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In his new book, \u003cem>The New Childhood,\u003c/em> his argument is that we're not spending enough screen time with our kids.\u003c/p>\n\u003cp>\"One of the things I suggest in the book is that kids should be starting on social media much younger,\" he says. And, play more video games with your kids, too.\u003c/p>\n\u003cp>After Shapiro's divorce, he found himself solo parenting two little boys (now 11 and 13) who were obsessed with video games. He started playing the games simply as a way to connect with them. Then he discovered connections between the emotional catharsis and interactive storytelling on the screen, and thinkers like Carl Jung and Plato. He came to realize that part of his job as a parent was to help his children make sense of their online experiences and teach them how to uphold enduring values in the new world they are living in.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, he thinks about the intersection of child development and digital media as a senior fellow for the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> and nonresident fellow in the Center for Universal Education at the \u003ca href=\"https://www.brookings.edu/experts/jordan-shapiro/\">Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>Shapiro spoke to NPR about his new book and approach. The following interview has been shortened and edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>You teach the core curriculum at Temple University and helped adapt it to an online version. How do your studies inform your thinking about YouTube and Facebook? \u003c/strong>\u003c/p>\n\u003cp>My background is ancient philosophy. I think we have very few new values. I love the old stuff — Plato and Homer. All the world's great religions have tons of wisdom to offer us in a changing world. We need to figure out how to apply how they lived to a very different time and place. If you look historically — let's say every hundred years, there's these huge transitions that require giant adaptations so [the old ways] are still meaningful.\u003c/p>\n\u003cp>\u003cstrong>You talk in the book about how a lot of expert advice focuses on simply limiting the screens, but that doesn't help us teach our kids how to make that kind of transition or that adaptation, to interact ethically in the digital world.\u003c/strong>\u003c/p>\n\u003cp>Right. People are trying to do things like device-free dinner because they are scared of the way work and home have enmeshed.\u003c/p>\n\u003cp>Home was safe, and now these devices bring the entire world inside. Are your kids home or are they in Fortnite? They're here and somewhere else — in the ugly agora and within the beautiful picket fence.\u003c/p>\n\u003cp>\u003cstrong>But it's good to have some respite from the outside world and the digital world, right?\u003c/strong>\u003c/p>\n\u003cp>Sure. We have family dinner in our house. It's mostly device-free. No one should be watching YouTube videos the whole time. But most of the time we have conversations that necessitate pulling up a YouTube video or Googling something to make a point.\u003c/p>\n\u003cp>They're not going to learn good date behavior if they've never had a phone before.\u003c/p>\n\u003cp>How are we going to maintain those positive things, the compassion, ethics, good social skills and intimate relationships, if we're teaching them to live in a world that doesn't look like the world they're living in?\u003c/p>\n\u003cp>\u003cstrong>Can you give some more concrete examples of how you teach kids to maintain positive values in the digital world?\u003c/strong>\u003c/p>\n\u003cp>Let's take violent video games. All tools should be facilitating our ability to create a more meaningful, more just world. Sometimes our children are going to seek out violent games.\u003c/p>\n\u003cp>And we teach them violence is bad, but playing violent make-believe isn't necessarily bad.\u003c/p>\n\u003cp>\u003cstrong>Do you still play video games with your kids? What do you do if you're just not a gamer? I'm not. \u003c/strong>\u003c/p>\n\u003cp>Not as much, because they're much better than me now. But I still talk to them about it; I ask them to show me what they're playing; I'll watch them. I'll tease them and say, this looks stupid, explain to me why you're interested. You can tell them the reasons you don't like it, as long as it's a conversation and not a scolding.\u003c/p>\n\u003cp>We teach them how to make sense of the narratives they construct. Whether you're talking about video games or social media or YouTube, how do you enable them to construct a meaningful narrative in relationship to these artifacts?\u003c/p>\n\u003cp>\u003cstrong>And your approach seems to be kind of like the Socratic method — you ask questions.\u003c/strong>\u003c/p>\n\u003cp>That's part of it, yes. So my sons are into these YouTube videos where kids open toys. It's the most disgusting representation of consumerism I can imagine. Just a terrible kind of video.\u003c/p>\n\u003cp>\u003cstrong>It's incredibly popular too — in fact an 8-year-old with a toy channel was the \u003c/strong>\u003ca href=\"https://www.forbes.com/sites/natalierobehmed/2018/12/03/highest-paid-youtube-stars-2018-markiplier-jake-paul-pewdiepie-and-more/#2092f651909a\">\u003cstrong>top moneymaker on YouTube \u003c/strong>\u003c/a>\u003cstrong>last year.\u003c/strong>\u003c/p>\n\u003cp>Right. I don't think, 'Oh it shouldn't exist.' I'm in favor of free speech. But then if my kids watch it, I want to have the conversation about why I find this attitude so weird and problematic, and I want to teach them to think about it that way. So now after having lots of these conversations, the first thing they do with every YouTube video they watch is ask, who paid for it, what are they trying to sell me?\u003c/p>\n\u003cp>\u003cstrong>So the idea is that they internalize your ethical voice? \u003c/strong>\u003c/p>\n\u003cp>We spend their entire lives teaching them how to share, how to get along. The alternative is throwing 20 kids into a room, locking the door, and saying don't worry, they'll end up hugging. That's kind of what we do when we put a hormonal prepubescent on social media for the first time.\u003c/p>\n\u003cp>\u003cstrong>And this is why you say kids should be starting on social media much younger than they are? \u003c/strong>\u003c/p>\n\u003cp>If we want to get rid of the horrible stuff happening on Twitter right now, then we need to model it for kids when they're 7 and all they want to do is be like their parents. I think we should have church groups and sports teams, small social media groups, so adults can model what to do. Or large families can have a family social network. You can share pictures and maybe you do gently tease someone, so they see the difference between kind and mean teasing.\u003c/p>\n\u003cp>\u003cstrong>This came up recently in \u003c/strong>\u003ca href=\"https://www.npr.org/2018/12/17/672976298/teen-girls-and-their-moms-get-candid-about-phones-and-social-media\">\u003cstrong>one of my conversations\u003c/strong>\u003c/a>\u003cstrong> with a 16-year-old girl and her mother. She was exasperated that all her aunts were following her on Instagram, using her childhood nickname, leaving embarrassing comments, but her mother was happy to have so many people looking out for her. \u003c/strong>\u003c/p>\n\u003cp>I learned to be able to have a civil argument at holiday dinners. I watched my parents, uncles and aunts have political arguments, with love and kindness, also sarcasm and also teasing. That's how I know how to do it at a dinner table.\u003c/p>\n\u003cp>\u003cstrong>The American Academy of Pediatrics supports this idea of \u003c/strong>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone\">\u003cstrong>joint media engagement\u003c/strong>\u003c/a>\u003cstrong>, basically engaging alongside your kids, as you suggest, whether with games, videos or social media. But isn't there such a thing as too much screen time? \u003c/strong>\u003c/p>\n\u003cp>When people talk about \u003ca href=\"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing\">addiction\u003c/a>, I think it's weird we want to blame the digital media because you can form unhealthy relationships with lots of things — food, sex, work, money.\u003c/p>\n\u003cp>And what we do is we try to teach people how to not develop those relationships.\u003c/p>\n\u003cp>We don't blame the eating, sex, work or money itself.\u003c/p>\n\u003cp>And what I'm often trying to explain is that we're seeing unhealthy relationships because we're leaving our kids to figure it out on their own.\u003c/p>\n\u003cp>\u003cstrong>We're using screens as a babysitter.\u003c/strong>\u003c/p>\n\u003cp>There's an \u003ca href=\"https://link.springer.com/epdf/10.1007/s10826-018-1275-1?shared_access_token=lCeQFSZTAuO_9PGzu4lG9_e4RwlQNchNByi7wbcMAY64_I8hc_BePk8u2g_IhOrpHidAD8vgEsN7V_IHAO8GTKUXwgNS7ImCRwSafWFv_HfUYDYThEraoqdQh1W7jIqw_RQtGXJEITw9WPzTmp-zvMyi8tozMidIGEXJcartKLM%3D\">interesting study\u003c/a> that recently came out that looked at how parents and young children were interacting around devices. It showed that this joint media engagement is not happening.\u003c/p>\n\u003cp>Most interactions are negotiations about how much to use, or tech support kinds of things. And almost no discussion of what they're actually doing on the screen, and when it is discussed it's usually initiated by the kids.\u003c/p>\n\u003cp>\u003cstrong>I feel like part of the problem is that parents are getting essentially abstinence-only education, like in sex education. \u003c/strong>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/08/23/545289168/abstinence-education-is-ineffective-and-unethical-report-argues\">\u003cstrong>The research on that \u003c/strong>\u003c/a>\u003cstrong>says, if all you hear is, \"Just say no,\" it has no positive effects. \u003c/strong>\u003c/p>\n\u003cp>Nobody actually thinks we're going to have a world without [tech]. They're aiming for that healthy relationship. A healthy relationship is you being able to have the autonomy to make good decisions. That's what we're trying to teach our kids — to make those decisions. If we make it all about here's the restrictions, the on/off switch mentality, that doesn't teach them to make smart, autonomous decisions.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR is partnering with Sesame on a new \u003c/em>\u003ca href=\"https://www.npr.org/about-npr/676029951/nprs-life-kit-podcasts-tools-to-help-you-get-it-together?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social\">podcast\u003c/a> \u003cem>called Life Kit. Much like Jordan Shapiro's\u003c/em> \u003cem>new book, it\u003c/em> \u003cem>will provide overviews of problems or questions in areas where NPR has deep expertise — starting with personal finance, health and wellness, and parenting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Forget+Screen+Time+Rules+%E2%80%94+Lean+In+To+Parenting+Your+Wired+Child%2C+Author+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book, \u003cem>The New Childhood,\u003c/em> Jordan Shapiro argues that we're not spending enough screen time with our kids.","status":"publish","parent":0,"modified":1547627581,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1600},"headData":{"title":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says | KQED","description":"In his new book, The New Childhood, Jordan Shapiro argues that we're not spending enough screen time with our kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says","datePublished":"2019-01-16T08:33:01.000Z","dateModified":"2019-01-16T08:33:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52899 https://ww2.kqed.org/mindshift/?p=52899","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/16/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says/","disqusTitle":"Forget Screen Time Rules — Lean In To Parenting Your Wired Child, Author Says","nprByline":"Anya Kamenetz","nprImageAgency":"Ryan Johnson for NPR","nprStoryId":"679304393","nprApiLink":"http://api.npr.org/query?id=679304393&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/01/15/679304393/forget-screen-time-rules-lean-in-to-parenting-your-wired-child?ft=nprml&f=679304393","nprRetrievedStory":"1","nprPubDate":"Tue, 15 Jan 2019 15:46:00 -0500","nprStoryDate":"Tue, 15 Jan 2019 13:15:00 -0500","nprLastModifiedDate":"Tue, 15 Jan 2019 15:46:35 -0500","path":"/mindshift/52899/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The overuse of technology has overtaken drugs, sex and bullying as the biggest parental worry, according to the annual Brigham Young and \u003cem>Deseret News\u003c/em>\u003ca href=\"https://www.deseretnews.com/american-family-survey/2018\"> American Family Survey\u003c/a>.