The Question of Screen Time- Post 1
I plan to devote some time this week to looking at the question of screen time. I’m planning to look at the original definition, and how the evolution of technology may lend itself to a different view of what “screen time” may be. I am sure that a computer programmer who spends most of his or her day working on a tough big of code doesn’t feel the day was wasted. I threw out the phrases “active” and “passive” screen time. I have heard the concepts discussed in the Ed Tech world, but now I plan to compile information to support differentiation of these two variations of technology engagement.
My thoughts tonight, though, are more personal in nature. My son. He’s not quite two, yet I see a significant difference in various screen time he experiences.
I was more careful with Emma to limit her time in front of a TV. She was almost a year and a half before we really started allowing her to choose that medium as an option for her day. With a second child, it is different. Mathias has had more access to media through Emma’s influence. We have a few movies that Emma may pick that fit into the classic screen time vision. When the show starts, the kids freeze and stare blankly at the moving pictures. Some of these they are choosing are actually well written, quality produced shows. I won’t name them here, as I believe there are moments when relaxing to a show for entertainment isn’t the end of the world.
There are others shows though, that I will actually name. The classic Sesame Street has moments that truly can engage children built into the script. Times to get up, dance, stretch and be active. These do catch my children’s attention.
The transformational show for Mathias, though, is Diego. Last week, there was a night when Mat was almost uncontrollably fussy. I don’t know if it was the three teeth coming in, an interrupted nap… or any of the other various maladies that can plague an almost-two year old. Yet, his vocabulary isn’t sophisticated enough to tell me what was wrong. So, I did compromise for my sanity’s sake. And, I turned on Diego.
My son, who couldn’t tell me what was bothering him, was suddenly replying to Diego in Spanish. He was moving around the room, marching along with the characters. Later, he was tiptoeing quietly past the sleeping animals. He wasn’t passive. He wasn’t spaced out watching a story unfold in front of him. He was part of the story. Yesterday, I turned on Diego as I finished up a task that would take 1/10th of the time without a child underfoot. I looked up and saw Mathias flapping like a condor… and singing along in Spanish.
Is there a difference in this experience than the zombie-like watching mode? Can you give me any guidance in defining the distinctions? Am I the only one who sees a difference in a child’s experience with media based on the presentation?