MALABAD, Krista Mae P.

ENG 2 G-4R
Library Research Paper, (05/22/15)
Parental Supervision as a Strict Requirement to Filipino Children from Ages 3 to 12 on their
Utilization of Gadgets

iPads, iPhones, galaxy tablets, gaming consoles, laptops, and the like everywhere you go,
there is a very high chance that you will encounter these devices which are used by kids for their
amusement. In the Philippines, children would grab every opportunity of utilizing their gadgets. According
to Dimacali (2013), a new study states that nearly 40 percent of Filipino children below two years old
already use a smart phone, tablet, or other similar devices. The study also showed that by age 8, 72
percent of children have used these devices.

Without hesitation, we all know that gadgets are valuable materials for education, lifestyle, and
entertainment. However, improper utilization of these units can cause negative effects to the development
of young users. That is why, in order to stabilize the positive development of Filipino children from ages 3
to 12, parental supervision is strictly required with regard to their use of gadgets to minimize the
detrimental and harmful effects delivered by these materials on the behavioral, moral, and social patterns
of children. Zarrett and Lerner (2008), two of the researchers at Tufts University, explained that there are
different ways on how to establish a positive foundation for the development of a child. Positive youth
development encompasses psychological, behavioral, and social characteristics as implied by
developmental scientists. They also noted that these characteristics are developed through the aid of the
parents and constructive activities. The said characteristics reflect: competence, confidence, connection,
character, and compassion which lead to the contribution phase where individuals provide an involvement
for themselves, their family, and their community.

Given with these characteristics that build the positive foundation for a childs development, it is
the parents duty to know the different factors that can promote the affirmative growth of a child. Zarrett
and Lerner (2008) pointed out that several out-of-school activities such as: youth development programs,

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arts and designing, extra-curricular clubs, team and individual sports, religious activities, performing arts,
and service activities, help nurture the development of children in their early stages. Physical recreation
activities help children to learn valuable skills related to quality of life: intra-personal and interpersonal
communications, determination, perseverance, confidence, leadership, citizenship, goal-orientation,
motivation, and personal satisfaction (Donnelly & Coakley, 2002). According to CCSD (as cited in
Donnelly & Coakley, 2002), the childrens social development is drastically affected by recreational
activities and these activities are capable of providing a positive impact on family-related, peer-related,
and school-related issues.

The childs family should allot time on enrolling their children to these activities. The purpose of
these is to nurture the childs skills and enhance their capabilities. It can also exercise their mental health
and physical health. Not only should they let their children join the said recreation activities, they must
also make use of their free time to guide and lead their children to progress. The role of the family is
significant in promoting positive youth development (Zarrett & Lerner, 2008). The family establishes the
well-being of their children and guides their way of thinking and decision-making. The parents are
responsible for the nutrition, condition, and education of their children. Since the parents serve as the
main support for children, it will be best if they will maintain their attachment to them and keep their
communication and interaction with their children encouraging.

While each family is too busy in developing the individuality of their children, the factors that affect
the development of children are also progressing due to the advancement of technology. An example of
this would be the innovation of gadgets. These materials create a large impact on childhood. These are
helpful in supporting the childs education, lifestyle, and entertainment. Gadgets such as mobile phones,
tablets, and gaming consoles can be used for education, socialization, and amusement purposes.
Intellectual applications such as encyclopedias, eBooks, and calculators that can be downloaded through
gadgets can aid the academic needs of students. Social networking sites such as Facebook and Twitter
can be easily accessed through the browser of a gadget or viewed through a widget. When in need of
entertaining games and music, it can be quickly installed from the Google Play or from the iTunes App

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Store. With smart gadgets like the iPad, iPhone and galaxy tablet, users can easily have access to
information, easily establish communication, and develop productivity and efficiency through these
gadgets because they use internet (Ramey, 2012). With the built-in browser and Google search app
within gadgets, users can swiftly search through the web and acquire needed facts and information.
Sending mails can also be conveniently delivered through the Gmail, Yahoo Mail, or any kind of
messaging applications provided by the gadget. Lastly, productivity comes in hand because with just few
clicks, PowerPoint presentations and words documents can be accomplished through these devices. With
all of the said useful functions of gadgets, we tend to overlook the negative effects of the over-usage of
these devices. While letting children preoccupy themselves with gadgets, it is also important to consider
that the improper utilization of these materials affects the development of young children and this can also
cause effects that adversely influence their growth until maturity.

