Most young children are surrounded by cell phones, tablets, and computers, both for personal use and, in the midst of the Covid-19 pandemic, for school. Studies show that extensive technology use can have negative effects on children’s development and academic achievement, but little research exists to show which children are most likely to become frequent users of technology.
A new study from Penn State University’s Paul L. Morgan, Yangyang Wang, and Adrienne D. Woods examines what factors in U.S. kindergartens are predictive of frequent online use by the time those students are fifth graders. Students representing a variety of socio-demographics, family compositions, and child characteristics were included in the study.
The researchers surveyed parents, teachers, and the students themselves. Parents reported how often they engaged their kindergarteners in literacy and cognitive activities, including reading, storytelling, playing, and singing, as well as how often they went on family outings. They also reported their family TV rules—what shows their children were allowed to watch, for how long, and at what time of day. Teachers reported on the kindergarteners’ self-regulation skills. They also reported whether students externalized behavior problems (e.g., getting in fights) or internalized them (e.g., feeling sad). And finally, once the students reached fifth grade, they self-reported on the frequency of their online usership of messaging including texting and emailing, online gaming, and social networking.
The results from the surveys, all of which were statistically significant, showed that different characteristics were predictive of different frequencies and forms of online technology use. Children from higher income families spent less time on all three forms of technology. Most children who were exposed to more literacy activities were less likely to use messaging and social networking. Children whose families had stricter family TV rules were less likely to be gamers. Those who exhibited external behavior problems were more likely to use all three forms of technology. Boys were more likely to use online games whereas girls were more likely to use messaging or social networks. And finally, children with disabilities were more likely to use online games.
The researchers acknowledge that results from surveys—especially if they’re surrounding a sensitive subject such as parents admitting their child’s screen time—may not be altogether accurate, saying, “Frequent users often under-report time online relative to data obtained through tracking software.”
Nevertheless, the study’s findings show that differences in individual traits (measured in this case by how children behave and self-regulate), as well as contextual factors such as socioeconomic status and at-home practices, can help predict not only frequency of online technology use, but also what form of online technology children are likely to use. And better understanding these predictors could help schools, teachers, and families think about more “developmentally appropriate screen time routines.”
To wholly withhold children from using online technology isn’t prudent. And for most children nowadays, it isn’t practical, either—between online schooling and homework, FaceTiming family members from quarantine, and the myriad other daily uses for online technology. But appropriate screen time practice doesn’t necessarily mean simply cutting screen time. As the researchers point out, it means being sure to also engage children in other activities necessary for development—reading, playing, socializing, and moving—some of which can be done with the aid of a screen. Understanding what factors can predict extensive technology use may help to identify when extensive technology use is replacing other developmentally important activities, and support families in remedying it.
SOURCE: Paul L. Morgan, Yangyang Wang, & Adrienne D. Woods. Risk and Protective Factors for Frequent Electronic Device Use of Online Technologies. Child Development (2020).