\u003c/p>\n\u003cp>But what are we actually supposed to be doing about it?\u003c/p>\n\u003cp>Jordan Shapiro, a Temple University professor whose background is in philosophy and psychology, has a prescription that might surprise you. In his new book, \u003cem>The New Childhood,\u003c/em> his argument is that we're not spending enough screen time with our kids.\u003c/p>\n\u003cp>\"One of the things I suggest in the book is that kids should be starting on social media much younger,\" he says. And, play more video games with your kids, too.\u003c/p>\n\u003cp>After Shapiro's divorce, he found himself solo parenting two little boys (now 11 and 13) who were obsessed with video games. He started playing the games simply as a way to connect with them. Then he discovered connections between the emotional catharsis and interactive storytelling on the screen, and thinkers like Carl Jung and Plato. He came to realize that part of his job as a parent was to help his children make sense of their online experiences and teach them how to uphold enduring values in the new world they are living in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, he thinks about the intersection of child development and digital media as a senior fellow for the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> and nonresident fellow in the Center for Universal Education at the \u003ca href=\"https://www.brookings.edu/experts/jordan-shapiro/\">Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>Shapiro spoke to NPR about his new book and approach. The following interview has been shortened and edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>You teach the core curriculum at Temple University and helped adapt it to an online version. How do your studies inform your thinking about YouTube and Facebook? \u003c/strong>\u003c/p>\n\u003cp>My background is ancient philosophy. I think we have very few new values. I love the old stuff — Plato and Homer. All the world's great religions have tons of wisdom to offer us in a changing world. We need to figure out how to apply how they lived to a very different time and place. If you look historically — let's say every hundred years, there's these huge transitions that require giant adaptations so [the old ways] are still meaningful.\u003c/p>\n\u003cp>\u003cstrong>You talk in the book about how a lot of expert advice focuses on simply limiting the screens, but that doesn't help us teach our kids how to make that kind of transition or that adaptation, to interact ethically in the digital world.\u003c/strong>\u003c/p>\n\u003cp>Right. People are trying to do things like device-free dinner because they are scared of the way work and home have enmeshed.\u003c/p>\n\u003cp>Home was safe, and now these devices bring the entire world inside. Are your kids home or are they in Fortnite? They're here and somewhere else — in the ugly agora and within the beautiful picket fence.\u003c/p>\n\u003cp>\u003cstrong>But it's good to have some respite from the outside world and the digital world, right?\u003c/strong>\u003c/p>\n\u003cp>Sure. We have family dinner in our house. It's mostly device-free. No one should be watching YouTube videos the whole time. But most of the time we have conversations that necessitate pulling up a YouTube video or Googling something to make a point.\u003c/p>\n\u003cp>They're not going to learn good date behavior if they've never had a phone before.\u003c/p>\n\u003cp>How are we going to maintain those positive things, the compassion, ethics, good social skills and intimate relationships, if we're teaching them to live in a world that doesn't look like the world they're living in?\u003c/p>\n\u003cp>\u003cstrong>Can you give some more concrete examples of how you teach kids to maintain positive values in the digital world?\u003c/strong>\u003c/p>\n\u003cp>Let's take violent video games. All tools should be facilitating our ability to create a more meaningful, more just world. Sometimes our children are going to seek out violent games.\u003c/p>\n\u003cp>And we teach them violence is bad, but playing violent make-believe isn't necessarily bad.\u003c/p>\n\u003cp>\u003cstrong>Do you still play video games with your kids? What do you do if you're just not a gamer? I'm not. \u003c/strong>\u003c/p>\n\u003cp>Not as much, because they're much better than me now. But I still talk to them about it; I ask them to show me what they're playing; I'll watch them. I'll tease them and say, this looks stupid, explain to me why you're interested. You can tell them the reasons you don't like it, as long as it's a conversation and not a scolding.\u003c/p>\n\u003cp>We teach them how to make sense of the narratives they construct. Whether you're talking about video games or social media or YouTube, how do you enable them to construct a meaningful narrative in relationship to these artifacts?\u003c/p>\n\u003cp>\u003cstrong>And your approach seems to be kind of like the Socratic method — you ask questions.\u003c/strong>\u003c/p>\n\u003cp>That's part of it, yes. So my sons are into these YouTube videos where kids open toys. It's the most disgusting representation of consumerism I can imagine. Just a terrible kind of video.\u003c/p>\n\u003cp>\u003cstrong>It's incredibly popular too — in fact an 8-year-old with a toy channel was the \u003c/strong>\u003ca href=\"https://www.forbes.com/sites/natalierobehmed/2018/12/03/highest-paid-youtube-stars-2018-markiplier-jake-paul-pewdiepie-and-more/#2092f651909a\">\u003cstrong>top moneymaker on YouTube \u003c/strong>\u003c/a>\u003cstrong>last year.\u003c/strong>\u003c/p>\n\u003cp>Right. I don't think, 'Oh it shouldn't exist.' I'm in favor of free speech. But then if my kids watch it, I want to have the conversation about why I find this attitude so weird and problematic, and I want to teach them to think about it that way. So now after having lots of these conversations, the first thing they do with every YouTube video they watch is ask, who paid for it, what are they trying to sell me?\u003c/p>\n\u003cp>\u003cstrong>So the idea is that they internalize your ethical voice? \u003c/strong>\u003c/p>\n\u003cp>We spend their entire lives teaching them how to share, how to get along. The alternative is throwing 20 kids into a room, locking the door, and saying don't worry, they'll end up hugging. That's kind of what we do when we put a hormonal prepubescent on social media for the first time.\u003c/p>\n\u003cp>\u003cstrong>And this is why you say kids should be starting on social media much younger than they are? \u003c/strong>\u003c/p>\n\u003cp>If we want to get rid of the horrible stuff happening on Twitter right now, then we need to model it for kids when they're 7 and all they want to do is be like their parents. I think we should have church groups and sports teams, small social media groups, so adults can model what to do. Or large families can have a family social network. You can share pictures and maybe you do gently tease someone, so they see the difference between kind and mean teasing.\u003c/p>\n\u003cp>\u003cstrong>This came up recently in \u003c/strong>\u003ca href=\"https://www.npr.org/2018/12/17/672976298/teen-girls-and-their-moms-get-candid-about-phones-and-social-media\">\u003cstrong>one of my conversations\u003c/strong>\u003c/a>\u003cstrong> with a 16-year-old girl and her mother. She was exasperated that all her aunts were following her on Instagram, using her childhood nickname, leaving embarrassing comments, but her mother was happy to have so many people looking out for her. \u003c/strong>\u003c/p>\n\u003cp>I learned to be able to have a civil argument at holiday dinners. I watched my parents, uncles and aunts have political arguments, with love and kindness, also sarcasm and also teasing. That's how I know how to do it at a dinner table.\u003c/p>\n\u003cp>\u003cstrong>The American Academy of Pediatrics supports this idea of \u003c/strong>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone\">\u003cstrong>joint media engagement\u003c/strong>\u003c/a>\u003cstrong>, basically engaging alongside your kids, as you suggest, whether with games, videos or social media. But isn't there such a thing as too much screen time? \u003c/strong>\u003c/p>\n\u003cp>When people talk about \u003ca href=\"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing\">addiction\u003c/a>, I think it's weird we want to blame the digital media because you can form unhealthy relationships with lots of things — food, sex, work, money.\u003c/p>\n\u003cp>And what we do is we try to teach people how to not develop those relationships.\u003c/p>\n\u003cp>We don't blame the eating, sex, work or money itself.\u003c/p>\n\u003cp>And what I'm often trying to explain is that we're seeing unhealthy relationships because we're leaving our kids to figure it out on their own.\u003c/p>\n\u003cp>\u003cstrong>We're using screens as a babysitter.\u003c/strong>\u003c/p>\n\u003cp>There's an \u003ca href=\"https://link.springer.com/epdf/10.1007/s10826-018-1275-1?shared_access_token=lCeQFSZTAuO_9PGzu4lG9_e4RwlQNchNByi7wbcMAY64_I8hc_BePk8u2g_IhOrpHidAD8vgEsN7V_IHAO8GTKUXwgNS7ImCRwSafWFv_HfUYDYThEraoqdQh1W7jIqw_RQtGXJEITw9WPzTmp-zvMyi8tozMidIGEXJcartKLM%3D\">interesting study\u003c/a> that recently came out that looked at how parents and young children were interacting around devices. It showed that this joint media engagement is not happening.\u003c/p>\n\u003cp>Most interactions are negotiations about how much to use, or tech support kinds of things. And almost no discussion of what they're actually doing on the screen, and when it is discussed it's usually initiated by the kids.\u003c/p>\n\u003cp>\u003cstrong>I feel like part of the problem is that parents are getting essentially abstinence-only education, like in sex education. \u003c/strong>\u003ca href=\"https://www.npr.org/sections/health-shots/2017/08/23/545289168/abstinence-education-is-ineffective-and-unethical-report-argues\">\u003cstrong>The research on that \u003c/strong>\u003c/a>\u003cstrong>says, if all you hear is, \"Just say no,\" it has no positive effects. \u003c/strong>\u003c/p>\n\u003cp>Nobody actually thinks we're going to have a world without [tech]. They're aiming for that healthy relationship. A healthy relationship is you being able to have the autonomy to make good decisions. That's what we're trying to teach our kids — to make those decisions. If we make it all about here's the restrictions, the on/off switch mentality, that doesn't teach them to make smart, autonomous decisions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR is partnering with Sesame on a new \u003c/em>\u003ca href=\"https://www.npr.org/about-npr/676029951/nprs-life-kit-podcasts-tools-to-help-you-get-it-together?