This short article has some thought provoking assertions about the impact of abundant unfiltered content on young children, like “What makes tablets and iPhones so great is the dozens of stimuli at your fingertips, and the ability to process multiple actions simultaneously. This is exactly what young brains do not need.”
This post takes a look at the effect of smartphones on small children, 10 years and younger. Recent surveys show figures around 25% for children under 10 who have their own device, and these numbers are rising; the risks are severe, and span a wide range from damaged personality development to visual impairment.
The post goes beyond the risks and looks at some solutions, at the country, school, and personal level.
Parents and policy makers have become obsessed with getting young children to learn more, faster. But the picture of early learning that drives them is exactly the opposite of the one that emerges from developmental science.
In the last 30 years, the United States has completed its transformation to an information economy. Knowledge is as important in the 21st century as capital was in the 19th, or land in the 18th. In the same 30 years, scientists have discovered that even very young children learn more than we once thought possible. Put those together and our preoccupation with making children learn is no surprise.