My five-year-old is completely captivated by the iPad. I’ve installed a few games for him, but his favorite feature is the voice dictation software. He carefully articulates his thoughts, and the device types out his stories: “I am could you please type that could you please type out I am a pirate.” He constantly pleads for the iPad; it’s his prized possession. In hindsight, I regret introducing it to him.
Now, my two-year-old has also discovered the allure of the iPad. He eagerly grabs it whenever we accidentally leave it unattended, having already figured out how to swipe to unlock the screen.
The American Academy of Pediatrics has long recommended no screen time for children under two and a maximum of two hours daily for older kids. However, it turns out these guidelines were developed before interactive applications became commonplace, particularly for young children. Could it be that interactive apps are “better” for kids compared to passive screen time? One can hope.
Admittedly, I feel a twinge of guilt whenever I hand my children a device, but often it’s necessitated by things that are not child-friendly—like dealing with paperwork at the DMV or attending a doctor’s appointment. The iPad has been essential for my sanity during these times. I hope it’s not causing them too much harm, but sometimes I really need it.
That guilt is compounded by the fact that comprehensive studies on the impact of various types of screen time on children are still in progress. Is watching “Sesame Street” more beneficial than engaging with an interactive app? As journalist Anna Rogers notes in her piece for Tech Insights, research in this area is still emerging. The challenges include the rapid evolution of interactive apps, the difficulty of creating lab studies that mimic real-world applications, and the struggle to recruit child participants.
However, Dr. Emily Fischer, an assistant professor at the University of Wisconsin-Madison, is actively researching this topic, as reported by Rogers.
To understand why the iPad is so enticing for young children, we must consider their innate curiosity about “contingency.” For instance, if a child throws toys on the ground and receives attention when the toys are picked up, they find joy in that interaction. Interactive software amplifies this effect exponentially. When a child swipes the iPad to wake it up or taps an app to see it launch, they are captivated.
Dr. Fischer’s research indicates that for toddlers aged two and younger, interacting with apps can facilitate learning. However, for children 30 months and older, she found that learning outcomes from videos were comparable to those from interactive programs. This suggests that while interaction is beneficial, children may not necessarily learn more from interactive content as they grow older.
Nevertheless, there are important caveats. A lab study may not accurately reflect how children engage with apps in real life. Some applications may be visually stimulating without providing educational value. Parents may inadvertently purchase apps that are either too simplistic or too challenging for their children, rendering them ineffective for learning. Experts emphasize that kids generally learn best through direct human interaction, so it’s crucial for parents to supervise their child’s technology use rather than relying on screens as digital babysitters. As Rogers notes, “a tablet should be used as a tool to foster interaction with your child, not as a substitute.“
While this guidance is helpful, it doesn’t resolve scenarios where I need to keep my child entertained while I manage adult responsibilities—like cooking dinner or handling paperwork. The best I can do is thoroughly research suitable apps before introducing them and use them thoughtfully. It’s reassuring to know that not all screen time is equal, and when I’m in a jam—whether at the doctor’s office or dealing with paperwork—there’s often an app that can help.
This article was originally published on October 12, 2015.
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Summary
The article explores the complexities surrounding children’s use of iPads, highlighting both the potential benefits of interactive apps and the concerns about screen time. It emphasizes the need for parental oversight and the importance of choosing appropriate apps to maximize educational value while acknowledging real-life challenges that necessitate device use.