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social\">podcast\u003c/a> \u003cem>called Life Kit. Much like Jordan Shapiro's\u003c/em> \u003cem>new book, it\u003c/em> \u003cem>will provide overviews of problems or questions in areas where NPR has deep expertise — starting with personal finance, health and wellness, and parenting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Forget+Screen+Time+Rules+%E2%80%94+Lean+In+To+Parenting+Your+Wired+Child%2C+Author+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52899/forget-screen-time-rules-lean-in-to-parenting-your-wired-child-author-says","authors":["byline_mindshift_52899"],"categories":["mindshift_192"],"tags":["mindshift_273","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_20568","mindshift_20816","mindshift_114"],"featImg":"mindshift_52900","label":"mindshift"},"mindshift_50525":{"type":"posts","id":"mindshift_50525","meta":{"index":"posts_1591205157","site":"mindshift","id":"50525","score":null,"sort":[1518023104000]},"guestAuthors":[],"slug":"what-the-screen-time-experts-do-with-their-own-kids","title":"What The Screen Time Experts Do With Their Own Kids","publishDate":1518023104,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Parents today struggle to set screen time guidelines.\u003c/p>\n\u003cp>One big reason is a lack of role models. Grandma doesn't have any tried-and-true sayings about iPad time. This stuff is just too new.\u003c/p>\n\u003cp>But many experts on kids and media are also parents themselves. So when I was interviewing dozens of them \u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\">for my book The Art of Screen Time\u003cem>,\u003c/em>\u003c/a> I asked them how they made screen time rules at home.\u003c/p>\n\u003cp>None of them held themselves up as paragons, but it was interesting to see how the priorities they focused on in their own research corresponded with the priorities they set at home.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the research pediatrician:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dr. Jenny Radesky is the lead author of the most recent revision of the \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591\"> guidelines on media and children\u003c/a> from the American Academy of Pediatrics. She is also the mother of two young boys, and as she says, \"We're not a tech-averse household.\"\u003c/p>\n\u003cp>She and her husband both grew up watching \"tons of TV\" and playing video games. \"We have a big flatscreen TV,\" Radesky says. \"I have a smartphone.\"\u003c/p>\n\u003cp>In fact, she says, as a doctor she may be more prone to distraction than he is: \"My husband's really good. His stuff is always just on the kitchen counter and he hardly checks it unless it rings. But if I'm on call I have my pager on. If something is an emergency that's how I can be found.\"\u003c/p>\n\u003cp>For the kids, since they started school, the rule is \"no media on weekdays.\" They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of \"joint media engagement,\" or simply sharing screen time.\u003c/p>\n\u003cp>On weekends, they allow the kids cartoons, apps and games like Minecraft. But more than just limiting time, says Radesky, \"I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.\" For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the sleep researcher:\u003c/strong>\u003c/p>\n\u003cp>Lauren Hale is a sleep researcher at Stony Brook University in New York. She sums up her findings from over a decade of research: \"As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.\"\u003c/p>\n\u003cp>Hale is also the mother of two young children. She strictly enforces these rules: No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine. It seems to be sinking in. When he was 4 years old, her son told his grandmother: \"You don't want to look at a screen before bed because it tells your brain to stay awake.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the anti-obesity doctor:\u003c/strong>\u003c/p>\n\u003cp>Tom Warshawski, a pediatrician in Canada and founder of the Childhood Obesity Foundation there, has been involved in education efforts to get parents to cut back on media time.\u003c/p>\n\u003cp>His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages.\u003c/p>\n\u003cp>He and his wife, also a doctor, split their pediatrics practice when their son and daughter were young so that one of them could always be home.\u003c/p>\n\u003cp>\"We limited TV to an hour on weekdays after all other homework was done,\" he says. \"We said categorically no video games — my daughter didn't care, but my son thought it was extremely oppressive and unfair. Then he resigned himself. Ultimately, both of them have thanked us.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the media and violence researcher:\u003c/strong>\u003c/p>\n\u003cp>Douglas Gentile, a professor at Iowa State University, has two nearly grown daughters. He says when they were younger, he \"pretty much followed AAP guidelines: one hour a day in elementary school, two hours as they got older. But I'm much more strict on content than I am on time.\"\u003c/p>\n\u003cp>Not surprisingly, he doesn't rely on ratings. Instead, he would watch something himself before allowing his girls to see it. They were big fans of the Harry Potter books; they would wait for each movie to come out on video and then watch it in short bits, fast-forwarding through the scary parts.\u003c/p>\n\u003cp>But, he says, being the strict dad did once backfire in a funny way. He's a huge Star Wars fan. \"I was 13 when the original movie came out. I waited 10 years, ever since she was born, to share this pivotal, important movie with my older daughter.\"\u003c/p>\n\u003cp>Based on his description, though, she wasn't having it.\u003c/p>\n\u003cp>\"She says, 'No. All they do is fight all the way through it.'\u003c/p>\n\u003cp>\" 'Oh, please?'\u003c/p>\n\u003cp>\" 'No, Dad.' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reluctantly, Gentile saw her point: \"She had learned the lesson — if the movie is just about people fighting, it's not going to make her feel happy. She's not going to enjoy it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+The+Screen+Time+Experts+Do+With+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many of these experts are also parents, and their work informs their approach to making rules with their kids about phones, TV and other media.","status":"publish","parent":0,"modified":1518023104,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":884},"headData":{"title":"What The Screen Time Experts Do With Their Own Kids | KQED","description":"Many of these experts are also parents, and their work informs their approach to making rules with their kids about phones, TV and other media.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What The Screen Time Experts Do With Their Own Kids","datePublished":"2018-02-07T17:05:04.000Z","dateModified":"2018-02-07T17:05:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50525 https://ww2.kqed.org/mindshift/?p=50525","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/07/what-the-screen-time-experts-do-with-their-own-kids/","disqusTitle":"What The Screen Time Experts Do With Their Own Kids","nprByline":"Anya Kamenetz","nprImageAgency":"Raymond Biesinger for NPR","nprStoryId":"579555110","nprApiLink":"http://api.npr.org/query?id=579555110&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/02/06/579555110/what-the-screen-time-experts-do-with-their-own-kids?ft=nprml&f=579555110","nprRetrievedStory":"1","nprPubDate":"Tue, 06 Feb 2018 13:30:00 -0500","nprStoryDate":"Tue, 06 Feb 2018 06:01:00 -0500","nprLastModifiedDate":"Tue, 06 Feb 2018 13:31:07 -0500","path":"/mindshift/50525/what-the-screen-time-experts-do-with-their-own-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents today struggle to set screen time guidelines.\u003c/p>\n\u003cp>One big reason is a lack of role models. Grandma doesn't have any tried-and-true sayings about iPad time. This stuff is just too new.\u003c/p>\n\u003cp>But many experts on kids and media are also parents themselves. So when I was interviewing dozens of them \u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\">for my book The Art of Screen Time\u003cem>,\u003c/em>\u003c/a> I asked them how they made screen time rules at home.\u003c/p>\n\u003cp>None of them held themselves up as paragons, but it was interesting to see how the priorities they focused on in their own research corresponded with the priorities they set at home.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the research pediatrician:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dr. Jenny Radesky is the lead author of the most recent revision of the \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591\"> guidelines on media and children\u003c/a> from the American Academy of Pediatrics. She is also the mother of two young boys, and as she says, \"We're not a tech-averse household.\"\u003c/p>\n\u003cp>She and her husband both grew up watching \"tons of TV\" and playing video games. \"We have a big flatscreen TV,\" Radesky says. \"I have a smartphone.\"\u003c/p>\n\u003cp>In fact, she says, as a doctor she may be more prone to distraction than he is: \"My husband's really good. His stuff is always just on the kitchen counter and he hardly checks it unless it rings. But if I'm on call I have my pager on. If something is an emergency that's how I can be found.\"\u003c/p>\n\u003cp>For the kids, since they started school, the rule is \"no media on weekdays.\" They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of \"joint media engagement,\" or simply sharing screen time.\u003c/p>\n\u003cp>On weekends, they allow the kids cartoons, apps and games like Minecraft. But more than just limiting time, says Radesky, \"I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.\" For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the sleep researcher:\u003c/strong>\u003c/p>\n\u003cp>Lauren Hale is a sleep researcher at Stony Brook University in New York. She sums up her findings from over a decade of research: \"As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.\"\u003c/p>\n\u003cp>Hale is also the mother of two young children. She strictly enforces these rules: No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine. It seems to be sinking in. When he was 4 years old, her son told his grandmother: \"You don't want to look at a screen before bed because it tells your brain to stay awake.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the anti-obesity doctor:\u003c/strong>\u003c/p>\n\u003cp>Tom Warshawski, a pediatrician in Canada and founder of the Childhood Obesity Foundation there, has been involved in education efforts to get parents to cut back on media time.\u003c/p>\n\u003cp>His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages.\u003c/p>\n\u003cp>He and his wife, also a doctor, split their pediatrics practice when their son and daughter were young so that one of them could always be home.\u003c/p>\n\u003cp>\"We limited TV to an hour on weekdays after all other homework was done,\" he says. \"We said categorically no video games — my daughter didn't care, but my son thought it was extremely oppressive and unfair. Then he resigned himself. Ultimately, both of them have thanked us.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the media and violence researcher:\u003c/strong>\u003c/p>\n\u003cp>Douglas Gentile, a professor at Iowa State University, has two nearly grown daughters. He says when they were younger, he \"pretty much followed AAP guidelines: one hour a day in elementary school, two hours as they got older. But I'm much more strict on content than I am on time.