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Resources on TV, Computers, and Video Games-How Much Is Too Much?
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
- Technology & Young Children-Ages 3-8 (NAEYC Position Statement)
This position statement notes that "early childhood educators have a responsibility to examine critically the impact of technology on children and to be prepared to use technology to benefit children."
http://www.naeyc.org/about/positions/PSTECH98.asp - Computers and Young Children (NAEYC)
This article notes that computers can be used in developmentally appropriate ways beneficial to children, or they can be misused.
http://www.naeyc.org/resources/eyly/2001/01.htm - Technology and Young Children: What Parents Should Know
This article notes that "computers can be active or passive agents for learning. Parents who recognize the difference will choose appropriate computer programs for their children."
http://www.naeyc.org/resources/eyly/1996/09b.htm - The Internet and Your Family (American Academy of Pediatrics)
This article on the American Academy of Pediatrics Web site notes that it is critical that children have guidance from parents when learning to use the Internet.
http://www.aap.org/family/interfamily.htm - Computers and Young Children (PBS Parents)
This article addresses the following questions: What do experts recommend? When should children begin to use computers? What should parents look for when buying computer games and software for young children?
http://www.pbs.org/parents/issuesadvice/talkingandreading/
literacyupdates/ clicking/clicking_print.html Editor's note: This url has changed:http://www.pbs.org/parents/readinglanguage/articles/clicking/main.html - Children and Video Games
This Kaiser Family Foundation publication notes that most days, 30% of children ages 2-18 play video games.
http://www.kff.org/entmedia/loader.cfm?url=/commonspot/security/
getfile.cfm&PageID=14092 - Technology in Early Childhood Education: Finding the Balance
This booklet reviews the important considerations for technology use in early childhood education. It presents an overview of the research, discusses strengths of technology use as well as potential problem areas, examines the philosophy behind a successful program, explores effective strategies, and more.
http://www.nwrel.org/request/june01/textonly.html - Examining Some Common Myths about Computer Use in the Early Years
This article explores myths about computer use.
http://www.journal.naeyc.org/btj/200311/CommonTechnoMyths.pdf - Early Childhood Technology Literacy Project (Montgomery County Public Schools, Rockville, Maryland)
The instructional focus of this project is to integrate technology into instruction and increase early childhood students' skills in reading and writing. This project was designed to help school teams, including classroom teachers, specialists, and instructional assistants, work cooperatively to develop, plan, and deliver reading and writing instruction using instructional technology.
http://www.montgomeryschoolsmd.org/curriculum/littlekids - Early Connections-Technology in Early Childhood Education
This site provides resources and information for educators and care providers related to technology and young children learn.
http://www.netc.org/earlyconnections/index.html - Computers and Kids (Sesame Workshop)
This article by Carolyn Jabs and Kevin Savetz explores h ow computer use with young children and the parent's role.
http://www.sesameworkshop.org/parents/advice/article.php?
categoryId=3084&contentId=74280 - Computers and Young Children (ERIC Digest)
This ERIC Digest discusses technology use with young children.
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/haugland00.html
Television
- Children's Attention Problems Tied to TV
This article discusses a recent study that found that for every hour of television watched daily, two groups of children-ages 1 and 3-faced a 10% increased risk of having attention problems at age 7.
http://www.rutlandherald.com/apps/pbcs.dll/article?AID=
/20040404/NEWS/404040339&SearchID=73184462884398 - Understanding the Impact of Media on Children and Teens
This brochure gives an overview of some of the messages that media send young people that could be negative or harmful to their health.
http://www.aap.org/family/mediaimpact.htm - Recommendations: Children, Adolescents, and Television
This site contains guidelines television watching by children, developed for parents by pediatricians.
http://aappolicy.aappublications.org/cgi/content/full/pediatrics
%3b107/2/423#Recommendation - The "ABC's" of Media Literacy: What Can Preschoolers Learn
This site contains information on what we know about print literacy and children.
http://www.medialit.org/reading_room/article566.html - Television: Special Issues for Young Children
Parents can use the resources on this site to learn how to discuss the media with children, how to control the media environment for their family, and how to speak out on the issues.
http://www.media-awareness.ca/english/parents/television/
issues_children_tv.cfm - Children and Advertising
This fact sheet notes that young children are not able to distinguish between commercials and TV programs.
http://www.mediafamily.org/facts/facts_childadv.shtml - Television's Effect on Reading and Academic Achievement
This fact sheet notes that children between the ages of 3 and 5 are at a critical stage in brain development for the development of language and other cognitive skills and that heavy television viewing can influence the development of brain neural networks.
http://www.mediafamily.org/facts/facts_tveffect.shtml - PBS Parents
This PBS Web site offers suggestions for using PBS television programs with children.
http://www.pbs.org/parents/ - PBS Parents en Espanol
http://www.pbs.org/parents/quickstart/spanish/ Editor's note: This url has changed:http://www.pbs.org/parents/siteguide/spanish/ - PBS Kids
This PBS Web site contains many activities for children as well as information about PBS programs.
http://pbskids.org/ - Violence on Television: What Do Children Learn? What Can Parents Do?
