Additionally, parents who use technology to multi-task diminish their own productivity and become more inattentive to those around them (Small & Vorgan 2008). Radesky et al. (2014) found that parents often ignored children’s need for attention because they were already engaged with a mobile device. Fidler, Zack, and Barr (2010) similarly concluded that parents’ increased television use resulted in children spending large amounts of time alone and less time interacting with caregivers. This negatively impacted the ongoing attachment and bonding process between parent and child, resulting in a life-long impairment in emotional, cognitive, and social development (Fidler et al., 2010).
The Technology Concern is Two-Fold The cyber concern is two-fold, wherein potential parent addiction to technological devices and infant sustained contact with similar devices may independently and cumulatively affect attachment. First, cell phones adults check their phones about 50 times a day, with 18 to 24 year olds averaging 74 checks per day, 25 to 34 year olds 50 times per day, and 35 to 44 year olds 35 times per day. Physiologically, impulsively checking when the device rings or buzzes rewards the human body through the release of dopamine (Ritvo, 2012). This drive stems from the evolutionary roots of humans’ need to seek and forage for survival (Aiken, 2016), and from our innate sense of curiosity. So, people are biologically reinforced to relate to their devices. For parents, the urge to engage with their devices competes with the innate evolutionary programming meant to connect them with their baby, impeding tasks such as making eye contact, talking and singing, providing nurturing touch, and engaging in
The second issue relates to infants’ frequent and sustained contact with electronic devices. Birken et al. (2012) indicated that too much screen time may lead to speech delays. The World Health Organization (2014) raised additional concerns about infant/child exposure to the radiation emitted from mobile phones. Moreover, professionals are troubled that (2015) found that by age 1, more than one-third of babies had touched or scrolled the screen of a mobile device and that by age 2, over half had scrolled screens, watched a television show on the device, played video games, or used an application. Aiken (2016) highlighted how easy mobile devices are for children to use and explained how a parenting fallacy that children must always be occupied may reinforce this practice.
12 | PLAYTHERAPY | September 2018 |
www.a4pt.org
The tablet is now ubiquitous as a “toy” for toddlers… and parents often marvel at the swiftness with which their child learns to swipe a touchscreen. So simple, so easy, it seems almost intuitive. These devices, as well as mobile phones, have become a gamechanger in terms of screen time for children. Unlike a desktop or laptop, a tablet can be used by any child who is old enough to point a digit. The fundamental problem, I believe, is that modern perception (or misconception) that children need to be kept busy and occupied at all times. (p. 101)
Play therapists recognize that attuned, interactive, nurturing parent- infant/child play experiences are central to a child’s social-emotional development. Excessive screen media use by adults and young children can interrupt these essential affective exchanges, thereby interfering with crucial learning processes (Zilberstein, 2015). Diminishing opportunities for in-person interactions ultimately can interfere with secure attachment formation or other vital developmental learning tasks. Aiken (2016) highlighted how electronic media may impede babies’ capacity to learn and develop social and problem-solving skills.
If a baby spends too much time simply being cyber-stimulated and not connecting to the real world—with real people, real pets, real toys, and real objects—it could impair other important pre-academic skills such as empathy, social abilities, and problem-solving. These are things primarily learned by exploring the natural environment and using the imagination to spend time in unstructured, creative play. (p. 99)
Play therapists can take preventive or remedial stances in informing parents of secure attachment processes and helping them to form strong attachment bonds with their infants and children through interactive, nurturing parent-infant/child play activities.
How Can Play Therapists Address
These Issues? The Canadian Paediatric Society (2017) provided an excellent list of questions that play therapists can easily use with parents of young children, adapted and expounded upon here to include in an initial intake session. 1. What kind of screens are in your home (e.g., television, tablet, computer, smartphone, child toys, other)? Which does your child use? How long are they permitted to use these devices (per day, per week)? 2. Is watching television or programs/movies on other devices a shared family activity? What do you watch with your child? What does your child watch alone? 3. Does anyone in the family use screens during mealtimes? 4. Does your child use any kind of screen before bedtime? How long before bedtime? 5. Does your child use any kind of screen in the morning or before school? How long is s/he permitted to do so? 6. Is there a television or computer in your child’s bedroom? Is your child permitted to take mobile devices into the bedroom? 7. Does your family have rules or guidelines for screen use that everyone understands and shares?
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36
