Toddlers having screen time is a controversial topic among many parents. The World Health Organization (WHO) recommends that children under five spend no more than one hour a day looking at a screen. Whether it is a Ms Rachel video, an episode of Peppa Pig or a literacy or numeracy activity, the issue divides children, parents and educators. BBC News NI has spoken to three people who work with young children to find out their views. At St Teresa's Nursery School in west Belfast, children have access to screen time on a regular basis. Its principal, Clare Evans, believes using digital technology will enhance children's learning, but must be safe. "We had a wee boy who came in who was very, very passive," Clare told BBC News NI. "He was shy, reluctant to make eye contact and he found it difficult to engage with the activities, even though we had lots of sensory things. Through digital learning, he started to thrive. "We were able to present things to him in a way in which he understood." Nursery staff used a tablet to play farm animal sounds, display QR codes for him to scan and created an interactive whiteboard to demonstrate his understanding of numbers and letters. "It isn't about children sitting watching Peppa Pig or whatever all day, it's about providing multiple means of engagement for the children and seeing how we can make adjustments to encourage them to learn and develop, not focusing on deficits." In west Belfast, nursery schools have been working together to identify trends nurseries are experiencing with how ready children are for school. Ms Evans said after Covid-19 more children have been coming into school with a "lack of readiness" for their age. "We have so many more children coming in with nappies on, not speaking, dummies, not able to jump on two feet, things like that. "It's a combination of factors: people in the house more, a lack of social interaction, stress levels are high and it is particularly prevalent among families who are living in poverty." The nursery schools have identified three key areas which need improvement: engagement, communication and regulation. "We are seeing massive improvements among pupils in these areas, through the use of digital technology," said Clare. At Petite Feet, a private day nursery in Newtownabbey, Country Antrim, tablets and TVs are not part of the daily agenda. Owner Aaron Ferguson told BBC News NI that staff "are actually quite proud of the fact that when you leave your child to our nursery they don't have access to screens". "There probably are some positives to using screens but, for us, we don't feel that at this age - under five - they need any more of it than they are already exposed to outside of nursery," he said. "We try to get the children outside as much as we can, we love music and movement, playing with Play-Doh, things like that." He stated the day can be busy and there isn't time for digital tech. "I don't really see the point in putting your child in childcare where there are highly trained staff and so many other amazing resources around you and they're just put in front of a screen. "I understand that screens can be used as educational tools... but at an early age, for us, it's about interacting with peers, adults, getting a feel for things and physically doing stuff together." Prof Karen Winter from Queen's University Belfast co-authored the UK-wide Toddlers, Tech and Talk project, led by Prof Rosie Flewitt from Manchester Metropolitan University. It considered how children from birth to the age of three engage with digital technologies. "There are different parental views as to the purpose of nurseries and the role of staff within them," said Prof Winter. She added that nurseries have varied approaches to digital tech, some include it as a part of a child's daily routine, with music from Alexa or tablets to search for information on objects, colours etc. Prof Winter said it is "increasingly common" for certain settings to use "digital documentation apps" as a way to document children's learning. "The differences in approach are all understandable given the young age of the children," she added. Prof Winter said there are "benefits" to children having access to digital technology and there are benefits against it. She added the approach to digital use should be a discussion between the nursery and parents.
Should children at nursery have screen time?
TruthLens AI Suggested Headline:
"Debate Over Screen Time for Toddlers in Nursery Settings"
Bbc News
7.4
TruthLens AI Summary
The debate surrounding screen time for toddlers remains a contentious issue among parents and educators, particularly in nursery settings. The World Health Organization (WHO) advises that children under five should limit their screen exposure to one hour per day. Various perspectives exist on how digital technology can be leveraged in early childhood education. For instance, Clare Evans, the principal of St Teresa's Nursery School in west Belfast, advocates for the integration of digital learning as a means to enhance engagement and understanding among children. She recounts a specific case of a shy boy who, through the use of interactive digital tools, began to thrive in his learning environment. This approach is not about passive consumption of content like watching cartoons; rather, it focuses on using technology to create engaging experiences that encourage children to interact, learn, and develop essential skills. Evans notes that in the wake of the COVID-19 pandemic, many children are entering school less prepared, with various developmental delays that can be addressed through targeted digital interventions.
