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Contact: Josh Golin (617-896-9369; firstname.lastname@example.org)
For Immediate Release
Facing the Screen Dilemma Separates Hype From What Children Really Need
BOSTON -- November 14 -- Smart boards. Smartphones. Tablets. E-books, apps and more. The rapid influx of new screen devices and software poses a special challenge for the early childhood community. A unique offering from Campaign for a Commercial-Free Childhood (CCFC), the Alliance for Childhood, and Teachers Resisting Unhealthy Children’s Entertainment (TRUCE) provides help and support for childhood educators grappling with how best to support young children’s growth, development and learning in a world radically changed by technology. Packed with relevant research and practical tips, Facing the Screen Dilemma: Young children, technology and early education is the first guide designed to help early educators make informed decisions about whether, why, how, and when to use screen technologies with young children.
“Early childhood educators face increasing pressure to incorporate screens into their classrooms,” said CCFC’s director, Dr. Susan Linn, author of The Case for Make Believe. “The sheer volume of screen technologies marketed as educational, and even essential, for young children is overwhelming. It’s crucial to separate the hype from what research tells us young children really need.”
Facing the Screen Dilemma arrives at a time of heightened concerns about the amount of time children spend with screen media. New technologies haven’t replaced older ones; kids use digital games and apps in addition to television and video, not instead of them. Time spent with screen media is at record highs for children of all ages. And excessive screen time is linked to childhood obesity, sleep disturbance, and poor school performance. Two brand new surveys from the Pew Internet and American Life Project and Common Sense Media highlight widespread concern among teachers that children’s constant use of digital technology hampers attention span and the ability to complete difficult tasks.
In addition to a much-needed overview of the research on young children and screen time, Facing the Screen Dilemma offers practical considerations and concrete advice for centers using screen technologies, as well as support for centers resisting pressure to abandon screen-free policies.
“Keeping an early childhood environment screen-free is a valid and pedagogically sound choice,” said the Alliance for Childhood’s Joan Almon. “Developing children thrive when they are talked to, read to, played with and given time for creative play, physically active play, and interactions with other children and adults. It’s really OK to say the iPad can wait.”
For all early childhood programs, Facing the Screen Dilemma recommends screen-free settings for children under 2. The guide encourages educators to work closely with parents around technology issues and to understand how children’s exposure to screens at home affects classroom performance and behaviors.
“Educators using screens with young children should be intentional about their choices and determine beforehand exactly how a given technology will expand or enhance classroom goals for children,” said Professor Diane Levin of TRUCE and Wheelock College. “It’s important to choose screen activities carefully, establish rules and routines for their use, and provide clear boundaries so that screen time doesn’t crowd out vital classroom activities.”
Facing the Screen Dilemma can be found at http://commercialfreechildhood.org/screendilemma.