\"\u003c/p>\n\u003cp>Not surprisingly, he doesn't rely on ratings. Instead, he would watch something himself before allowing his girls to see it. They were big fans of the Harry Potter books; they would wait for each movie to come out on video and then watch it in short bits, fast-forwarding through the scary parts.\u003c/p>\n\u003cp>But, he says, being the strict dad did once backfire in a funny way. He's a huge Star Wars fan. \"I was 13 when the original movie came out. I waited 10 years, ever since she was born, to share this pivotal, important movie with my older daughter.\"\u003c/p>\n\u003cp>Based on his description, though, she wasn't having it.\u003c/p>\n\u003cp>\"She says, 'No. All they do is fight all the way through it.'\u003c/p>\n\u003cp>\" 'Oh, please?'\u003c/p>\n\u003cp>\" 'No, Dad.' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reluctantly, Gentile saw her point: \"She had learned the lesson — if the movie is just about people fighting, it's not going to make her feel happy. She's not going to enjoy it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+The+Screen+Time+Experts+Do+With+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50525/what-the-screen-time-experts-do-with-their-own-kids","authors":["byline_mindshift_50525"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20565","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_21116","mindshift_20816"],"featImg":"mindshift_50526","label":"mindshift"},"mindshift_49465":{"type":"posts","id":"mindshift_49465","meta":{"index":"posts_1591205157","site":"mindshift","id":"49465","score":null,"sort":[1509086767000]},"guestAuthors":[],"slug":"three-ways-parents-can-make-digital-media-a-positive-for-young-kids","title":"Three Ways Parents Can Make Digital Media a Positive for Young Kids","publishDate":1509086767,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Digital technologies have added a new element of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/06/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use/\" target=\"_blank\" rel=\"noopener\">anxiety to family life\u003c/a> for many parents. A lot of kids now have access to mobile devices, which brings up parent concerns that kids \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">aren't learning to interact with people\u003c/a>, spend too much time on devices and no longer play outside. Often parents are most concerned about their young children spending time on devices because they know the early years are a crucial time for a child's brain development. But at the same time, parents are often just as addicted to technology as their children, constantly checking phones for news, work and fun. The discussion around the best way to handle mobile devices is a good one to continue, but \u003ca href=\"https://twitter.com/saradewitt\">Sara DeWitt\u003c/a> of PBS Kids Digital says some of parents' deepest fears could be holding them back from seeing the potential of digital technology.\u003c/p>\n\u003cp>\u003cstrong>Fear #1: Screens are passive.\u003c/strong> While some activities on devices are passive, not all are. DeWitt describes games she tested that had kids pretending to be the animals they saw on the screen. And, when adults shut off the device kids continued pretending to be animals. Even better, they remembered many of the facts they'd learned in the game as they were flapping their arms. \"The digital technology prompted embodied learning that kids can now take out into the world,\" DeWitt said. And \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\">moving while they learned\u003c/a> helped kids remember the science facts about the animal they imitated.\u003c/p>\n\u003cp>\u003cstrong>Fear #2: Digital games waste time that kids should be using to learn.\u003c/strong> Again, there are digital products that don't offer much learning potential, but increasingly researchers are interested in the data behind game play. A group of UCLA researchers wanted to know if the back-end data from a Curious George math game produced by WGBH could predict preschoolers' scores on a standardized test. They found that even though the game was not built to assess math, the choices a player makes while playing says a lot about cognition. The researchers could predict how different kids would perform on the standardized math test by analyzing how they played the game. DeWitt wonders if advances in this field could reduce in-class standardized testing. Could they give a more nuanced picture of a child's cognition and areas of growth that teachers could use to direct learning?\u003c/p>\n\u003cp>\u003cstrong>Fear #3: Screens isolate.\u003c/strong> Research around digital media and parenting shows that kids learn a lot \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/\" target=\"_blank\" rel=\"noopener\">when their parents interact with them\u003c/a> about the digital media they are consuming. The back and forth conversations that have always been a bedrock of child development still hold true, but \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/04/they-still-need-you-how-adults-help-young-kids-learn-with-technology/\" target=\"_blank\" rel=\"noopener\">digital technologies can add content\u003c/a> to those conversations. And kids \"love to play with their parents,\" DeWitt says. \u003ca href=\"https://daily.jstor.org/yes-smartphones-are-destroying-a-generation-but-not-of-kids/\" target=\"_blank\" rel=\"noopener\">They don't want to compete with a device\u003c/a> for their parents' time.\u003c/p>\n\u003cp>\"Kids are living in the same world we do, the world where grown-ups check their phones 50 times a day,\" DeWitt said. Rather than being scared that all digital devices are bad for children, she encourages parents to raise their expectations of media, consume products responsibly, and to look for the positive qualities of technology, which has undoubtedly changed how people interact with one another already. Check out DeWitt's \u003ca href=\"https://www.ted.com/talks/sara_dewitt_3_fears_about_screen_time_for_kids_and_why_they_re_not_true\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a> to learn more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8woKcr7u-YQ?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Screens have added an extra element of anxiety to family life as parents rightly try to balance the time kids spend on devices. But could fear of screen time be holding us back from seeing the potential benefits for child development?","status":"publish","parent":0,"modified":1509086767,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/8woKcr7u-YQ"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":548},"headData":{"title":"Three Ways Parents Can Make Digital Media a Positive for Young Kids | KQED","description":"Screens have added an extra element of anxiety to family life as parents rightly try to balance the time kids spend on devices. But could fear of screen time be holding us back from seeing the potential benefits for child development?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Ways Parents Can Make Digital Media a Positive for Young Kids","datePublished":"2017-10-27T06:46:07.000Z","dateModified":"2017-10-27T06:46:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49465 https://ww2.kqed.org/mindshift/?p=49465","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/26/three-ways-parents-can-make-digital-media-a-positive-for-young-kids/","disqusTitle":"Three Ways Parents Can Make Digital Media a Positive for Young Kids","path":"/mindshift/49465/three-ways-parents-can-make-digital-media-a-positive-for-young-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Digital technologies have added a new element of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/06/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use/\" target=\"_blank\" rel=\"noopener\">anxiety to family life\u003c/a> for many parents. A lot of kids now have access to mobile devices, which brings up parent concerns that kids \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">aren't learning to interact with people\u003c/a>, spend too much time on devices and no longer play outside. Often parents are most concerned about their young children spending time on devices because they know the early years are a crucial time for a child's brain development. But at the same time, parents are often just as addicted to technology as their children, constantly checking phones for news, work and fun. The discussion around the best way to handle mobile devices is a good one to continue, but \u003ca href=\"https://twitter.com/saradewitt\">Sara DeWitt\u003c/a> of PBS Kids Digital says some of parents' deepest fears could be holding them back from seeing the potential of digital technology.\u003c/p>\n\u003cp>\u003cstrong>Fear #1: Screens are passive.\u003c/strong> While some activities on devices are passive, not all are. DeWitt describes games she tested that had kids pretending to be the animals they saw on the screen. And, when adults shut off the device kids continued pretending to be animals. Even better, they remembered many of the facts they'd learned in the game as they were flapping their arms. \"The digital technology prompted embodied learning that kids can now take out into the world,\" DeWitt said. And \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\">moving while they learned\u003c/a> helped kids remember the science facts about the animal they imitated.\u003c/p>\n\u003cp>\u003cstrong>Fear #2: Digital games waste time that kids should be using to learn.\u003c/strong> Again, there are digital products that don't offer much learning potential, but increasingly researchers are interested in the data behind game play. A group of UCLA researchers wanted to know if the back-end data from a Curious George math game produced by WGBH could predict preschoolers' scores on a standardized test. They found that even though the game was not built to assess math, the choices a player makes while playing says a lot about cognition. The researchers could predict how different kids would perform on the standardized math test by analyzing how they played the game. DeWitt wonders if advances in this field could reduce in-class standardized testing. Could they give a more nuanced picture of a child's cognition and areas of growth that teachers could use to direct learning?\u003c/p>\n\u003cp>\u003cstrong>Fear #3: Screens isolate.\u003c/strong> Research around digital media and parenting shows that kids learn a lot \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/\" target=\"_blank\" rel=\"noopener\">when their parents interact with them\u003c/a> about the digital media they are consuming. The back and forth conversations that have always been a bedrock of child development still hold true, but \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/04/they-still-need-you-how-adults-help-young-kids-learn-with-technology/\" target=\"_blank\" rel=\"noopener\">digital technologies can add content\u003c/a> to those conversations. And kids \"love to play with their parents,\" DeWitt says. \u003ca href=\"https://daily.jstor.org/yes-smartphones-are-destroying-a-generation-but-not-of-kids/\" target=\"_blank\" rel=\"noopener\">They don't want to compete with a device\u003c/a> for their parents' time.\u003c/p>\n\u003cp>\"Kids are living in the same world we do, the world where grown-ups check their phones 50 times a day,\" DeWitt said. Rather than being scared that all digital devices are bad for children, she encourages parents to raise their expectations of media, consume products responsibly, and to look for the positive qualities of technology, which has undoubtedly changed how people interact with one another already. Check out DeWitt's \u003ca href=\"https://www.ted.com/talks/sara_dewitt_3_fears_about_screen_time_for_kids_and_why_they_re_not_true\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8woKcr7u-YQ?