The Burgeoning Technology and How it Impacts the Children ...



The Burgeoning Technology and How it Impacts the Children of TodayNeva Jane P. GiradoStudent ID No. 1044533NFDN 2005 – Nursing Foundations V (Pediatrics)Assignment 1 – Trends / IssuesNorquest CollegeDr. Fauziya Ali / Charlene SmithApril 15, 2019The Burgeoning Technology and How it Impacts the Children of Today“Technology refers to the use of knowledge to find new methods of changing people's lives or environments” (Dziak, 2017, p. 1).? It encompasses today's most popular science topics, from digital TV, microchips, computers, tablets, to touchscreens, and more. We have come to depend on technology, not only for our convenience and well-being, but for our very own subsistence as humans. Technology?has proliferated to the extent that we can no longer conceive of life without it. It is a way of seeing the world, the way we determine how the world works --?technology?is a way of thinking.?With the introduction of digital technology, smartphones, tablets, social media, video games, and the internet, it has attracted the children as young as infants to adolescents.The global use of technology has increased as electronic devices have become more available to the public. Children are operating technology and digital media from a very young age. There has been an astounding explosion of new types of digital media, such as video-and-Internet-enabled mobile phones, iPods, iPads, and Kindle to even some of the youngest children and “the introduction of blogs, Twitter, Facebook YouTube, MySpace, Skype, and texting as forms of communication among young people and adults” (Singer, D. & Singer, J., 2012, p. 1). According to Ontario Ministry of Health Promotions and Sport in 2010, “Canadian children watch television, talk online, or play virtual games for about 6 hours every weekday and 7 hours on the weekend (Perry, Hockenberry, Lowdermilk, and Wilson, 2013, p. 788)”. The Australian Child Health Poll has done a survey on children aged 18 months to 3 years old with regards to the screen time using electronic gadgets such as television, video games, laptop and computer, smartphones or tablet devices and the results showed that one-third of the preschoolers owned their own tablet or smartphones. Parents stated that the average number of hours that Australian preschool-aged children use screen-based devices ranged from 14 hours per week for infants and toddlers to 26 hours per week for two to five years old (Zabatiero, Straker, Mantilla, Edwards, & Danby, 2018). Singer and Singer (2012) postulate that “television and screen media account for a substantial portion of the time expenditures of children and adolescents” (p.13). Rideout, Foehr, Roberts in 2010 has approximated that viewing for aged 8 to 18 years old is about 5 hours a day and around 7 hours and 38 minutes are dedicated to all entertainment media and a startling 93% of adolescents are online (Singer, D. & Singer, J., 2012). Impact of Technology Use on the Health of the Pediatric PopulationThe impact of technology on children’s lives has both been criticized and acclaimed. Frequent use of technology has been viewed as a menace not only to the paediatric population’s health and well-being but to the general public. Zabatiero et al. (2018) mention that parents and caregivers conveyed that there are helpful and complex factors associated with technology use of children. Many researchers believed that technology use have an effect on the children’s physical, emotional, cognitive and social development. The total amount of time the children spend involved in sedentary activities are examples of this threat (Ergler, Kearns, Witten, & Porter, 2016). Study associates substantial media use with the risk of obesity considering that more screen time means less time for physical activity. Also, advertising and marketing of unhealthy foods while informing the youths that losing weight and being skinny are significant ─ is an example of health danger linked with media use (Singer & Singer, 2012). Screen media attributes to nearly half of the children’s media exposure which denotes that an extensive consumption of digital entertainment including many portrayals of conflict and violence, with potential consequences for affect, cognition, and behavior. “There is ample evidence that for some young people, either the amount viewed or what is viewed may have adverse consequences” (Singer & Singer, 2012, p.13). Chahal, Fung, and Veugelers (2012) mention in their article, “Availability and night-time use of electronic entertainment and communication devices are associated with short sleep duration and obesity among Canadian children”, that “access to and night-time use of EECDs were associated with shortened sleep duration, excess body weight, poorer diet quality, and lower activity levels” (p. 42). Studies have shown that older children and adolescent with higher