This American Psychological Association site discusses research on the effects of televised violence on children.
http://www.apa.org/pubinfo/violence.htmlEditor's Note: this url is no longer active.
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/Home.portal?_nfpb=true&_pageLabel=advanced
- ERIC Journal No.: EJ673634
Books against Television? Making an Issue of Television in Early Childhood Education. Book Review
Author(s): Weber, Sandra; Brody, Marie-Helene
Source: Canadian Journal of Infancy & Early Childhood, v9 n2 p123-29 Dec 2002
Publication Date: 2002
Abstract: This article focuses on three key themes/concerns: changing functions of television, the importance of examining the medium as well as the message, and the role of personal and cultural values - ERIC Journal No.: EJ639784
Early Childhood Television Viewing and Adolescent Behavior: The Recontact Study
Author(s): Anderson, Daniel R.; Huston, Aletha C.; Schmitt, Kelly L.; Linebarger, Deborah L.; Wright, John C.
Source: Monographs of the Society for Research in Child Development, v66 n1 p1-147 2001
Publication Date: 2001
Abstract: This study found that preschoolers' viewing of educational television programs was associated with achieving higher grades, reading more books, placing more value on achievement, exhibiting greater creativity, and behaving less aggressively as adolescents more consistently for boys than girls. The study also found program content to be more important than the medium. - ERIC Journal No.: EJ595610
The Magnetic Tube
Author(s): Leland, John
Source: Newsweek, p89-90 Spr-Sum 1997
Publication Date: 1997
Source: Newsweek, Inc., 251 West 57th Street, New York, NY 10019.
Abstract: This article notes the correlation between television-viewing habits and children's level of creativity, aggressiveness, and social skills. - ERIC Journal No.: EJ590104
How Young Children Spend Their Time: Television and Other Activities
Author(s): Huston, Aletha C.; Wright, John C.; Marquis, Janet; Green, Samuel B.
Source: Developmental Psychology, v35 n4 p912-25 Jul 1999
Publication Date: 1999
Abstract: This study examined television viewing over three years among two cohorts of 2- and 4-year olds. It found that viewing declined with age and that increased time in educational activities, social interaction, and video games was associated with less time watching entertainment television. - ERIC Journal No.: EJ549951
Television Viewing, Educational Quality of the Home Environment, and School Readiness
Author(s): Clarke, Angela Teresa; Kurtz-Costes, Beth
Source: Journal of Educational Research, v90 n5 p279-85 May-Jun 1997
Publication Date: 1997
Abstract: Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality - ERIC Journal No.: EJ643651
The Effects of Playing Educational Video Games on Kindergarten Achievement
Author(s) Din, Feng S.; Calao, Josephine
Source: Child Study Journal, v31 n2 p95-102 2001
Publication Date: 2001
Abstract: This study investigated whether kindergarten students who played Sony PlayStation educational video games for 40 minutes daily for 11 weeks learned better than peers who did not play such games. - ERIC Journal No.: EJ513990
Young Children Using Computers: Planning Appropriate Learning Experiences
Author(s): Fatouros, Cherryl
Source: Australian Journal of Early Childhood, v20 n2 p1-6 Jun 1995
Publication Date: 1995
Abstract: This review identifies concerns and criticisms as well as research findings about young children's use of computers. - ERIC Journal No.: EJ658166
The Role of Technology in Early Childhood Learning
Author(s): Clements, Douglas H.; Sarama, Julie
Source: Teaching Children Mathematics, v8 n6 p340-43 Feb 2002
Publication Date: 2002
Abstract: This article reviews research on the appropriateness of computer use with young children and discusses the effects computer use on children's lives, interaction, social and emotional development, learning and thinking in mathematics, and the implications for teachers - ERIC Journal No.: EJ654377
The Effects of Computers on the Social Behavior of Preschoolers
Author(s): Heft, Todd M.; Swaminathan, Sudha
Source: Journal of Research in Childhood Education, v16 n2 p162-74 Spr-Sum 2002
Publication Date: 2002
Abstract: This article examined the impact of computers on the social behavior of 14 preschoolers over a 2-month period. - ERIC Journal No.: EJ643060
Do Children with Autism Learn to Read More Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study
Author(s): Williams, Christine; Wright, Barry; Callaghan, Gillian; Coughlan, Brian
Source: Autism: The International Journal of Research and Practice, v6 n1 p71-91 Mar 2002
Publication Date: 2002
Abstract: This study compared basic reading instruction by either computer assisted instruction or traditional book methods with eight children (ages 3-5) with autism. It found that all children spent more time on task in the computer condition and that five of the eight children could reliably identify at least three words after the computer assisted learning. - ERIC Journal No.: EJ639713
Social Play at the Computer: Preschoolers Scaffold and Support Peers' Computer Competence
Author(s): Freeman, Nancy K.; Somerindyke, Jennifer
Source: Information Technology in Childhood Education Annual, p203-13 2001
Publication Date: 2001
Abstract: This article describes preschoolers' collaboration during free play in a computer lab, focusing on the computer's contribution to active, peer-mediated learning.
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