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As these industries have become more widespread, their products are readily available to people
of all socio-economic classes, races, geographical locations, religions, and ages. Due to their
overwhelming popularity, technology and media companies have been invited into almost every
household in the United States. The influence these companies have over the population is
immeasurable as there is no city, town, company, family, or person that is untouched by media
and technology.
Children and adolescents are the most vulnerable of the age groups targeted by these
companies as they are highly influenced by outside forces. As children and adolescents continue
to develop physically, cognitively, and emotionally, it is critical that parent’s critical that parents
and caregivers are informed of the risks associated with the use of technology and media
products, also known as screen time. The scope of the problem, the associated risks, and
implications for change and limit-setting are all briefly addressed in the information to follow.
The current American Academy of Pediatrics (AAP, 2016) guidelines recommend that
children under two years old should not spend any time using electronic media, and that children
over two years old should be restricted to no more than two hours per day. However,
2016). In the early 1980s, the average child watched just under 16 hours of tv per week, today
the average American child spends over 50 hours per week watching tv and using screens
2001 which stated that children should never be allowed to have a bedroom TV, however, over
40% of children ages four to six and 71% of children age eight and older have a bedroom TV
(Gentile, Berch, Khoo, Choo, & Walsh, 2017). Additionally, 97% of US adolescents have at
least one television, computer, video game console, or mobile phone in their bedroom (Hale &
Guan, 2014). This is increasingly problematic as it has become more difficult to for parents and
caregivers to supervise and guide the child’s use of media and technology.
The risks associated with screen time among children and adolescents are wide-ranging.
Although parents and educators believe that technology can be used for educational purposes, the
risks associated with increased usage can diminish the potential educational benefits.
Unfortunately, technology use is at an all-time high while the associated risks are not heavily
publicized, therefore, educators, parents, and caregivers are unknowingly exposing children to a
variety of risks.
Research has suggested that having screens in the bedroom leads to higher rates
of obesity due to less physical activity, over consumption of fatty and unhealthy foods, and
disrupted sleep patterns (Chaput, et al., 2014). Domingues-Montanri (2016) reported that
previous research has illustrated that screen time was inversely correlated with mental health,
social media usage also increases the likelihood of depression and anxiety as adolescents are
hyper focused on the lives of others, while often comparing themselves to the images they see on
the screens. Adolescents that compare themselves to the pictures and information found online
Domingues-Montanri (2016) reported finding evidence that supported increased screen time was
associated with decreased vocabulary, decreased number knowledge, increased risk of language
delay, and lower classroom engagement among early childhood students, with each of these risks
being proportionate to the time spent in front of the TV. Although screens are often used with the
intention of helping children in one way or another, the benefits of interpersonal interaction is
Children spent significantly less time using screens in environments where parents were
aware of recommended limits and the rules regarding media were consistently enforced (Carlson,
et al., 2010). One study found that rules enforced by parents regarding media were obeyed and
associated with lower rates of adolescent screen time (Ramirez, et al., 2011). Furthermore, it has
been reported that in households with rules limiting media usage, children spent more time doing
homework and had higher achievement rates in school (Gentile, Berch, Khoo, Choo, & Walsh,
2017).
Vygotsky’s theory on child development (as cited in Nikken and Schols, 2015) reports
that parental mediation, referred to as any attempt of the parent to control or supervise, is the key
strategy in “developing children’s skills to use and interpret the media, foster positive outcomes,
and prevent negative effects of the media on children” (p. 3424). With supervision and guidance,
parents can teach children how to appropriately use media and technology.
There are several styles of mediation that parents can utilize for television and games: (1)
restriction mediation poses restrictions on time and content; (2) active restriction mediation
involves discussing content and giving explanation or instructions to the child to enhance safety,
raise critical awareness, or stimulate learning outcomes; (3) co-use mediation involves using
media alongside the child for entertainment and educational purposes; (4) supervision mediation
involves staying nearby to observe children using technology and media platforms; (5) post
monitoring mediation entails checking the browser history or logs from social media applications
to monitor the child’s online activities after they use media; and (6) technical restriction
mediation involves using ‘parental controls’ to block inappropriate content and to regulate the
It’s unrealistic to believe that anyone could be shielded from the use of technology. We
are currently in the ‘technology age’ in which schools are continuously utilizing technological
advances to guide students’ learning and communication is mostly employed through phones and
computers. Therefore, it is essential for caregivers and parents create rules and regulations
targeted at ensuring technology is being used appropriately. Household guidelines that are aimed
at healthy use of screen time include developing a family media use plan, avoiding screen time
during meals and one hour before bed, discouraging the use of entertainment media while doing
Although there are obvious benefits of technology and media use, there are also
numerous risks that are associated with inappropriate usage. When technology is overused or
misused, there are significant risks that are likely to occur. Research has established that child
and adolescent technology usage grossly exceeds the suggested amount. Therefore, intervention
is necessary to prevent the likelihood of developmental delays and other associated risks.
reinforcing more physical activities are beneficial in reducing screen time in children.
References
doi:10.1542/peds.2016-2591
Carlson, S. A., Fulton, J. E., Lee, S. M., Foley, J. T., Heitzler, C., & Huhman, M. (2010). Influence
of limit-setting and participation in physical activity on youth screen time. Pediatrics,126(1), 89-
96. doi:10.1542/peds.2009-3374
Chaput, J., Leduc, G., Boyer, C., Belanger, P., LeBlanc, A. G., Borghese, M. M., & Tremblay, M. S.
(2014). Electronic screens in children's bedrooms and adiposity, physical activity and sleep: Do
the number and type of electronic devices matter? Canadian Journal of Public Health,105(4),
273-279.
Gentile, D. A., Berch, O. N., Khoo, A., Choo, H., & Walsh, D. A. (2017). Bedroom media: One risk
http://dx.doi.org/10.1037/dev0000399
Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A
http://dx.doi.org/10.1016/j.smrv.2014.07.007
Nikken, P., & Schols, M. (2015). How and why parents’ guide the media use of young
(2011). Adolescent screen time and rules to limit screen time in the home. Journal of Adolescent
Swartz, M. K. (2017). Taking another look at screen time for young children. Journal of Pediatric