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49465/three-ways-parents-can-make-digital-media-a-positive-for-young-kids","authors":["234"],"categories":["mindshift_194"],"tags":["mindshift_273","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_20568","mindshift_740","mindshift_20816"],"featImg":"mindshift_49497","label":"mindshift"},"mindshift_47254":{"type":"posts","id":"mindshift_47254","meta":{"index":"posts_1591205157","site":"mindshift","id":"47254","score":null,"sort":[1483559317000]},"guestAuthors":[],"slug":"they-still-need-you-how-adults-help-young-kids-learn-with-technology","title":"They Still Need You: How Adults Help Young Kids Learn With Technology","publishDate":1483559317,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There are more than 80,000 educational apps in Apple's app store. It seems like a great way to encourage brain development and make your little one the smartest baby genius. But just sticking a tablet in your kid's hands might not be as helpful.\u003c/p>\n\u003cp>Sure, use the app. But it's not a babysitter — you've got to help them use it, too.\u003c/p>\n\u003cp>Several recent studies have looked at how young children learn from touchscreens. One study, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12683/full\">published in Child Development\u003c/a>, compared how 2- and 3-year-olds learned to build a three-piece puzzle. Some children learned how to assemble the puzzle from a \"ghost demonstration\" — meaning that, initially, the pieces moved by themselves on the tablet to show how it works. A lot of apps that are intended for young children often have some element of this ghost demonstration: Pieces move on their own or objects will move them.\u003c/p>\n\u003cp>Other children had a person sitting next to them to move the puzzle pieces on the tablet.\u003c/p>\n\u003cp>After they watched the demonstration, both groups of children were asked to complete the task on either a touchscreen tablet or a real puzzle that looked identical to the one they saw.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn.\u003c/p>\n\u003cp>\"Simply having someone show them how to put that puzzle together, rather than the app showing it to them, allowed them to put that puzzle together themselves\" explains Rachel Barr, a professor at Georgetown and one of the authors of the study. \"But taking away that person — taking away that scaffold — made their performance just look like they had never even seen it before.\"\u003c/p>\n\u003cp>Previous \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01264/full\">research from Barr found that\u003c/a> the presence of a parent — more social scaffolding — increased a child's ability to transfer knowledge from the tablet to a real object.\u003c/p>\n\u003cp>I spoke with Barr and Laura Zimmermann, the study's lead author who is now at the University of Delaware, about the takeaways for parents, teachers and app developers.\u003c/p>\n\u003cp>\u003cstrong>Should we be surprised that 2- and 3-year-olds learn better from a real person than from a screen? \u003c/strong>\u003c/p>\n\u003cp>Rachel Barr: Learning from apps and connecting it to the real world is challenging for a really young child. When we watch children play with touchscreens, it seems so intuitive to them. It's very easy for us to forget that they are just like any other tool. And just like any other tool, children are going to need to learn how to learn from them.\u003c/p>\n\u003cp>The ease with which we use technology makes us forget that this is really a fairly complex tool. If we think about how many hours each of us as adults spend with technology each day, and if you just add that up over at least 10 years, this is thousands of hours that we spent learning how to use this technology. These babies are only 2 years old, so their amount of experience using the tools is relatively limited. The fact that they don't just learn everything like magic from these tools means that they require someone to help them with this experience.\u003c/p>\n\u003cp>\u003cstrong>Is this a plea to have adults interact with the apps their kids are using?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: In an ideal world, we would love for there to be joint media engagement. So: Having a scenario in which a parent or a teacher or a sibling or peer is co-viewing with the child, interacting, teaching and showing new things to each other. This is an optimal way to promote learning and that should not be downplayed at all.\u003c/p>\n\u003cp>Typically, having another person present during these interactions with touch screens or while viewing television is really beneficial. The parent or teacher can take into consideration what their child knows and build on that — something that's too complex for an app to be able to do. So rather than children interacting with a touch screen on their own, parents can provide support, to then boost their learning or help them transfer what they learned to the real world. They could also connect that information to something else that they have in their home.\u003c/p>\n\u003cp>Barr: With puzzle-building, [it's] giving the child a little bit of support. That can really help them to process. It's no different than other learning situations. Technology seems to be able to do everything. But for a very young child, it's just a tool just like any other. And they need to learn how to do it and the best person to help them may be a parent or older siblings.\u003c/p>\n\u003cp>\u003cstrong>Can you give me a concrete example? What would this look like? \u003c/strong>\u003c/p>\n\u003cp>Barr: Let's say there's a show or an app game about a cat and you have a cat living in your house. When that image of the cat is on the screen, the parent can simply say, \"Oh that's a cat just like ours.\" So it's not sort of 24/7 and guiding every single piece of the experience, but it's providing that information at the key point. \"Here's the cat. It's like the cat in our real world.\"\u003c/p>\n\u003cp>Or, if they're playing a game putting together pieces of a puzzle on an app, then afterward, the parent can say, \"Oh let's get out a real puzzle and switch that out.\" Or if they're building a block tower on an app program, building it with them. And now, \"Let's build some real blocks.\"\u003c/p>\n\u003cp>So it's just really helping them make those connections that seem obvious to us, but really are more difficult for young children. It doesn't have to be a whole lot, but the trick is to think about apps and the television more like you think about picture books.\u003c/p>\n\u003cp>\u003cstrong>That's the ideal world. But that doesn't always happen.\u003c/strong>\u003c/p>\n\u003cp>Barr: Right. We want to be realistic.\u003c/p>\n\u003cp>Zimmermann: There is going to be interaction without humans. That's just the nature of our world. Kids are spending time using touchscreens. And if we want to promote the best possible learning, then we have to think about ways that we can provide this social scaffolding in some other form. That's the way I approach it. I definitely agree that having a parent show a child something would be the gold standard. Very early in life, infants are capable of imitating different facial expressions or sounds, just by observing their parents.\u003c/p>\n\u003cp>\u003cstrong>This isn't a new idea, right? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: We know, from decades of work looking at social learning, that kids learn best from a human. Compared to a touch screen, compared to video. There's real importance in terms of the social scaffolding.\u003c/p>\n\u003cp>Barr: Exactly. It's the same with books. There's been a number of studies where we find the same thing. Parental support around book-reading is highly beneficial for later literacy. Around television: Some support around the content, helping them bridge that gap between the 2D world and the 3D world is really helpful. And now these latest findings suggesting the same thing is happening with apps.\u003c/p>\n\u003cp>\u003cstrong>So, if there's not a human around, are there things that app developers can incorporate into tablet games to help replace or mimic the social scaffolding? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: App developers could provide information in the app that teaches children or gives them feedback if they're right or wrong to help improve their learning.\u003c/p>\n\u003cp>Maybe a special sound or other haptic feedback — which is a form of touch information, such as vibration. This addition is something that would allow kids to learn, \"Oh I'm doing something right, or I'm doing something wrong,\" to help them achieve some type of goal. In our study we did not provide this feedback in the app.\u003c/p>\n\u003cp>We also know from previous work that different factors like repetition can help facilitate learning and encoding of information. So building in things like repetition can be useful for young children.\u003c/p>\n\u003cp>Barr: The really nice thing about technology is that it will repeat. So we know that if babies are able to see the same show again, or the same task, this does help them learn.\u003c/p>\n\u003cp>Zimmermann: There could also be adaptive play — things like leveling and scaling. It may be the case that with the 2-and-a-half-year-olds in our study, this puzzle was pretty complex for them. So maybe we should have started with a two-piece puzzle. And depending on either the age of the kids or their previous performance, the app could present information accordingly. So as the kid succeeds on a two-piece puzzle, the app could move on to a three-piece puzzle. The task could get increasingly more complex based on the kid's individual performance. I also want to be clear that this leveling is not something we manipulated in this particular study, but it's something that I think future work should look at.\u003c/p>\n\u003cp>When making educational apps, we need to be careful, to go back to the basics. It should be the starting point for developers to ask: \"What do we know about learning and early childhood?\" and then use that information to design new technologies.\u003c/p>\n\u003cp>All this is not to say that there aren't exceptional educational apps out there, but there's a lot for parents and teachers to sift through.\u003c/p>\n\u003cp>\u003cstrong>How could this apply to the classroom?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: Early educators often require children to transfer knowledge from a task that they learned in one context to another. One example of transfer learning is a teacher showing their students something online or in a video, and then asking them to do an activity in real life or with some hands-on test. Another example, in a preschool or an early elementary school classroom, is children learning basic addition and subtraction with blocks from their teacher. Then later, being asked to transfer their learning to a math activity on a touchscreen for a follow-up assessment.\u003c/p>\n\u003cp>Touchscreen assessments can be very useful tools, but it may be important to consider how their children learn a new skill — on a touchscreen or with concrete toys — as it may influence how they demonstrate what they have learned.