Background
Teenagers spend a lot of time staring at devices, which might conflict with getting proper exercise, finishing homework, and spending time with friends. Teens are more self-sufficient, but parents must still monitor how their children use technology (Ashton and Beattie). Teens may need to devote more time to completing schoolwork, but they could also spend a significant amount of time on social media, enjoying games, or consuming TV and videos. Screen time should not be used to substitute time spent sleeping, eating, exercising, learning, and connecting with relatives and friends. Parents should maintain control of their children’s screen time and monitor what they do online.
Screen Time
Young individuals are usually exposed to large quantities of screen material. Even though it has been demonstrated that modest amounts of high-quality entertainment media have a favorable effect on development, the latest findings advocate restricting children’s usage of mobile gadgets (Schoeppe et al.). Because mobile devices are portable, they may be utilized in any location, such as while waiting for meetings or in line at the supermarket. As a result, screen time may interfere with responsive relationships with parents or the practice of self-soothing activities that promote optimum development.
Social Life
Today, children are closely connected to the technological world, but there are reasons for limiting the constant presence of children on the Internet. Children learn best when they connect with people rather than devices (Straker et al.). Children can only know the delicate principles of social interaction through real-life discussion. Making eye contact, utilizing and recognizing humor, proposing a new subject, and understanding how to maintain a conversation partner’s concentration are all things that may help your child’s communication skills improve.
Real-Life Skills
Regardless of the Internet, the development of a child is also an essential part of education. A child can position himself as a professional in online games, but in order to receive the benefits of life, he needs to develop in real life. Youngsters, like parents, have a limited number of hours in the day. Reducing screen time to allow a youngster to acquire abilities in other domains is a no-brainer (Horowitz‐Kraus and Hutton). People who restrict their children’s screen time give them the opportunity to try new activities and crafts that they would not have tested otherwise.
Sleep Time
Unfortunately, at the moment, most children are under constant stress due to the fact that they do not have enough time for sleep. Most often, this is due to the fact that the child studies a lot, attends additional classes, and also tries to live socially both in life and on the Internet (Domingues‐Montanari). Poor sleep patterns can have an impact on a child’s attitude, behavior, and attention (Pérez-Farinós et al.). Youngsters who have trouble falling asleep will definitely struggle to listen and learn throughout the day.
Conclusion
To summarize, screen time should never be used to replace time spent sleeping, eating, working, studying, or interacting with family and friends. Parents should keep a close eye on their children’s screen media and what they do digitally. Children are now inextricably linked to the electronic world, yet there are grounds to limit their persistent presence on the Internet. Making eye contact, using and appreciating humor, suggesting a new topic, and learning how to keep a discussion partner’s attention are all things that may assist the child’s communication skills to grow. People who limit their children’s screen time allow them to attempt new hobbies and handicrafts that they would not have tried otherwise.
Works Cited
Ashton, James J., and R. Mark Beattie. “Screen time in children and adolescents: is there evidence to guide parents and policy?.” The Lancet Child & Adolescent Health 3.5 (2019): 292-294.
Domingues‐Montanari, Sophie. “Clinical and psychological effects of excessive screen time on children.” Journal of pediatrics and child health 53.4 (2017): 333-338.
Horowitz‐Kraus, Tzipi, and John S. Hutton. “Brain connectivity in children is increased by the time they spend reading books and decrease by the length of exposure to screen‐based media.” Acta pediatrics 107.4 (2018): 685-693.
Pérez-Farinós, N., Villar-Villalba, C., Sobaler, A. M. L., Saavedra, M. Á. D. R., Aparicio, A., Sanz, S. S., Anta, R. M. O. “The relationship between hours of sleep, screen time and frequency of food and drink consumption in Spain in the 2011 and 2013 ALADINO: a cross-sectional study.” BMC public health 17.1 (2017): 1-12.
Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovacs, E., Van Lippevelde, W. “The influence of parental modeling on children’s physical activity and screen time: does it differ by gender?.” The European Journal of Public Health 27.1 (2017): 152-157.
Straker, L., Zabatiero, J., Danby, S., Thorpe, K., Edwards, S. “Conflicting guidelines on young children’s screen time and use of digital technology create policy and practice dilemmas.” The Journal of pediatrics 202 (2018): 300-303.