suggest we equip ourselves with current, scientific evidence provided by
neuroscience. Wolfe (2007), an educational consultant and expert on brain
research, believes that the answer lies with early childhood educators to help
bridge the gap between the field of neuroscience research and education. Wolfe
(2007), cited in Rushton (2011: 92), explains:
It is our responsibility as early childhood educators to understand that every child each school year represents a virtual explosion of dendritic growth. We are so fortunate to be in a profession where we can create learning opportunities to best support young children’s development and their biological wiring, so let’s start there.
The challenge of understanding how the brain develops and how that understanding might help in raising the next generations to the best of our and their abilities is key to the future of humankind. Let’s make it a New Year resolution to reduce the time plugged into our tech devices and instead, look to increasing meaningful interactions with our youngest.