However, at a very early age, children are already getting exposed to modern gadgets. Not only
children are obsessed with gadgets but their parents as well. As parents attach more and more to
technology, they are detaching from their children. This results to the absence of parental attachment
while detached children can attach to devices, which can result in addiction (Relos, 2014). Also, young
children who desire to possess their own gadgets ask from their parents and their parents are willing to
buy these for them, thinking that this might help in the stimulation of their childs mental ability. According
to YaeBin Kim (2013), an area extension specialist on parenting education, numerous harmful issues
have been associated with childrens media use by means of gadgets and these include: brain
development, language development, and social development. Excessive childhood involvement with
digital media limits childrens social interaction which could hinder childrens brain development and have
negative effects on their overall development. Furthermore, Kim stated in her studies that the use of
digital media could delay childrens language development, especially for children age two and under. His
article also presents that children who spend more time with media devices reportedly have lower levels
of personal contentment and they also experience depression than those who do not.

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Experts have warned that parents who allow babies and toddlers to access tablet computers for
several hours a day are in danger of causing dangerous long term effects which includes the behavioral,
moral, and social patterns of children (Ward, 2013). According to the Bristol University, overuse of
gadgets is implicated as a causal factor in rising rates of child depression, anxiety, attachment disorder,
attention deficit, autism, bipolar disorder, psychosis and problematic child behavior (as cited in Relos,
2014). Anderson claims that violent media content which can cause child aggression for young children
can expose them to the rising incidence of physical and sexual violence in todays media (as cited in
Relos, 2014). Erin Hastings and colleagues also examined the effects of violent video games and
suggested that the amount of time playing video games and exposure to violence in video games are
associated with lower school performance, increased aggression, attention problems, and externalizing
behavior (as cited in Bergen & Davis, 2011). Moral dilemmas have become major components of video
games and the players have the ability to control over their own malevolence or benevolence wherein the
decision to be good or evil will have real-world as well as virtual consequences (Bergen & Davis, 2011).

As to the social patterns, virtual conversations gradually replace our old way of interacting and
children who spend more time playing video games and checking social networking sites tend to neglect
reality and could experience social isolation at a later age (Ramey, 2012). As children grow up, they would
choose texting or chatting over actual conversations. This will make it difficult for them to open up to their
friends, personally. The negative effects on the behavioral, moral, and social patterns of children which
are caused by gadgets are truly evident. Parents must be aware of these and they must have an
immediate action against gadget addictiveness to be able to reduce these effects.

These negative consequences are not only experienced here in the Philippines but also in other
countries. According to the article written by Lee-Chua (2014), South Korea, Japan, and United States are
one of the many countries which are currently struggling with the alarming issues brought by these
gadgets. It was stated that in South Korea, which is the worlds most digitally connected society, nearly
two-thirds of its population own a smart phone and 98 percent of households have broadband Internet. A
survey showed that about 2.55 million people are addicted to smart phones, using the device for eight or

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more hours per day. In addition, in 2010, a 3-month-old baby girl died from the negligence of her parents.
The parents were devoted gamers who were so occupied with marathon online gaming that they fed their
baby only once a day. This news is really upsetting and this event must not be imitated by other families.

Fortunately, the said countries: South Korea, Japan, and America, have proposed ways on
securing the health and well-being of children that can promote positive development. Lee-Chua (2014),
pointed out that some teachers in Seoul, Korea require students to surrender their gadgets when they get
to school. Also, the Ministry of Public Administration and Security is studying the issue of compulsory
instruction on the dangers of internet addiction starting from preschool. Meanwhile, in Japan, its Ministry
of Education plans to create fasting camps where kids will have no access to computers, smart phones,
gaming devices, or the internet. Lastly, in the United States, the Behavioral Health Services at Bradford
Regional Medical Center in Pennsylvania opened the first Internet addiction clinic. Patients would refrain
from using phones, tablets or the internet for at least three days. These therapy and educational sessions
would greatly help them in controlling their compulsion.

The said treatments are great ways to minimize the addiction of children and reduce the risks of
negative behavior, moral, and social patterns. These can be emulated here in the Philippines; however, it
is highly recommended to carry out the best and simplest way to minimize these outcomes. This is by the
implementation of parental supervision and regulation. Adults seem to have forgotten that socialization is
the key to future success and you cannot socialize a child with a device (Dunckley, 2014). Parents should
not substitute direct interaction and real-world experience alternatives for media time (YaeBin, 2013).
According to Kim Jun-hee, a kindergarten teacher who carried out an eight-month survey on Internet
addiction among preschool children, parent cooperation is vital, and the best way to teach the kids is for
adults to set a good example (as cited in Lee-Chua, 2014).

