Digital Disaster: The Effects of Excessive Technology and Problematic Parental Technology Use on Social Development in Early Childhood
Location
D.P. Culp Center Ballroom
Start Date
4-5-2024 9:00 AM
End Date
4-5-2024 11:30 AM
Poster Number
183
Name of Project's Faculty Sponsor
Marion Young
Faculty Sponsor's Department
Psychology
Competition Type
Competitive
Type
Poster Presentation
Presentation Category
Social Sciences
Abstract or Artist's Statement
Within the past several decades, the use of technology has continued to grow rapidly. Within the United States, children less than one to three years old are starting to use technology at increasing rates, with 75% to 96% of infants using it daily. Research has investigated the potential effects this increased use may have on children’s developing minds and relationships with others. Most research has examined the advantages and disadvantages of technology use on children’s physical, cognitive, and language development. However, as technology usage and screen time continues to grow for children and alter how they interact with others, it is important to also consider how this impacts social interaction and the parent-child relationship. The current study seeks to understand the effects of excessive technology usage on children's social development as well as the effects of excessive parental technology use on the parent-child relationship. The expected outcomes being that the excessive usage of technology in both children and parents will correlate with negative outcomes in child social development (e.g., lack of social skills, disruptive behavior in social interactions) and the parent-child relationship (e.g., less warmth, less interactions between parent and child). Furthermore, we also expected co-viewing (watching television/tablet with a child) and active participation (conversations between parents and their offspring about media content) will be a possible mediator between these two variables. Understanding the effects that screens may have on children (and parents), both positive and negative, can aid in determining the best practices for technology use designed to augment child development.
Digital Disaster: The Effects of Excessive Technology and Problematic Parental Technology Use on Social Development in Early Childhood
D.P. Culp Center Ballroom
Within the past several decades, the use of technology has continued to grow rapidly. Within the United States, children less than one to three years old are starting to use technology at increasing rates, with 75% to 96% of infants using it daily. Research has investigated the potential effects this increased use may have on children’s developing minds and relationships with others. Most research has examined the advantages and disadvantages of technology use on children’s physical, cognitive, and language development. However, as technology usage and screen time continues to grow for children and alter how they interact with others, it is important to also consider how this impacts social interaction and the parent-child relationship. The current study seeks to understand the effects of excessive technology usage on children's social development as well as the effects of excessive parental technology use on the parent-child relationship. The expected outcomes being that the excessive usage of technology in both children and parents will correlate with negative outcomes in child social development (e.g., lack of social skills, disruptive behavior in social interactions) and the parent-child relationship (e.g., less warmth, less interactions between parent and child). Furthermore, we also expected co-viewing (watching television/tablet with a child) and active participation (conversations between parents and their offspring about media content) will be a possible mediator between these two variables. Understanding the effects that screens may have on children (and parents), both positive and negative, can aid in determining the best practices for technology use designed to augment child development.