social media use or who sleep with their mobile gadgets in their room were at greater risk for low sleep quality. (Canadian Pediatric Society, 2017). According to Fuchs, Riedl, Boch, Rumpold, and Sevecke (2018) there is a body of data suggesting that extreme internet use is linked to somatic, psychological, and psychiatric problems. The negative effects of problematic internet use are shown below:SomaticPsychosocial EffectsOthersSleeping problemsTobacco useADHD symptomsPoor nutritionLess time with real-time friendsAlcohol abuseOverweightDepression and anxietyBack and musculoskeletal problemsHostility and aggressionSource: Fuchs et al. (2018)Another survey cites that the escalating usage of digital media can adversely affect the emotional maturity of children since it lessens the moment for direct interaction with others and the ability to deal with the feelings of another person, thereby, diminishing the development of empathy among children (Globokar, 2018). Furthermore, the impact of modern technology on social development is a result from using social networks to connect and communicate with others which displaces face-to-face interactions and increases the feelings of loneliness among the youngsters; “increased use causes thoughts and feelings of isolation” (p.552). In school-age children, studies show a growing concern about the effect of extensive technology use “on children’s cognitive skills, attentional skills, and self-reported school performance” (Singer & Singer, 2012, p. 666). Hardell’s 2017 article disclosed that: According to the opinion of the Russian National Committee on Non-Ionizing Radiation Protection in a 2008 report to WHO, the following hazards are likely to be faced by the children mobile phone users in the nearest future: disruption of memory, decline of attention, diminishing learning and cognitive abilities, increased irritability, sleep problems, increase in sensitivity to the stress, and increased epileptic readiness ( p. 138).On the other hand, Del Siegle (2017) claims that technology has its advantages if handled in the right manner. He said that, “technology creates opportunities for gifted and talented students to explore disciplines using authentic methodologies” (p.232). Research points out that when TV programs or videos are educational, it can help with children’s language development (Singer & Singer, 2012). Survey has revealed that technology like “video games can enhance positive attitudes, increase problem-solving strategies, and modify some abnormal behaviors” (Curtis, Phenix, Munoz, & Hertlein 2017, p.112). The intrinsic benefits that video games offer has mental health providers treat several disorders including obsessive-compulsive, eating, anxiety and addictive disorders (Curtis et al., 2017). Social media motivates and reinforces direct social relations, and working with colleagues or friends online can lead to improved face-to-face relationships (Globokar, 2018). The Author’s Stand Regarding This Trend / IssueThe author of this paper objectively sees the positive and the negative sides of the trend in technology use of children. We live in a modern world where technology is of the essence and we cannot take it away in a digital world where we apply it in almost everything we do in our daily lives. Like any other situation, technology can be a detriment if you abuse it, but if used in the right manner, then it can be of value. Some researchers claim that using electronic gadgets hinder the child’s development, the author believes that this could be addressed through digital literacy or media education to caregivers, parents, teachers and children. Caregivers, parents, teachers, and community elders serve as role models to children and they should play an important role in monitoring and mediating age-appropriate technology usage for children and adolescents (Singer & Singer, 2012; Smahelova, Juhova, Cermak, & Smahel, 2017). Nowadays, children know how to use technology even before they can learn how to walk; children as young as infants use digital media (Reid Chassiakos, Radesky, Christakis, Moreno, & Cross, 2016; Elias & Sulkin, 2017). According to American Academy of Pediatrics, children at this age should not be exposed to media (Singer & Singer, 2012). The writer agrees that infants should not be given digital gadget or to replace child-rearing. Erikson’s psychosocial theory should be taken into consideration when dealing with infant’s use of technology─ infancy is the most important stage in life (Perry, 2013). Developing trust depend on the reliability and value of care they received from their caregivers, a lack of love and care (e.g. using technology as an all-in-one parental support) will contribute to feelings of mistrust, fear, and thinking that the world is unpredictable. We must understand that if a child is exposed to electronic devices at a very young age, it will continue to