Frequent consultation and parent-child discussion is an obligation during the viewing of

applications, media, and video games through gadgets. Parent co-viewing and interaction with children
during digital media use is most likely to have a positive effect on learning from educational media

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(YaeBin, 2013). Parents need time to identify whether or not an application is appropriate for their children
by matching it to their childs age level. Rules and regulations must be implemented by the parents within
the household as regards to their childrens utilization of gadgets. According to Chris Rowan, a pediatric
occupational therapist, infants aged 0-2 years should not have any exposure to technology, 3-5 years be
restricted to one hour per day, and 6-18 years restricted to 2 hours per day (Relos, 2014). Parents must
prevent their children to use their gadgets especially during the night (YaeBin, 2013).

However, parental participation is certainly more important than the establishment of rules about
how much time children can make use of their gadgets. With the proper assistance of parents, the
utilization of gadgets can be easily regulated and this could also result to a much stronger bond between
the parent and the child. Parents take the responsibility in protecting their children. They often think that
there is nothing wrong with letting their children play violent games or become obsessed in using the
device. They are trying to protect them, not knowing that their permission on letting their children use
these devices obsessively, is the complete opposite of what they are trying to do.

Given that the children in todays generation spend more hours with their smart phones, tablets,
and other electronic media than the time spent in sleeping and bonding with their family, parents should
be knowledgeable about their children's media use and how it affects their physical and mental health.
Parents have an urgent need to develop strategies for managing media. It could be suggested that
parents could introduce to their children the traditional toys and make them participate to out-of-school
activities. Traditional toys are less harmful to young children and these toys are more affordable.
Furthermore, letting children join out-of-school activities can improve the childs physical and mental
health and it can also reduce the stress they acquire from their environment. What parents must do is to
start changing their ways of controlling their childrens utilization of gadgets. By limiting their time of
handling and replacing gadgets with non-electronic set-ups such as playing outdoor games with them,
introducing them to traditional toys, and reading books with them, parents can help guide their children's
media experience.

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Filipino children are easily astonished by the features encompassed by gadgets and become
associated to these materials enduringly. We tend to overlook that this gadget addictiveness is a source
of different dangerous effects on the development of young children; therefore, parental supervision is a
must. Families within the Philippines must remember that proper supervision yields proper utilization and
proper utilization yields a more stabilized child growth and development.

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References

Bergen, D., & Davis, D. (2011). Influences of technology-related playful activity and thought on moral
development. Retrieved April 12, 2015, from Education Resources Information Center:
http://files.eric.ed.gov/fulltext/EJ985549.pdf
Dimacali, T. J. (2013, October 28). The Touchscreen Generation: 40 percent of kids under 2 years old
have used a smartphone or tablet, study shows. Retrieved May 3, 2015, from GMA Network:
http://www.gmanetwork.com/news/story/332882/scitech/technology/the-touchscreen-generation-40percent-of-kids-under-2-years-old-have-used-a-smartphone-or-tablet-study-shows
Donnelly, P., & Coakley, J. (2002). The role of recreation in promoting social inclusion. Retrieved 2015,
from https://app.box.com/shared/kx6ngir9vp7ymnxj145x
Dunckley, V. L. (2014, June 19). "Mommy, pretend I'm playing a game on my iPad!". Retrieved March 31,
2015, from Psychology Today: https://www.psychologytoday.com/blog/mental-wealth/201406/mommypretend-im-playing-game-my-ipad
Lee-Chua, Q. N. (2014, January 27). Beware of digital addiction among kids. Retrieved April 12, 2015,
from Philippine Daily Inquirer: http://newsinfo.inquirer.net/570149/beware-of-digital-addiction-among-kids
Ramey, K. (2012, November 6). Modern technology advantages and disadvantages. Retrieved March 31,
2015, from Use of Technology: http://www.useoftechnology.com/modern-technology-advantagesdisadvantages/
Relos, G. S. (2014, March 12). Electronic gadgets should be banned for kids 12 and below, experts say.
Retrieved April 12, 2015, from Asian Journal: http://asianjournal.com/editorial/electronic-gadgets-shouldbe-banned-for-kids-12-and-below-experts-say/
Ward, V. (2013, April 31). Toddlers becoming so addicted to iPads they require therapy. Retrieved March
31, 2015, from The Telegraph: http://www.telegraph.co.uk/technology/10008707/Toddlers-becoming-soaddicted-to-iPads-they-require-therapy.html
YaeBin, K. (2013). Young children in the digital age. Retrieved March 31, 2015, from University of Nevada
Cooperative Extension: www.unce.unr.edu/publications/files/cy/2013/fs1322.pdf
Zarrett, N., & Lerner, R. M. (2008). Ways to promote the positive development of children and youth.
Retrieved April 12, 2015, from Child Trends: http://www.childtrends.org/wpcontent/uploads/2013/01/Youth-Positive-Devlopment.pdf

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