In contrast, some educators, such as Aaron Ferguson, the owner of Petite Feet nursery in Newtownabbey, believe that screen time should be limited, especially for children under five. Ferguson emphasizes the importance of physical activity, social interaction, and hands-on experiences over screen exposure. He argues that with the wide array of resources available in a nursery setting, children should engage with their environment rather than be placed in front of screens. This sentiment is echoed by Professor Karen Winter from Queen's University Belfast, who highlights the varying approaches nurseries take towards digital technology, suggesting that the conversation about screen time should involve both parents and educators. While there are recognized benefits to using digital tools in early childhood education, the differing perspectives underscore the need for a balanced approach that considers the developmental readiness of children and the educational goals of nurseries.
TruthLens AI Analysis
The news piece addresses a hotly debated issue regarding screen time for toddlers in nursery settings. With the World Health Organization recommending limited screen exposure for children under five, the article brings forth various perspectives from educators on the implications of screen use in early childhood education.
Purpose Behind the Publication
The article aims to inform parents and educators about the ongoing discussion regarding screen time for young children. By showcasing differing opinions, it encourages readers to consider the nuances of this debate. Highlighting the experiences of a nursery principal who advocates for controlled screen use suggests an intention to normalize the integration of technology into early learning, thereby influencing public perception on this matter.
Community Perception
This article seeks to create a balanced view of screen time, presenting it as a tool for engagement rather than merely entertainment. By focusing on the positive outcomes of screen use in educational settings, it may cultivate a more accepting attitude among parents and educators toward technology in early childhood development.
Possible Concealments
While the article emphasizes the benefits of screen time, it may downplay the potential risks associated with excessive exposure, such as impacts on social skills or physical development. By not addressing these concerns thoroughly, the piece could be seen as promoting a specific narrative that favors technology use in early education.
Truthfulness of the Article
The information presented appears factual and is supported by the opinion of an educator. However, it could be argued that it selectively highlights positive experiences while neglecting a more critical examination of screen time's downsides.
Societal Implications
The article could influence parents' attitudes towards screen time, potentially leading to more liberal views on technology use for young children. This shift may affect educational practices and policy discussions, particularly in the wake of increased screen dependency during the COVID-19 pandemic.
Target Communities
The piece likely resonates more with progressive educators and parents who are open to integrating technology into learning environments. It may appeal to communities that prioritize education innovation and are willing to embrace modern teaching tools.
Economic Impact
While the article does not directly address stock markets or specific industries, increased acceptance of educational technology could benefit companies focused on early childhood learning tools and applications. This could lead to investment opportunities in the edtech sector.
Global Power Dynamics
In a broader context, the discussion around screen time reflects ongoing global trends in education technology. The rise of digital learning platforms is pertinent to current discussions about educational equity and access, especially in the wake of disparities highlighted by the pandemic.
Potential AI Involvement
There is a possibility that AI tools were used in drafting or editing the article, particularly in structuring the narrative and presenting information. AI models could assist in analyzing trends or summarizing opinions, which might influence how the argument is constructed.
Manipulative Elements
The article may exhibit manipulative elements by emphasizing the positive aspects of screen time while neglecting the potential negative consequences. This could lead to a biased understanding of the issue among readers. The language used is supportive of technology, which could be seen as a subtle form of advocacy rather than a neutral presentation of facts.
In conclusion, while the article provides valuable insights into the debate surrounding screen time for children in nursery settings, it may exhibit bias by focusing primarily on positive outcomes and omitting potential drawbacks. This selective representation could lead to a skewed understanding of the issue among parents and educators.