adulthood, which may predispose to negative health influence on the child or youth as he matures (Canadian Paediatric Society, 2017; Nikken, 2017). This may also deny them of meeting their developmental skills as they grow. Also, young children learn from observing their surroundings and from the actions of parents, siblings, other adults, and the attractive figures in the media (Singer & Singer, 2012). Social media in a way reduces the feelings loneliness, however, in some cases increases it (Globokar, 2018). Harris and Nowland and her colleagues allege that with the rise of social networking, people use the Internet to develop and form new relationships, and it is also a useful tool to decrease loneliness and escape from social pain (Globokar, 2018). But when social media is used to replace face-to-face communication it increases loneliness. “The problem arises when social media replace direct relationships” (Globokar, 2018, p.553). Technology should not replace children’s traditional play; they should still engage the recommended physical activity for their age group so as not to render the children to sedentary lives which causes them to be at risk for obesity. To the writer, technology is beneficial if used to educate children or for individual / group learning, to enhance their creative skills, or for therapeutic purposes (assistive technology), but it should not be used to replace child-rearing needs, face-to-face relationships/ family time, traditional plays or physical activities. New technologies are simply tools, it can be frightening as it raises concerns about the emotional, cognitive, physical and moral well-being of children. But at the same time, it offers an immeasurable new concepts and opportunities, unlocking this relies on the parents, caregivers, teachers, and scholars. Recommendations for the Health Education of ChildrenRecommendations for the health education of children regarding this issue would involve several factors. First, taking into consideration the nursing paradigm: 1) person / client – child from 0 to 18yrs old; family, friends, culture, and socio-economic status; 2) health - wellness of the client; health impact of technology; 3) environment -client’s interactions with his surroundings: home, school, daycare; and 4) nursing / nurse – how he / she will apply the knowledge and skills learned. Second, simulating the nursing process when educating the client using: assessment, diagnosis, planning, intervention, and evaluation, while applying foundations of health promotion theory of Pender – using “holistic nursing perspective, social psychology, and learning theory” (Alligood, 2014, p.398). Every client is never the same, health education should be tailored to the client’s age, environment / situation, resources available in the community, and socio-economic status. Several studies, pediatric associations, health departments, and other organizations have come up with similar recommendations to aid children, families, educators in dealing with children and technology: Parents and educators can help young people have a healthy relationship with technology. It is crucial to begin educating from an early age to develop and cultivate their instincts. Erikson's theory is immersed with becoming skilled in an area of life, if each task is successfully met, a sense of mastery will be obtained, failing which will lead to feelings of disappointment (Perry, 2013).Infancy (0-12months): Trust vs. Mistrust; Toddlerhood: Autonomy vs. Shame and Doubt; Pre-school: Initiative vs. Guilt; School-age: Industry vs. Inferiority.Educate parents about the need to promote infants’ exploration of the environment like a “variety of safe toys, exposure to books, physical exercise, and other multisensory and creative pastimes” (Singer & Singer, 2012, p.666). It is crucial for this age group to understand that adults can be trusted, this often occurs when a child’s basic needs for survival are met. Infants are dependent upon their caregivers, so caregivers who are responsive and sensitive to their infant’s needs help their baby to develop a sense of trust; their baby will see the world as a safe, predictable place (Singer & Singer, 2012; Perry, 2013). In 2016, the American Academy of Paediatrics (AAP) advises parents or caregivers to avoid digital media exposure infants and children under 2 years old, with the exception of video-chatting (Siegle, 2017; Singer & Singer, 2012; Reid, 2016). AAP recommends that adults should keenly oversee the children’s usage on a mobile device, to explain the gadget, and the contents of the on-screen encounter (Globokar, 2018).Parents of toddlers should use caution when it comes to technology use as adult interaction is vital in this age group. Toddlers (ages 1–3 years) begin to discover their surroundings, they pick up that they can control their actions and act on their environment to get results. They need to