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 Span Selective Attention- Up to 7 years old Response Organization- 7-9 years old Sustained Attention- Ages 11 and up Tips to Improve Attention Development Choose 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 Autonomy Children 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.