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Worried+About+Screen+Time%3F+Don%27t+Let+Kids+Go+It+Alone&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"New research reinforces the role of a human -- such as a parent or older child -- when young kids learn from technology.","status":"publish","parent":0,"modified":1483559317,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1790},"headData":{"title":"They Still Need You: How Adults Help Young Kids Learn With Technology | KQED","description":"New research reinforces the role of a human -- such as a parent or older child -- when young kids learn from technology.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"They Still Need You: How Adults Help Young Kids Learn With Technology","datePublished":"2017-01-04T19:48:37.000Z","dateModified":"2017-01-04T19:48:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47254 http://ww2.kqed.org/mindshift/?p=47254","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/04/they-still-need-you-how-adults-help-young-kids-learn-with-technology/","disqusTitle":"They Still Need You: How Adults Help Young Kids Learn With Technology","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny ","nprImageAgency":"NPR","nprStoryId":"505468990","nprApiLink":"http://api.npr.org/query?id=505468990&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/01/04/505468990/worried-about-screen-time-don-t-let-kids-go-it-alone?ft=nprml&f=505468990","nprRetrievedStory":"1","nprPubDate":"Wed, 04 Jan 2017 04:30:00 -0500","nprStoryDate":"Wed, 04 Jan 2017 04:30:04 -0500","nprLastModifiedDate":"Wed, 04 Jan 2017 04:30:04 -0500","path":"/mindshift/47254/they-still-need-you-how-adults-help-young-kids-learn-with-technology","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are more than 80,000 educational apps in Apple's app store. It seems like a great way to encourage brain development and make your little one the smartest baby genius. But just sticking a tablet in your kid's hands might not be as helpful.\u003c/p>\n\u003cp>Sure, use the app. But it's not a babysitter — you've got to help them use it, too.\u003c/p>\n\u003cp>Several recent studies have looked at how young children learn from touchscreens. One study, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12683/full\">published in Child Development\u003c/a>, compared how 2- and 3-year-olds learned to build a three-piece puzzle. Some children learned how to assemble the puzzle from a \"ghost demonstration\" — meaning that, initially, the pieces moved by themselves on the tablet to show how it works. A lot of apps that are intended for young children often have some element of this ghost demonstration: Pieces move on their own or objects will move them.\u003c/p>\n\u003cp>Other children had a person sitting next to them to move the puzzle pieces on the tablet.\u003c/p>\n\u003cp>After they watched the demonstration, both groups of children were asked to complete the task on either a touchscreen tablet or a real puzzle that looked identical to the one they saw.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn.\u003c/p>\n\u003cp>\"Simply having someone show them how to put that puzzle together, rather than the app showing it to them, allowed them to put that puzzle together themselves\" explains Rachel Barr, a professor at Georgetown and one of the authors of the study. \"But taking away that person — taking away that scaffold — made their performance just look like they had never even seen it before.\"\u003c/p>\n\u003cp>Previous \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01264/full\">research from Barr found that\u003c/a> the presence of a parent — more social scaffolding — increased a child's ability to transfer knowledge from the tablet to a real object.\u003c/p>\n\u003cp>I spoke with Barr and Laura Zimmermann, the study's lead author who is now at the University of Delaware, about the takeaways for parents, teachers and app developers.\u003c/p>\n\u003cp>\u003cstrong>Should we be surprised that 2- and 3-year-olds learn better from a real person than from a screen? \u003c/strong>\u003c/p>\n\u003cp>Rachel Barr: Learning from apps and connecting it to the real world is challenging for a really young child. When we watch children play with touchscreens, it seems so intuitive to them. It's very easy for us to forget that they are just like any other tool. And just like any other tool, children are going to need to learn how to learn from them.\u003c/p>\n\u003cp>The ease with which we use technology makes us forget that this is really a fairly complex tool. If we think about how many hours each of us as adults spend with technology each day, and if you just add that up over at least 10 years, this is thousands of hours that we spent learning how to use this technology. These babies are only 2 years old, so their amount of experience using the tools is relatively limited. The fact that they don't just learn everything like magic from these tools means that they require someone to help them with this experience.\u003c/p>\n\u003cp>\u003cstrong>Is this a plea to have adults interact with the apps their kids are using?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: In an ideal world, we would love for there to be joint media engagement. So: Having a scenario in which a parent or a teacher or a sibling or peer is co-viewing with the child, interacting, teaching and showing new things to each other. This is an optimal way to promote learning and that should not be downplayed at all.\u003c/p>\n\u003cp>Typically, having another person present during these interactions with touch screens or while viewing television is really beneficial. The parent or teacher can take into consideration what their child knows and build on that — something that's too complex for an app to be able to do. So rather than children interacting with a touch screen on their own, parents can provide support, to then boost their learning or help them transfer what they learned to the real world. They could also connect that information to something else that they have in their home.\u003c/p>\n\u003cp>Barr: With puzzle-building, [it's] giving the child a little bit of support. That can really help them to process. It's no different than other learning situations. Technology seems to be able to do everything. But for a very young child, it's just a tool just like any other. And they need to learn how to do it and the best person to help them may be a parent or older siblings.\u003c/p>\n\u003cp>\u003cstrong>Can you give me a concrete example? What would this look like? \u003c/strong>\u003c/p>\n\u003cp>Barr: Let's say there's a show or an app game about a cat and you have a cat living in your house. When that image of the cat is on the screen, the parent can simply say, \"Oh that's a cat just like ours.\" So it's not sort of 24/7 and guiding every single piece of the experience, but it's providing that information at the key point. \"Here's the cat. It's like the cat in our real world.\"\u003c/p>\n\u003cp>Or, if they're playing a game putting together pieces of a puzzle on an app, then afterward, the parent can say, \"Oh let's get out a real puzzle and switch that out.\" Or if they're building a block tower on an app program, building it with them. And now, \"Let's build some real blocks.\"\u003c/p>\n\u003cp>So it's just really helping them make those connections that seem obvious to us, but really are more difficult for young children. It doesn't have to be a whole lot, but the trick is to think about apps and the television more like you think about picture books.\u003c/p>\n\u003cp>\u003cstrong>That's the ideal world. But that doesn't always happen.\u003c/strong>\u003c/p>\n\u003cp>Barr: Right. We want to be realistic.\u003c/p>\n\u003cp>Zimmermann: There is going to be interaction without humans. That's just the nature of our world. Kids are spending time using touchscreens. And if we want to promote the best possible learning, then we have to think about ways that we can provide this social scaffolding in some other form. That's the way I approach it. I definitely agree that having a parent show a child something would be the gold standard. Very early in life, infants are capable of imitating different facial expressions or sounds, just by observing their parents.\u003c/p>\n\u003cp>\u003cstrong>This isn't a new idea, right? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: We know, from decades of work looking at social learning, that kids learn best from a human. Compared to a touch screen, compared to video. There's real importance in terms of the social scaffolding.\u003c/p>\n\u003cp>Barr: Exactly. It's the same with books. There's been a number of studies where we find the same thing. Parental support around book-reading is highly beneficial for later literacy. Around television: Some support around the content, helping them bridge that gap between the 2D world and the 3D world is really helpful. And now these latest findings suggesting the same thing is happening with apps.\u003c/p>\n\u003cp>\u003cstrong>So, if there's not a human around, are there things that app developers can incorporate into tablet games to help replace or mimic the social scaffolding? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: App developers could provide information in the app that teaches children or gives them feedback if they're right or wrong to help improve their learning.\u003c/p>\n\u003cp>Maybe a special sound or other haptic feedback — which is a form of touch information, such as vibration. This addition is something that would allow kids to learn, \"Oh I'm doing something right, or I'm doing something wrong,\" to help them achieve some type of goal. In our study we did not provide this feedback in the app.\u003c/p>\n\u003cp>We also know from previous work that different factors like repetition can help facilitate learning and encoding of information. So building in things like repetition can be useful for young children.\u003c/p>\n\u003cp>Barr: The really nice thing about technology is that it will repeat. So we know that if babies are able to see the same show again, or the same task, this does help them learn.\u003c/p>\n\u003cp>Zimmermann: There could also be adaptive play — things like leveling and scaling. It may be the case that with the 2-and-a-half-year-olds in our study, this puzzle was pretty complex for them. So maybe we should have started with a two-piece puzzle. And depending on either the age of the kids or their previous performance, the app could present information accordingly. So as the kid succeeds on a two-piece puzzle, the app could move on to a three-piece puzzle. The task could get increasingly more complex based on the kid's individual performance. I also want to be clear that this leveling is not something we manipulated in this particular study, but it's something that I think future work should look at.\u003c/p>\n\u003cp>When making educational apps, we need to be careful, to go back to the basics. It should be the starting point for developers to ask: \"What do we know about learning and early childhood?\" and then use that information to design new technologies.\u003c/p>\n\u003cp>All this is not to say that there aren't exceptional educational apps out there, but there's a lot for parents and teachers to sift through.\u003c/p>\n\u003cp>\u003cstrong>How could this apply to the classroom?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: Early educators often require children to transfer knowledge from a task that they learned in one context to another. One example of transfer learning is a teacher showing their students something online or in a video, and then asking them to do an activity in real life or with some hands-on test. Another example, in a preschool or an early elementary school classroom, is children learning basic addition and subtraction with blocks from their teacher. Then later, being asked to transfer their learning to a math activity on a touchscreen for a follow-up assessment.