Technological Devices and Child Development

The point strongly emphasized by specialists working with children and adolescents regarding technological devices (television, tablets, computers, phones, etc.) is that parents must pay close attention to the age at which these devices are used, for what purpose, and for how long. ### Effects of Technological Devices on Child Development The benefits and harms of technological devices, which are important tools of entertainment, communication, and education today, on child and adolescent development are examined by many scientific studies. It has been found that these devices, especially television, negatively affect the brain in early childhood (ages 0-5), when the brain develops very rapidly. Significant delays in eye contact and social interaction are observed in infants who spend long periods in front of the television at an early age. Many specialists around the world state that technological devices should never be used by very young children. Specialists also highlight the physical, cognitive, emotional, and social negative impacts on preschool and school-age children if viewed excessively. During adolescence (which is known today to continue until the mid-to-late 20s), the negative effects on physical and mental development are being documented by research day by day. For example, video games in particular cause addiction, and violent games increase angry behaviors (Anderson & Bushman, 2001; Johnson, 1991; Vonderer & Bryant, 2006). Children exposed to violent images in games learn to react angrily in similar social situations later on. Furthermore, research shows that the brain can begin to desensitize to violent themes, topics it would normally react to. These devices also cause children and youth to disconnect from many areas such as social communication requiring face-to-face interaction, nature, and sports. Many problems such as obesity, heart diseases, and orthopedic disorders resulting from the excessive use of technological devices also negatively affect the health of children and youth. ### Positive Aspects and the Role of Technological Devices in Education Technological devices have positive aspects as well as negative ones. Especially today, these tools have started to be used widely in education. Thanks to these devices, children can learn information much faster and receive more support in areas where they lag behind their peers. Students who may be behind their peers at school in areas such as reading, writing, mathematics, and languages can receive assistance through these devices. Individuals open to research and learning can access information much faster and find rich learning opportunities. These tools can help increase creativity and provide socialization opportunities, especially to children and youth experiencing social difficulties. ### The Role of Parents and Recommendations Technological devices will continue to take place in our lives at an increasing pace. It has been proven by research that the excessive use of these devices has negative effects on children and youth. For this reason, parents have important responsibilities. * Parents should remember that they set an example for their children when using these devices and should pay attention to displaying a conscious attitude. * They should make sure to include sports, hobbies, and nature in their lives. * They should continue to learn about the benefits and harms of technological devices. * They should monitor how these devices are used by children, how long they are used, and what content is watched. * Especially youth should be informed about health issues, addiction, and tendency toward violence that may develop as a result of excessive device use, and should be supported in becoming conscious users. ### References * **Anderson, C.A. & Bushman, B.J. (2001).** *Media violence and the American public: Scientific facts versus media misinformation.* American Psychologist, Vol. 56, No. 6/7, 477-489. * **Johnson, C. (1991).** *Taking fun seriously: Using cognitive models to reason about interaction with computer games.* Personal and Ubiquitous Computing, 3 (3), 105-116. * **Vonderer, P. & Bryant, J. (2006).** *Playing Video Games: Motives, responses, and consequences.* Malwah; NJ: Lawrence Erlbaum Association. **TINUS PSYCHOLOGY**