Understanding Technology Use Throughout Development: What Erik Erikson Would Say About Toddler Tweets and Facebook Friends
Abstract
Abstract
Infancy: “iPhone in the Babybag”
Katie, a mother of a 6-month-old baby, strolls through the neighborhood chatting on her cell phone with a friend and texts her husband to remind him to pick up fish for dinner. Later, while nursing on the park bench, she checks a nursing app to log the time of day and length of this breast-feeding. Once home, she checks in with an online community of mothers, and uploads photos to Facebook from her walk so that all the aunts, uncles, cousins, and friends can stay updated. Soon, it's time for the baby to take a nap. Katie remembers to record the time of her baby's nap on an app so that she can track his napping patterns and get tips on his sleep. Exhausted, she also lies down to take a nap and sets a sleep app to wake her up at a time during her sleep cycle that will maximize her alertness. Later, after her husband comes home from work, he pulls out his iPad and reads Good Night Moon. When the baby touches the screen, objects talk back to him.
Technology use
Developmental task
Guidance for clinicians
Toddlerhood and Preschool: “Toddler Tweets”
When Caleb, a 3-year-old boy wakes up crying in the morning, his mother hands him her iPhone. He easily finds the app to start playing Koi Pond and immediately settles down. While eating breakfast, his father flips on Sesame Street to amuse Caleb while he reads the newspaper. On the car ride to preschool, Caleb starts to protest having to go to school. His mother again hands him her iPhone to distract him. This time, he finds the music app and sings along to “The Wheels on the Bus.” Once he arrives at preschool, he heads for the water table and enjoys some spirited pouring and splashing. After a few minutes, it’s time for a media-rich curriculum, using video viewing of PBS programs, aimed at learning early literacy skills that will prepare him for kindergarten. After lunch, Caleb spends time on the playground riding on a tricycle and climbing on a jungle gym. When he returns home, he spends an hour or two watching PBS TV, while he has a snack, and his mother prepares dinner. At dinner, his parents are both monitoring their incoming emails on their phones, and Caleb, is clamoring to have a phone to play with. After dinner, he has a bath, and then sits on his mother’s lap, flipping through the digital pages of Yertle the Turtle.
Technology use
Developmental task
Guidance for clinicians
School Age: Technology and Education - Frenemies
Molly is an 11-year-old girl whose day begins by checking her Facebook page on her cell phone, which her parents got her for emergencies, but is used throughout the day. While getting dressed in the morning, she watches a rerun of Hannah Montana on the TV in her bedroom. At school, Molly is required to use the computer during her math class and enjoys her afternoon elective time in “Tech Ed.” During car pool, Molly and her friends sit in the back seat and watch a silly DVD about the adventures of three teenage girls. After school, her mother asks Molly if she’d like to play basketball with her in the nearby park, but Molly wants instead, to play a videogame. Her mom demurs, saying that she doesn’t really know how to play. Her mother doesn’t think to ask what the game rating is on the video game, nor does she use a V-chip on the TV to protect Molly from adult content that might be frightening to Molly. As the day winds down, Molly goes up to her bedroom to call a friend on her cellphone, watch TV, and check her Facebook page; her mother has no idea who she is talking to nor what she’s viewing.
Technology use
Development
Guidance for clinicians
Age Group | Resource Name | Link |
---|---|---|
Infancy | Media Recommendations | http://www.pediatricsdigest.mobi/content/128/5/1040.abstract |
Toddlerhood / Preschool | Screen use | http://www.lisaguernsey.com/screen-time.htm |
Latency | Video Game Rating Guide | http://www.esrb.org/ratings/ratings_guide.jsp |
Overview of Children Online | http://www.aacap.org/cs/root/facts_for_families/children_online | |
Basic Media/Internet Information for Parents | http://www.commonsensemedia.org | |
Adolescence | Internet Training for Parents | http://www.getnetwise.org/ |
Internet Safety | http://safetynet.aap.org/ | |
Children and Social Networking | http://www.aacap.org/cs/root/facts_for_families/children_and_social_networking | |
Emerging Adulthood | Society for Emerging Adulthood | http://www.ssea.org/resources/related_links.htm? |
Adolescence: TXTing and SEXting, oh’ my
Eliza is a 15-year-old high school sophomore who is proud to have 500 Facebook friends. During the course of her day, she will spend almost 11 hours doing a combination of checking her Facebook wall for new messages on her cell phone, listening to music while she does her homework, watching TV shows on her computer, and texting her friends. When she gets home, her mother calls her over several times for some, “Hey, look at this,” moments. Later, her father asks for her help setting up Google alerts so he won’t miss any Van Morrison concerts. While he felt a bit clueless having to ask for help, he knows that his daughter knows so much more about the online world and he’s grateful for her assistance. Before bed, Eliza sends a text to a friend that was meant to be funny but was received as snide and sarcastic. Eliza is trying to correct her intent, but as she does this she quickly fires off a few messages in frustration that she later regrets. She wishes she could take them back. She tosses and turns as she worries about seeing her friend in school and worries about who else already knows about her misfires.
Technology use
Development
Guidance for clinicians
Mnemonic | Intended to Address |
---|---|
W | Wide-audience |
“W” asks the question: Would I say this in front of a school assembly? If a teenage boy, for example, has 800 friends on Facebook, it is then helpful for have him visualize standing in from of 800 peers at a school assembly reading his Facebook posting aloud. Still sound like a good idea? | |
A | Affect |
“A” asks the question: Am I in a good emotional place right now? Drawing from the basic notion that thoughts and feelings are connected, here teens learn to think about the ways in which their mood might be affecting what they are about to say. | |
I | Intent |
“I” asks the questions: Might my intent be misunderstood? The teen tries some perspective-taking to determine if his or her comment might be misunderstood. For example, does the posting, “I have no regrets,” imply that the teen is proud and feeling accomplished, suicidal and determined to die, or some other option? | |
T | Today |
…tomorrow, or the next day? “T” asks the question: Can this wait a day? In an effort to slow the emotional drive that pushes teens to post to the internet, this intervention asks teens to evaluate the urgency of what they are about to say. Why is it so urgent? What will happen if I wait? |
Emerging Adulthood: Separating and Helicoptering
As Sam walks from one college classroom to another, he calls his mother so that he doesn’t appear aimless and lonely as he passes by his peers, almost all of whom are also on their cell phones. As soon as he arrives, he tells his mother he has to get off. During class, he takes notes on his laptop, but has several screens open—he’s checking the latest sports news, posting a message on his Facebook wall, and checking for airfares for his trip home for the holidays. He may send a few texts during class, the first of about 40 he’ll send and receive during the day. After class, Sam had planned to go to the library, but decides instead to play a videogame with his roommate. When he does go to the library, he is able to access the assigned readings on his computer. While there, he manages to text his friends, do his economics reading and watch a video clip. He easily makes plans to meet a dozen of his friends from his Google Circle for dinner at a local restaurant. When it’s time to go to bed, he’ll place his cell phone right next to his pillow, so that he will be sure to hear any incoming texts or calls during the night.
Technology use
Development
Guidance for clinicians
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