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November 9, 2004TV, Computers, and Video Games—How Much Is Too Much?Carol Weisheit
Early Childhood Resource Specialist, STARnet Regions I & III

Contents

Introduction to the Topic

TV, Computers, and Video Games—How Much Is Too Much?

With so many TV programs, computer games, and video systems available, how can teachers and parents sort out the possible negative effects on children? A growing number of organizations are weighing in on the topic with guidelines to help parents and teachers.

The National Association for the Education of Young Children (NAEYC) published a position paper in 1996 outlining seven points to help educators in their use of technology in the classroom. NAEYC’s position statement looked only at computer technology. In part, NAEYC stated that computers should be integrated into the classrooms rather than used as a separately outside the classroom. Children who use computers prefer working with one or two other children rather than working alone. They engage in high levels of spoken communication while at the computer and cooperate more. Another point that NAEYC makes is that all children and families should have access to computers. Additionally, teachers need to ensure that software programs do not contain violence. Even the use of “blowing up” mistakes sends the message to children that violence is acceptable.

Television viewing creates the most controversy, particularly when discussing how much television children should be allowed to view. The American Academy of Pediatrics recommends that children under the age of 2 not watch any television. Studies have linked childhood obesity and aggressiveness to television viewing for some time, but a recent study has linked television viewing to an increase in attention problems by age 7. The April 2004 issue of Pediatrics revealed startling statistics about how much television children were watching: 36% of 1-year-olds watched no television, 37% watched 1-2 hours per day, 14% watched 3-4 hours, and the remainder watched 5 or more hours per day. One-year-olds watching 1-2 hours were 10%-20% more likely to be at risk for attention problems later. The percentages for 3-year-olds were even higher: Only 7% did not watch any television, 44% watched 1-2 hours daily, 27% watched 3-4 hours, 11% watched 5-6 hours, and 10% watched 7 or more hours of television daily.

Parents and teachers also need to be aware of the effects of commercial viewing on children’s learning and development. Every year children view over 40,000 commercials while watching television. Young children are not able to distinguish between commercials and television programming. Additionally, viewing commercials leads children to think like consumers at a young age. Children who watch a lot of television want more toys (toys they see in advertising), and they eat more advertised foods (often food from fast food chains and pre-packaged, high-caloric foods). With 20% of 2- to 7-year-olds with televisions in their bedrooms, this consumerism begins at a very early age.

Violence on television and in video games has long been a concern for parents and educators. Children’s television shows average 20 violent acts each hour. The American Psychological Association has linked viewing violence to several negative outcomes for children. Children who view violence tend to be (1) less sensitive to the pain and suffering of others, (2) more fearful of the world around them, and (3) more likely to behave in aggressive or harmful ways.

Parents and educators must ensure that children’s computer programs are developmentally appropriate and are used as a supplement for the classroom and not used in isolation from other classroom activities. Television viewing for very young children should be used infrequently, if at all. For preschool children, television viewing should be kept to a minimum. Parents have a responsibility to screen television shows to ensure that violence is not prevalent. Children should watch programs with adults so that inappropriate actions or activities can be discussed.

Online Resources

Computers and Technology

Television

ERIC Database: Selected Records

To search the ERIC database for resources on this topic, use this search strategy: mass media effects or television or video games or computers. Combine with preschool children or preschool education.

How to Obtain ERIC Documents and Journal Articles:

References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.

If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/search/basic.jsp

NOTE: There may be publications on this page that are available as PDF (portable document format) files. To be able to read these files, download the free Adobe Reader. Illinois State Board of Education
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