\u003c/p>\n\u003cp>Touchscreen assessments can be very useful tools, but it may be important to consider how their children learn a new skill — on a touchscreen or with concrete toys — as it may influence how they demonstrate what they have learned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Worried+About+Screen+Time%3F+Don%27t+Let+Kids+Go+It+Alone&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47254/they-still-need-you-how-adults-help-young-kids-learn-with-technology","authors":["byline_mindshift_47254"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_20784","mindshift_1040","mindshift_20940","mindshift_20690","mindshift_20816"],"featImg":"mindshift_47255","label":"mindshift"},"mindshift_42720":{"type":"posts","id":"mindshift_42720","meta":{"index":"posts_1591205157","site":"mindshift","id":"42720","score":null,"sort":[1447230781000]},"guestAuthors":[],"slug":"how-to-provide-kids-with-screen-time-that-supports-learning","title":"How to Provide Kids With Screen Time That Supports Learning","publishDate":1447230781,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">The digital landscape of American childhood is in flux, according to surveys: \u003c/span>\u003ca href=\"http://www.nytimes.com/2015/11/02/health/many-children-under-5-are-left-to-their-mobile-devices-survey-finds.html?_r=0\">\u003cspan style=\"font-weight: 400\">Most\u003c/span>\u003c/a> \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\">\u003cspan style=\"font-weight: 400\">children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the age of 8 now have access to mobile devices in their homes. In the last five years, children have spent \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/zero-to-eight-2013-infographic\">\u003cspan style=\"font-weight: 400\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> watching television, but more time tapping on tablets and smartphones. And recently the American Academy of Pediatrics has \u003c/span>\u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Children-And-Media-Tips-For-Parents.aspx\">\u003cspan style=\"font-weight: 400\">softened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> its zero-screentime recommendation for children under 2. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the increased access to digital media, there's a greater opportunity to pay closer attention to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> children use devices and ways that parents and educators can use media as a tool to help children learn, according to Lisa Guernsey and Michael Levine, authors of \u003c/span>\u003ca href=\"http://tapclickread.org/\">\u003cspan style=\"font-weight: 400\">\"Tap, Click, Read: Growing Readers in a World of Screens.\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>From Literacy to Literacies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it mean to be literate in a world where screens are ubiquitous? Literacy traditionally includes reading, writing, speaking and listening skills. But children growing up in a “world of information overload” must acquire strong media and critical literacy skills, argue \u003ca href=\"https://www.newamerica.org/experts/lisa-guernsey/\">Guernsey\u003c/a> of New America and \u003ca href=\"http://www.joanganzcooneycenter.org/author/michael-h-levine/\">Levine\u003c/a> of the Joan Ganz Cooney Center at Sesame Workshop. Kids need to be able to “read” and analyze information presented in a variety of formats -- from videos to images to multimedia texts. In short, says Guernsey, children not only need to learn “how to decode the letters and words they read, but also to gain an understanding of what goes into creating information and stories of all kinds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young children, media literacy can start as simply as discussing the concept of authorship. Guernsey recommends pointing out authors’ and illustrators’ names during on and offline reading time. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Even preschoolers can grasp what it means to be an author or creator, especially when they themselves are given opportunities to dictate captions under photographs or create their own books using software [or] paper and crayons,” says Guernsey. “The more they learn about authorship, the more keenly they can start to understand information behind why books, games or videos were created.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critical literacy involves helping children hone their observational skills. Reading aloud offers rich opportunities to lay this groundwork, says Guernsey. Parents can pause in a story to ask, “What do you think will happen next?” and then “How do you know?” Questions like these challenge children to analyze the pictures and text they encounter -- a technique that can also be used when watching media together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Three C’s of a Balanced Media Diet\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey and Levine do not advocate putting babies in front of a screen, but neither do they espouse shielding children from all screentime. \u003c/span>They argue that when families can actively engage around media, including digital media, the discussions and conversations that are sparked from those shared experiences can lead to meaningful learning outcomes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents sometimes feel guilty about letting their kids watch TV or use electronic devices, but Guernsey says that this is counterproductive: “Feeling guilty shuts down conversation and leads parents to hide their questions about what movies to watch, what apps to download or what to do about bedtime.” Instead, she says, “we should be helping parents seek high-quality content that is designed for learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help parents make smarter choices about the media they use with children, Guernsey advocates “The Three C's”: the content, the context and the individual child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Content: \u003c/b>\u003cspan style=\"font-weight: 400\">Is this TV show or app designed to support young children’s learning? That’s the key question for parents, but determining the answer isn’t always easy. Levine and Guernsey call the ed-tech marketplace the “Digital Wild West.” To help parents make informed decisions, Levine and Guernsey have put together this \u003c/span>\u003ca href=\"http://www.tapclickread.org/book/resources/\">\u003cspan style=\"font-weight: 400\">list of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes links to organizations that rate and review apps. But parents need to ask their own critical questions, says Guernsey, such as: “Are there signs that the content is well designed for learning? and “Does it make sense for my child at this age, at this stage in development?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Context:\u003c/b>\u003cspan style=\"font-weight: 400\"> Strong daily routines help support children’s wellness and intellectual development. A “balanced media diet,” according to Levine and Guernsey, always includes daily exercise, social engagement and good sleep. Finding that balance is crucial for developing the whole child\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child:\u003c/b>\u003cspan style=\"font-weight: 400\"> When choosing media, parents should tune into each child’s individual disposition. How does a child respond to particular noises, storylines and images? Does media use before bed disrupt sleep? Does watching stories about dinosaurs inspire your child to research these creatures and engage in related imaginative play? In order to answer these questions, parents must be engaged with what their children are viewing and experiencing. Research indicates that \u003c/span>\u003ca href=\"http://www.joanganzcooneycenter.org/initiative/the-new-coviewing-initiative-investigating-and-designing-for-joint-media-engagement/\">\u003cspan style=\"font-weight: 400\">“joint media engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- talking with children about what they are viewing, experiencing or creating -- supports cognitive development and helps children learn more from media. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Using Media To Support Literacy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading isn’t simply about phonics and fluency. As Guernsey and Levine point out, “one way to predict a good reader is to find a kid who knows a little bit about everything.” Background knowledge helps children make inferences and draw connections -- which are essential for strong reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tap-Click-Read-Growing-Readers/dp/1119091896\">\u003cimg class=\"alignleft size-full wp-image-42754\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/tap-click-read-e1447230710773.png\" alt=\"tap click read\" width=\"200\" height=\"265\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to develop rich background knowledge, a child needs to be exposed to “the thousands of intricate concepts lurking within science, geography, history, government, art, music, movement, mathematics, engineering and, yes, everyday life,” according to Guernsey and Levine. Digital media is a profound resource for this aspect of literacy development -- from viewing short online videos on topics of interest to Skyping with relatives in other parts of the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Consider how much elementary-age children can learn by watching the TV show ‘\u003ca href=\"https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTig/videos?sort=p&view=0&flow=grid\">How It's Made\u003c/a>,’ ” says Guernsey. “These little bits of knowledge can be a great help to a child when he or she is reading because they provide some context for ideas and words they may encounter in a nonfiction or fiction book. That will enable them to make inferences and grasp the sentences they read, which helps them to learn more, which helps them to feel confident enough to read more, and so on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, say Guernsey and Levine, even parents without strong reading skills can support their children’s cognitive development by using traditional and digital media as a springboard for engagement and conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey, who has spent a decade studying how media affects child development, says the research has had a profound impact on her own parenting -- particularly the studies around the learning that can take place when families talk about or use media \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">together.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This doesn't mean that my kids are never alone with media,” says Guernsey. “Of course they are, and there have been plenty of times that I have appreciated the chance to take a phone call or chop tomatoes while they played with an app or watched a video. But I have learned to take advantage of moments to ask my kids why they like a certain character, and to sing their favorite TV show theme song along with them, and, as they grew older, to ask them to critique the apps they were using.\"\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"This has led us to many fascinating discussions,\" she says, \"and I am proud of their capacity to think critically about who and what they are watching and to feel empowered to use new tools to communicate their own ideas.