Introduction
From video gaming consoles to touchscreen screen tablets, the proliferation of cutting-edge technology in the early to mid-2000s, coupled with widespread access to the Internet, ushered in an era of unparalleled ease and enjoyment. Numerous bad routines, both adults and kids, were established with its aid. The effects of inactivity are widespread, from impaired vision to problematic conduct (Twenge et al., 2018). It is worrisome that kids are never without their touchscreen tablets, even during important social events like family reunions, shopping trips, or religious services. Some young ones cannot even have fun without their iPads.
There are several reasons why this stage of growth is crucial. Significant progress is made in children’s linguistic abilities and capacity for imaginative play throughout preschool; both are important building blocks for later success in school and social interactions (Liebherr et al., 2022). Passive exposure to media and screens may also negatively affect other crucial cognitive abilities, such as attention and the ability to investigate and grasp cause-and-effect linkages. Understanding how technology influences children’s cognitive growth might help us harness its positive aspects while mitigating its drawbacks and addressing any issues before they arise.
Problem Statement
Research on the effects of screen time on children ages 7 to 12 is valuable because it informs parents about how much time in front of the screen is appropriate. It also enables policymakers to determine what family elements to consider when establishing legislation influencing children and their screen media usage. Research demonstrates that screen usage might impact a child’s linguistic and cognitive development. Kids’ brains develop differently after long periods of screen usage. Even while young children are more likely to retain and learn from the material presented in person, they may still benefit from screen time via programs that include storytelling, movement, and music. The question of how much time parents should restrict their children’s exposure to electronic media has been called into question by research that found a correlation between long screen time and developmental delays in youngsters.
Literature review methodology
Electronic databases such as PsychInfo, CINAHL, and Google Scholar were combed to find relevant articles. The search scope was narrowed to include only articles from English-language, peer-reviewed publications published between 2017 and 2022. Keywords were used to help organize the search. In addition, studies with young children participants were obtained to extract reasonable conclusions for this study. Relevant studies were also obtained by comparing through publications’ reference lists (Marciano et al., 2021). In addition, the critical appraisal skills programs checklists were utilized to assess the quality of some research project works. Research published in 2017 was included since its results are still relevant today.
Critical Review
The studies showed major similarities in the modern cultural reliance on time spent in front of screens. The quantitative and qualitative methods of the studies were compared based on limitations, strengths, reliability and validity, among other aspects. The study by Marciano et al. (2021) used a scoping review model and a literature search from several databases. The quantitative analysis offered strengths in exploring screen time and smartphone use hence offering conclusive research. Paulich et al. (2021), on the other hand, noted that delays in language development, aggressive behaviour, and weight gain are only a few negative outcomes, a significant difference in both studies. The quantitative study involved the use of data from a cognitive development study. In contrast to the study by Marciano et al. (2021), the study reported differences in screen time based on mental and behavioural issues. A major limitation of the studies is that they relied on data from select sources that may limit the information needed on the topic. Research suggests that toddlers are negatively impacted by prolonged screen use (Paulich et al., 2021). This was supported by the study conducted by Paulus et al. (2019), who confirmed that brain structure was affected by screen media activities based on a similar study by Paulich et al. (2021). However, their analysis did not establish causality hence a limitation and lack of reliability of the study. A similar study by Wong, A. S. (2021), however, utilized qualitative analysis, presenting research findings that there were negative effects of screen time on well being and development of youngsters, hence a major strength for the analysis of the topic. However, day-to-day learning among toddlers is boosted when they can interact with the things around them, shake and toss them, recognize familiar faces, and hear the voices of persons they care about (Belton et al., 2021). However, there is more to screen time than its drawbacks, which people must remember, hence a study limitation. Viewing screens provides young children with a chance to practice sustained attention. The researchers argued that children of different ages might benefit from using television and other audiovisual programming to improve their education. To a certain extent, shows made with young children’s reading might help them develop such abilities earlier in life. Video games and activities with a focus on teaching linguistic, mathematical, scientific, and problem-solving skills may be effective tools for educators of children ages 7 to 12. Participating in such programs affords participants the chance to respond to research inquiries. Toddlers and kids from the least intellectually challenging households may also benefit greatly from watching instructional TV. That was supported by Zhang et al. (2022), who indicated that preschoolers who adhered to the screen time limit daily had higher working capacity than those who did not.
