Appendix G: Technology

Appendix G

Technology

Children and Screens

Abstract

Since the advent of television in the 1950s, parents, educators, researchers, and policy makers have been concerned about the effects of screen time on children’s development. Then, when computers became widely used, a new wave of interest in the positive and negative effects of this new medium was generated. Within the past 15 years, the development of the smartphone and tablet have completely changed the landscape of screen time. This review examines the current state of the research regarding the relation between children (from infancy to age 8 years) and screens. Using principles from the Science of Learning as a guide, we invite content creators and researchers to create a new wave of the digital revolution, one in which we need to prompt rather than substitute for social interaction.

Authors

Brenna Hassinger-Das,1 Sarah Brennan,1 Rebecca A. Dore,2 Roberta Michnick Golinkoff,3 and Kathy Hirsh-Pasek4,5

Authors’affiliations:

1 Psychology Department, Pace University, New York, NY 10038, USA; email: bhassingerdas@pace.edu 2 Crane Center for Early Childhood Research and Policy, College of Education and Human Ecology, The Ohio State

University, Columbus, Ohio 43201, USA 3 School of Education, University of Delaware, Newark, Delaware 19716, USA 4 Department of Psychology, Temple University, Philadelphia, Pennsylvania 19122, USA

The Brookings Institution, Washington, DC 20036, USA To read the full article in the Annual Review of Developmental Psychology, Volume 2, 2020: https://arevie.ws/ChildrenScreens Sincere thanks to the Annual Review of Developmental Psychology for providing this special link so that readers can access this article free of charge.