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educating children on digital literacies will depend a lot on parents who can guide them towards a balanced media diet.","status":"publish","parent":0,"modified":1447230781,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1282},"headData":{"title":"How to Provide Kids With Screen Time That Supports Learning | KQED","description":"Educating children on digital literacies will depend a lot on parents who can guide them towards a balanced media diet.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Provide Kids With Screen Time That Supports Learning","datePublished":"2015-11-11T08:33:01.000Z","dateModified":"2015-11-11T08:33:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42720 http://ww2.kqed.org/mindshift/?p=42720","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/","disqusTitle":"How to Provide Kids With Screen Time That Supports Learning","path":"/mindshift/42720/how-to-provide-kids-with-screen-time-that-supports-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">The digital landscape of American childhood is in flux, according to surveys: \u003c/span>\u003ca href=\"http://www.nytimes.com/2015/11/02/health/many-children-under-5-are-left-to-their-mobile-devices-survey-finds.html?_r=0\">\u003cspan style=\"font-weight: 400\">Most\u003c/span>\u003c/a> \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\">\u003cspan style=\"font-weight: 400\">children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the age of 8 now have access to mobile devices in their homes. In the last five years, children have spent \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/zero-to-eight-2013-infographic\">\u003cspan style=\"font-weight: 400\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> watching television, but more time tapping on tablets and smartphones. And recently the American Academy of Pediatrics has \u003c/span>\u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Children-And-Media-Tips-For-Parents.aspx\">\u003cspan style=\"font-weight: 400\">softened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> its zero-screentime recommendation for children under 2. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the increased access to digital media, there's a greater opportunity to pay closer attention to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> children use devices and ways that parents and educators can use media as a tool to help children learn, according to Lisa Guernsey and Michael Levine, authors of \u003c/span>\u003ca href=\"http://tapclickread.org/\">\u003cspan style=\"font-weight: 400\">\"Tap, Click, Read: Growing Readers in a World of Screens.\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>From Literacy to Literacies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it mean to be literate in a world where screens are ubiquitous? Literacy traditionally includes reading, writing, speaking and listening skills. But children growing up in a “world of information overload” must acquire strong media and critical literacy skills, argue \u003ca href=\"https://www.newamerica.org/experts/lisa-guernsey/\">Guernsey\u003c/a> of New America and \u003ca href=\"http://www.joanganzcooneycenter.org/author/michael-h-levine/\">Levine\u003c/a> of the Joan Ganz Cooney Center at Sesame Workshop. Kids need to be able to “read” and analyze information presented in a variety of formats -- from videos to images to multimedia texts. In short, says Guernsey, children not only need to learn “how to decode the letters and words they read, but also to gain an understanding of what goes into creating information and stories of all kinds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young children, media literacy can start as simply as discussing the concept of authorship. Guernsey recommends pointing out authors’ and illustrators’ names during on and offline reading time. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Even preschoolers can grasp what it means to be an author or creator, especially when they themselves are given opportunities to dictate captions under photographs or create their own books using software [or] paper and crayons,” says Guernsey. “The more they learn about authorship, the more keenly they can start to understand information behind why books, games or videos were created.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critical literacy involves helping children hone their observational skills. Reading aloud offers rich opportunities to lay this groundwork, says Guernsey. Parents can pause in a story to ask, “What do you think will happen next?” and then “How do you know?” Questions like these challenge children to analyze the pictures and text they encounter -- a technique that can also be used when watching media together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Three C’s of a Balanced Media Diet\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey and Levine do not advocate putting babies in front of a screen, but neither do they espouse shielding children from all screentime. \u003c/span>They argue that when families can actively engage around media, including digital media, the discussions and conversations that are sparked from those shared experiences can lead to meaningful learning outcomes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents sometimes feel guilty about letting their kids watch TV or use electronic devices, but Guernsey says that this is counterproductive: “Feeling guilty shuts down conversation and leads parents to hide their questions about what movies to watch, what apps to download or what to do about bedtime.” Instead, she says, “we should be helping parents seek high-quality content that is designed for learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help parents make smarter choices about the media they use with children, Guernsey advocates “The Three C's”: the content, the context and the individual child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Content: \u003c/b>\u003cspan style=\"font-weight: 400\">Is this TV show or app designed to support young children’s learning? That’s the key question for parents, but determining the answer isn’t always easy. Levine and Guernsey call the ed-tech marketplace the “Digital Wild West.” To help parents make informed decisions, Levine and Guernsey have put together this \u003c/span>\u003ca href=\"http://www.tapclickread.org/book/resources/\">\u003cspan style=\"font-weight: 400\">list of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes links to organizations that rate and review apps. But parents need to ask their own critical questions, says Guernsey, such as: “Are there signs that the content is well designed for learning? and “Does it make sense for my child at this age, at this stage in development?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Context:\u003c/b>\u003cspan style=\"font-weight: 400\"> Strong daily routines help support children’s wellness and intellectual development. A “balanced media diet,” according to Levine and Guernsey, always includes daily exercise, social engagement and good sleep. Finding that balance is crucial for developing the whole child\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child:\u003c/b>\u003cspan style=\"font-weight: 400\"> When choosing media, parents should tune into each child’s individual disposition. How does a child respond to particular noises, storylines and images? Does media use before bed disrupt sleep? Does watching stories about dinosaurs inspire your child to research these creatures and engage in related imaginative play? In order to answer these questions, parents must be engaged with what their children are viewing and experiencing. Research indicates that \u003c/span>\u003ca href=\"http://www.joanganzcooneycenter.org/initiative/the-new-coviewing-initiative-investigating-and-designing-for-joint-media-engagement/\">\u003cspan style=\"font-weight: 400\">“joint media engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- talking with children about what they are viewing, experiencing or creating -- supports cognitive development and helps children learn more from media. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Using Media To Support Literacy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading isn’t simply about phonics and fluency. As Guernsey and Levine point out, “one way to predict a good reader is to find a kid who knows a little bit about everything.” Background knowledge helps children make inferences and draw connections -- which are essential for strong reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tap-Click-Read-Growing-Readers/dp/1119091896\">\u003cimg class=\"alignleft size-full wp-image-42754\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/tap-click-read-e1447230710773.png\" alt=\"tap click read\" width=\"200\" height=\"265\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to develop rich background knowledge, a child needs to be exposed to “the thousands of intricate concepts lurking within science, geography, history, government, art, music, movement, mathematics, engineering and, yes, everyday life,” according to Guernsey and Levine. Digital media is a profound resource for this aspect of literacy development -- from viewing short online videos on topics of interest to Skyping with relatives in other parts of the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Consider how much elementary-age children can learn by watching the TV show ‘\u003ca href=\"https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTig/videos?sort=p&view=0&flow=grid\">How It's Made\u003c/a>,’ ” says Guernsey. “These little bits of knowledge can be a great help to a child when he or she is reading because they provide some context for ideas and words they may encounter in a nonfiction or fiction book. That will enable them to make inferences and grasp the sentences they read, which helps them to learn more, which helps them to feel confident enough to read more, and so on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, say Guernsey and Levine, even parents without strong reading skills can support their children’s cognitive development by using traditional and digital media as a springboard for engagement and conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey, who has spent a decade studying how media affects child development, says the research has had a profound impact on her own parenting -- particularly the studies around the learning that can take place when families talk about or use media \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">together.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This doesn't mean that my kids are never alone with media,” says Guernsey. “Of course they are, and there have been plenty of times that I have appreciated the chance to take a phone call or chop tomatoes while they played with an app or watched a video. But I have learned to take advantage of moments to ask my kids why they like a certain character, and to sing their favorite TV show theme song along with them, and, as they grew older, to ask them to critique the apps they were using.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"This has led us to many fascinating discussions,\" she says, \"and I am proud of their capacity to think critically about who and what they are watching and to feel empowered to use new tools to communicate their own ideas.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42720/how-to-provide-kids-with-screen-time-that-supports-learning","authors":["11087"],"categories":["mindshift_195"],"tags":["mindshift_20565","mindshift_968","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_200","mindshift_20940","mindshift_20941","mindshift_20816"],"featImg":"mindshift_42739","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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