In another research on children’s overexposure to electronic media, television was the most popular gadget, followed by mobile phones, tablets, and laptops. In one survey, over a quarter utilized electronic gadgets for more than four hours daily. According to both of these studies, children between the ages of seven and twelve spend an unhealthy amount of time in front of screens (Paulich et al., 2021). Time spent watching television or being passively exposed to media removes meaningful parent-child connections and keeps kids from playing and exploring their surroundings. While it is true that exposure to media at a young age is less beneficial than many would like, the benefits of technology in the classroom outweigh those of media exposure. Some study suggests that the drawbacks exceed any potential benefits. Studies suggest that children under the age of 12 benefit less from screen-based learning than they do from in-person encounters. The transition from what they see and learn in a 2D world to a 3D one is challenging for toddlers and newborns. A recent study by John et al. (2021) also supported these findings. The survey was a qualitative study conducted for 189 students and established that about 90% of the population had excessive screens use that exceeded 1 hour daily. It was also established that almost half the parents inconsistently supervised their children’s screen use. These findings were also supported by De Lepeleere et al. (2017), who suggested that movie models helped improve parental practices. It was further established that the children who were less supervised by their parents were more likely to have poor interaction skills with their friends and intelligence deficiencies compared to those that were supervised.
Another study by Munsamy et al. (2022) used qualitative analysis of current literature sources. It revealed that as children become more dependent on technology for social contact and scholastic growth, increased screen time among youngsters becomes a growing public health risk. The study by De Lepeleere et al. (2017) utilized both qualitative and quantitative analysis through a quasi-experiment study. Similarly to the study by Munsamy et al. (2022), it was found that movie models were effective in relation to parenting needs and screen time. Contrary to the quantitative research by (Paulich et al., 2021), movie models were critical in aiding parental practices. The study was, however, limited to further extensive analysis of the overall link between screen time and the use of videos in parenting practices. Recent research has shown this phenomenon, known as digital eye strain, which has received much attention from the eye-health sector (Lissak, 2018). Digital eye strain and the current myopia epidemic are caused partly by too much time spent inside and too little outside. A study conducted by Demirayak et al. (2022) involved qualitative analysis of online surveys. The research su[ported the study by Lissak (2018) by noting the aspects of digital eye strain during Covid-19 among youngsters. It was, however, limited to online surveys. To avoid this, a large number of participants were selected for analysis. Public health advocates have reason to be concerned since this encourages inactivity and screen time among young people. That causes them to become less active, which is bad for their physical and mental health. Lee et al. (2022) supported this by noting that unhealthy exposure to screens among children could negatively affect their sleeping habits. As physiological development changes collide with the exponential expansion of e-platforms, it is anticipated that the potentially negative consequences of extended screen exposure on growing brains and bodies will be novel and severe. Even as we reap the advantages of an increasingly digital environment, we must reduce the hazards to children’s health.
Discussion
The research above lends credence to the idea that kids’ screen usage harms their general development. The evidence demonstrates that extreme and inappropriate access to screens has extremely substantial detrimental consequences on children’s intellectual abilities and essential social skills (Wong, 2021). There is a worldwide trend toward exposing younger and younger youngsters to media and technology. There are several contributing elements, but one of the most evident is a lack of knowledge. Children learn by emulating the behaviours of the people around them, so if they notice their parents glued to their phones all the time, they will want to do the same. For instance, regularly reacting to alerts might be very habit-forming. Kids may be kept indoors for hours when they are swapped out for gaming applications that make plenty of noise and flashing lights. That makes it challenging for parents to restrict their children’s screen exposure (Guerrero et al., 2019). Cultural norms also heavily influence the extent to which youngsters use screens. When most people in a society behave as if behaviour is commonplace, it encourages the belief that it is OK since so many other people are engaging in it. However, it is a really risky way of thinking.
Children’s brains are still developing throughout preschool, so it is crucial to know why and how much screen time is too much for their growth. Excessive exposure at a young age has been linked to developing a wide range of undesirable behaviours, including a propensity for inactivity and excessive reliance on electronic media (Paulus et al., 2019). As a result, children aged 7-12 must have less screen time overall, particularly in public and at home so that they may have more opportunities for face-to-face communication. Nevertheless, reducing waste is just half the battle. Substituting physical activity for time spent in front of a screen is also recommended. As was previously noted, children learn by observing their parents; hence, parents must be conscious of their role in their children’s education. However, despite the drawbacks, youngsters should not be immersed in a completely screen-free environment (Guellai et al., 2022). When parents participate in their children’s digital activities, everyone benefits.
Conclusion
The negative consequences of too much screen time on children aged 7 to 12 have been thoroughly discussed in this research. According to the study, many youngsters spend more than an hour in front of a screen daily. Excessive screen time limits students’ adequate time to immerse themselves in meaningful academic studies, socialize, and many more. However, research suggests that children’s screen time significantly affects their memory when it is limited. For this reason, parents and governments must give this subject their full attention and create conditions conducive to children’s healthy development and their eventual integration into society as contributing members.
References
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