ICTs and Children - Social Development
(Redirected from Computer Technology and Children - Social Development)
Current research indicates that computer use can contribute to a child's self-perception and affect their socialisation in a variety of ways in school and at home which can consequently impact on their social development (Wartella & Jennings, 2000). Existing research indicates that moderate computer use does not significantly impact children's social skills and relationships with friends and family either positively or negatively, however it has been suggested that spending a disproportionate amount of time on any one leisure activity at the expense of others will hamper social and educational development (Subrahmanyam, Kraut, Greenfield & Gross, 2000; Von Feilitzen & Carlsson, 1999).
At the forefront of concern is the fact that excessive computer use may affect children's social development through ‘social isolation’. By the age of seven, a child's interactions with family, peers, school, community networks, and media all play an important role in the development of interpersonal skills and social competence (Shields & Behrman, 2000; Valkenburg, 2004). Concerns have been raised that children may be losing this social interaction and may be forming “electronic relationships� with the machine instead of friendships with their peers, hindering the development of interpersonal skills (Calvert, Jordan & Cocking, 2002; Subrahmanyam, Kraut, Greenfield & Gross, 2000; Shields & Behrman, 2000). Studies have shown that 20% of children aged between 8 and 18 report having a computer in their room, 11% have internet access and over 60% of all computer time is spent alone (Calvert, Jordan & Cocking, 2002). These results indicate that the computer is often used in solitude, which consequently increases social isolation.
Concerns have also been raised regarding the effect of computers on social development in the school setting. Although it is common for schools to use computers in a group setting, concerns have been raised about the possibility that computers may be used to replace child-to-child and child-to-teacher relationships (Shields & Behrman, 2000). Alternatively, some researchers believe computer use has a positive social effect on children. Such researchers have made claims that in the school environment, shared computers have been found to lead to group interaction and cooperation rather than social isolation. Various studies have shown that computers can facilitate social interaction and cooperation, friendship formation, and constructive group play (Wartella & Jennings, 2000).
References
Calvert, S., Jordan, A., & Cocking, R. (2002). Children in the Digital Age: Influences of Electronic Media on Development. Westport: Praeger Publishers, ISBN 0275976521
Shields, M., & Behrman, R. (2000). Children and Computer Technology: Analysis and Recommendations. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [1]
Subrahmanyam, K., Kraut, R., Greenfield, P., & Gross, E. (2000). The Impact of Home Computer Use on Children’s Activities and Development. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [2]
Valkenburg, P. (2004). Children’s Responses to the Screen: A Media Psychological Approach. New Jersey: Lawrence Erlbaum Associates, ISBN 0805847642
Von Feilitzen, C., & Carlsson, U. (1999). Children and Media : Image Education Participation. Sweden: Livrena Grafiska AB, ISBN 9163078759
Wartella, E., & Jennings, N. (2000). Children and Computers : New Technology - Old Concerns. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [3]