develop a sense of control and independence, if denied the opportunity, she may start to doubt her capabilities, which could lead to low?self-esteem?and feelings of shame (Perry, 2013). Encourage imaginative play (healthier for positive development) rather than imitative play endorsed by watching videos (Singer & Singer, 2012). Some technology can have educational appeal for children at around 18 months of age, but it's significantly imperative that this be superior quality programming, e.g. Sesame Workshop. Parents should co-view with their kids to aid children comprehend what they are watching (Singer & Singer, 2012).?Only 15% of preschoolers achieved the existing Canadian Sedentary Behaviour Guidelines for the Early Years, which endorses restrictive screen time to less than 1 hour per day (Canadian Pediatric Society, 2016). The role of parents at home is important since are significant example for their children’s learning. Parental engagement in children’s media use is a fundamental aspect for cultivating valuable results of children’s technology use and regulating undesirable effects (Nikken, 2017).AAP (2016a): They also recommend bedrooms, mealtimes, and parent-child playtimes be screen-free for young children (Siegle, 2017).AAP (2016b): for older children and adolescent should not sleep with devices in their rooms. (Siegle, 2017; Canadian Pediatric Society, 2017). Families should allot media-free times (e.g., dinner time) and media-free locations (e.g., bedrooms) in homes.Parents should participate in watching media with their children and have constant dialogues regarding online safety and moral online social responsibility (Siegle, 2017, p. 235).Adolescent: Role identity vs. Role confusionIn adolescence (ages 12–18), children face the task of?identity vs. role confusion.?According to Erikson, an adolescent’s main task is developing self-identity. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of?problems and other people’s perspectives. Teens who struggle to assume a positive persona will probably be confused as to their roles as adults. Digital and social media provide more opportunities towards adolescents’ independence, identity formation, and upholding social relationships. Social media is an integral part of adolescents’ lives (Daneels & Vanwynsberghe, 2017). Ongoing discussion about online safety and parental involvement in their kids’ online activities is imperative. Adolescents are in the stage of risk-taking behavior and in search for their individuality, they should be assisted in their usage of social media. (Daneels & Vanwynsberghe, 2017).Resources Available in the Community to Address the IssueThe resources available in the community are shown below:Wood Buffalo RCMP: available to conduct presentations on Internet Safety to groups, schools, or organizations.Kids Help Phone (1-800-668-6868): 24/7 national support service offering counselling, information, and referrals, and volunteer-led, text-based support to young people in both English and French.Internet Safety and Bullying HotlineAlberta Education (Learning and Technology Policy Framework)Wood Buffalo Regional Library, S.T.E.A.M. Lab - This program is a hub for kids?who?are curious about Science, Technology, Engineering, Art and Math ConclusionTo conclude, the proliferation of digital technology such as computers, interactive media and games, the Internet, mobile phones, iPads, and tablets has raised concerns about the extent of use among children and adolescents and the effects of such use on their activities, health, and development. Children under the age of one has been exposed and used electronic gadgets; screen viewing has become normative in infants and toddlers; heavy use also affects attentional skills and school performance; and 93% of adolescents are online using social media. Scholars have conflicting positions on the children’s use of technology. Several studies mention how it affects the physical, emotional, cognitive, social, and moral development of children. while other researchers say that it is educational which expose children to shape formation, creativity which at some point gratifies the developmental need of certain age groups. The use of technology will benefit the children if used in a proper way and following guidelines imposed by the pediatric associations, e.g. American Pediatric Association. Being aware of the special needs and developmental stages of each child and imbued respect, and authority, parents, in partnership with other parents, schools, advocacy groups, health authorities and providers can lessen the potentially harmful impact of technology on children and adolescents and allow them to develop and realize their full potentials. They should also be cognizant of all the resources available in their communities.ReferencesAlligood, M. R. (2014).?Nursing theorists and their work. 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