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Digital Childhood
Presentation by:
Meghan Bradley & Joy Sherwood
Technological Progression=Emotional Regression
Does technology meet the most important needs of children?
Positive vs. Negative Childhood Experiences
Stages of Emotional Development
Developing Memory
Learned Emotions
Technological Progression and Emotional Regression
“Emotional Competencies” have dropped over the past two decades.
Attention Deficit Disorders
Antisocial Behaviors
Poor motivation
Depression
Ineffectual work habits
Technology cannot meet the most important needs of children.
Frequent and affectionate human interaction
Models of thoughtful behavior
Physical exercise
Memory Development
Learned Emotions
“Experience is a strong or stronger than anything inherited.”- Stephen Sunomi
Damaging adult-children relationships may result in poor emotional development.
Seratonin levels are affected as a result of positive or negative childhood emotional experiences.
Are computers capable of providing these experiences?
Infant/Toddler: Planning, coordinating, and sequencing movement
Ages 4 to 7: Imagination, wonder, and practice managing behavior
Ages 9 to 12: Refining learned skills and developing adult behaviors
Older teens: Real-life learning and maturation
Technologies used in each of these stages should help to
develop these skills without doing the work for the child.
Social Development
Stages of Paying Attention
Motivation
Metacognition
Language Development
Personal Aspects
Emotional Relationship with the Computer
Computer Personality vs. Human Personality
Lost in Cyberspace (Emotionally)
Addiction
Learning Values
Online Mentor Scenario
Networking to achieve goals-Social
Motivated to succeed-Social
Responsibility for her own decisions-Personal
Possiblity of computer addiction
“Real life” interactions may be replaced by the computer because it is the only place she is supported.
The Elder Kids Connection
Students are empowered by being the teacher. (Emotional)
Cross-generational interactions (Social)
Human value of showing compassion (Personal)
Children needs that are not met Physical activity Real-life experiences
and interactions with other students
First Grade Computer Whiz
Student is knowledgeable of many science topics.
Students motivation is high during computer use.
No opportunity to practice managing behavior or use imagination if software does all the work.
Antisocial behaviors develop
Addiction- no interest in other activities
Lack of human interaction
Developing an Attention SpanSelective Attention- Up to 7 years old
Response Organization- 7-9 years old
Sustained Attention- Ages 11 and up
Tips to Improve Attention DevelopmentChoose software that is not overstimulating.
Make sure the child gets physical activity.
Respect regular routines (I.e. bedtime)
Make sure the software allows children to make decisions and organize responses
Motivation
AutonomyChildren need to experience defeat in order
to learn the pleasure of success!Like a parent who does a child’s homework,
a computer can deny a student these experiences
Children need to feel capable and confident otherwise…. They will blame others for their failures
Learning vs. Performance Goals
Motivated by Interest
Want to improve themselves
Develop better strategies
Do better schoolwork
Motivated to win
Avoid challenges
Give up on difficult tasks
Experience anxiety or low self- esteem.
Students should not be taught to work
just to earn a reward or avoid punishment
Choosing Software to Motivate
Personalize the software
Make sure the students have options within the program
Be sure that concepts are presented in an interesting and understandable context
Metacognition
Allows us to monitor our actions
Children must have positive role models to promote reflective thinking
Children need downtime
Regular social interaction should not be replaced by computers
Language and Computers
Language helps make connections organize information from sensory and
emotional systems
Sufficient language must be developed so children can explain themselves and their strategies.
Regular social interaction should not be replaced by computers
Computer vs. Human Personality
Children should not tune out or avoid real life experience for cyberlife.
Children need to understand that computers are only as smart as those who make or use them and they cannot feel.
Teaching programming to students can help them understand how a computer responds differently than humans.
Lost In Cyberspace
Chat rooms vs. Phone Chats or Personal Visits
Interactive CD’s vs. Real Life Activities
Virtual Field Trips vs. “Hands-On” Field Trips
The virtual world of computers promotes substitution of real-life experiences, denying children the human
interaction necessary for social and emotional development.
Addiction
Escaping life’s pressures
Alternative reality
Masks depression or anxiety
Multiple identities to avoid responsibility of actions
Lowers self-esteem
Values and the “Saturated Self”
Computers do not possess human values system
We should raise students to be good people not Encyclopedias.
It is not how fast a child learns, it is what they learn that is important.
Are these experiences helpful or harmful to a child’s development?
The Elder-Kids connection: Elementary students pair with seniors from a retirement home.
A high school students finds an online mentor to support her decision to be a veterinarian.
A first grade student uses his computer to investigate many different science areas.