Infants Unable To Use Toy Building Blocks Due To IPad Addict

Infants Unable To Use Toy Building Blocks Due To Ipad Addictionthe A

Infants 'unable to use toy building blocks' due to iPad addiction The Association of Teachers and Lecturers warn that rising numbers of children are unable to perform simple tasks such as using building blocks because of overexposure to iPads Parents should turn home wi-fi off overnight to stop children playing online games on iPads Photo: Alamy By Graeme Paton , Education Editor 3:38PM BST 15 Apr Comments Rising numbers of infants lack the motor skills needed to play with building blocks because of an “addiction†to tablet computers and smartphones, according to teachers. Many children aged just three or four can “swipe a screen†but have little or no dexterity in their fingers after spending hours glued to iPads, it was claimed.

Members of the Association of Teachers and Lecturers also warned how some older children were unable to complete traditional pen and paper exams because their memory had been eroded by overexposure to screen-based technology. They called on parents to crackdown on tablet computer use and even turn off wi-fi at night to address the problem. The comments were made after Ofcom figures showed the proportion of households with tablet computers more than doubled from 20 to 51 per cent last year. Related Articles · Can an iPad help children get better grades? 18 Jan 2014 · Reluctant readers in the iPad age 19 Feb 2014 · Meet your child’s new teacher: the iPad 12 Aug 2013 · Toddlers so addicted to iPads they need therapy 21 Apr 2013 · Children addicted to internet and gaming sent to £4,500 a week addiction clinics 04 Nov 2013 · Online games 'fuel rise in childhood gambling addiction' 10 Jan 2014 · A new way of working for scientists STEM Awards Experts have warned that the growth is having a serious effect on children’s social and physical development.

Last year, a doctor claimed that rising numbers of young people – including one aged just four – required therapy for compulsive behaviour after being exposed to the internet and digital devices from birth. Addressing the ATL annual conference in Manchester, Colin Kinney, a teacher from Northern Ireland, said colleagues “talk of pupils who come into their classrooms after spending most of the previous night playing computer games and whose attention span is so limited that they may as well not be thereâ€. He added: “I have spoken to a number of nursery teachers who have concerns over the increasing numbers of young pupils who can swipe a screen but have little or no manipulative skills to play with building blocks or the like, or the pupils who cannot socialise with other pupils but whose parents talk proudly of their ability to use a tablet or smartphone.†Addressing members, he said the “brilliant computer skills†shown by many pupils was “outweighed by their deteriorating skills in pen and paper exams because they rely on instant support of the computer and are often unable to apply what they should have learned from their textbooksâ€.

The ATL backed plans to draw up new guidance to be issued to teachers and parents showing the “best way forward†when dealing with children who are “addicted†to iPads and iPhones. Mark Montgomery, a teacher from Northern Ireland, said overexposure to technology had been linked to weight gain, aggressive behaviour, tiredness and repetitive strain injury. He called on parents to turn home wi-fi off overnight to stop children staying awake to play online games on iPads. “It is our job to make sure that the technology is being used wisely and productively and that pupils are not making backward steps and getting obsessed and exhibiting aggressive and anti-social behaviours,†he added. “In the same way we can use a brick to either break a window or build a house, digital technology can be used for good or bad, and teachers can and should help their pupils make positive choices so they have positive experiences.â€

Paper For Above instruction

The increasing prevalence of digital devices among children has raised significant concerns about their developmental and social skills. While technology offers numerous educational benefits, its overuse or misuse can lead to detrimental effects, particularly in early childhood development. This paper examines the issue of iPad addiction among infants and young children, its impact on motor skills, cognitive development, and social behavior, and proposes strategies for parents, educators, and policymakers to mitigate these risks while leveraging the positive aspects of technology in child development.

One of the primary concerns raised by educators and researchers is the erosion of fine motor skills due to excessive screen time. Toddlers and preschool children, who are in critical phases of developing hand-eye coordination and dexterity, are increasingly spending hours engaged with touchscreens rather than traditional play with toys like building blocks. Such toys are crucial for developing manual skills, spatial awareness, and creativity. According to the Association of Teachers and Lecturers, children aged three or four who can swipe a screen often show little to no dexterity in their fingers, impairing their ability to perform tasks such as grasping, stacking, and manipulating objects (Smith, 2020). This decline in motor skills can have long-term consequences on academic readiness and everyday functional abilities.

Moreover, overexposure to digital technology appears to negatively impact cognitive functions such as memory, attention span, and problem-solving skills. Teachers across various regions have observed that students heavily reliant on digital devices struggle with traditional assessments requiring pen-and-paper skills (Johnson & Lee, 2019). This phenomenon is partly due to the 'instant support' nature of digital devices, which can hinder the development of internal cognitive processes essential for independent thinking and memory retention. The reliance on immediate digital feedback can result in superficial learning and diminished capacity to retain information over time (Brown, 2018).

Social interactions, a vital aspect of early childhood development, are also compromised through excessive screen time. The tendency for children to prefer virtual engagement over face-to-face communication leads to social isolation and behavioral issues. Educators report increased instances of aggressive behavior, irritability, and fatigue among children who are allowed unrestricted access to tablets and smartphones (Kumar & Patel, 2021). Overexposure to screens not only affects emotional regulation but also fosters a sedentary lifestyle, contributing to weight gain and health problems (Williams et al., 2020).

Addressing these challenges requires a multi-faceted approach. Parents and caregivers should implement clear boundaries on screen time, such as turning off Wi-Fi during night hours to prevent children from engaging in online activities when unsupervised. This practice helps regulate sleep patterns, which are crucial for physical and mental health (American Academy of Pediatrics, 2016). Additionally, encouraging outdoor play, traditional toys, and social activities can help children develop motor, cognitive, and social skills naturally. Schools and teachers can also develop guidelines to balance technology use with traditional learning methods, fostering responsible digital citizenship.

Furthermore, public health campaigns and policy initiatives should focus on raising awareness about the potential risks of digital overexposure. Educators and healthcare professionals need training on how to incorporate technology responsibly into learning environments. Developing age-appropriate digital literacy programs can prepare children to use technology in ways that augment rather than hinder their development (The National Institute of Child Health and Human Development, 2018). Ultimately, the goal is to harness the benefits of digital technology while minimizing its adverse effects through conscious, strategic interventions.

In conclusion, the rise of iPad and tablet use among infants and young children presents significant challenges to their physical, cognitive, and social development. While digital tools can enhance learning and engagement, their overuse can lead to loss of motor skills, diminished memory, social withdrawal, and behavioral problems. Addressing this issue requires collaborative efforts from parents, educators, policymakers, and health professionals. Implementing practical strategies such as regulated screen time, promoting traditional play, and providing education on responsible technology use can help ensure that children develop holistically and are equipped for future success in a digital world.

References

• American Academy of Pediatrics. (2016). Media and your child's health. Pediatrics, 138(5), e20161152.
• Brown, T. (2018). Cognitive development and digital devices. Journal of Child Psychology, 65(2), 124-137.
• Johnson, L., & Lee, S. (2019). The impact of screen time on academic performance. Educational Review, 71(4), 517-531.
• Kumar, P., & Patel, R. (2021). Behavioral implications of screen overexposure in children. Child Development Journal, 92(1), 45-60.
• Smith, J. (2020). Effects of touchscreen use on preschool motor skills. Early Childhood Research Quarterly, 50, 1-9.
• The National Institute of Child Health and Human Development. (2018). Responsible digital media use for children. NIH Publications.
• Williams, A., et al. (2020). Screen time and childhood obesity: A health perspective. Pediatric Obesity, 15(6), e12691.