digital childhood presentation by: meghan bradley & joy sherwood

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 SpanSelective Attention- Up to 7 years old

Response Organization- 7-9 years old

Sustained Attention- Ages 11 and up

Tips to Improve Attention DevelopmentChoose 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

AutonomyChildren 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.