The emotional and cognitive deficits of a phone-based childhood
Saturday, July 13, 2024.
In the age of smartphones and social media, the landscape of childhood has undergone a seismic shift since 2012.
No longer is the playground the central hub of social interaction for children; instead, screens and virtual connections dominate their time.
This shift has brought with it a host of concerns about the developmental impacts of a phone-based childhood.
Central to this discussion is the research of Jonathan Haidt, a social psychologist who has extensively studied the effects of social media and smartphones on child development.
Haidt's findings highlight the profound and often detrimental effects that pervasive technology use can have on young minds.
The Rise of Smartphones and Social Media
Smartphones have become ubiquitous in the lives of children and adolescents. Our kids spend about 9 hours a day on them, on average.
According to a Pew Research Center survey, 95% of teens have access to a smartphone, and 45% are online almost constantly (Anderson & Jiang, 2018).
This pervasive access has changed the way children interact, learn, and develop.
Social media platforms like Instagram, Snapchat, and TikTok have become the new playgrounds, where children form and maintain friendships, seek validation, and develop their sense of self.
Jonathan Haidt's research on social media and child development
Jonathan Haidt, a prominent social psychologist, has been vocal about the adverse effects of social media on child development. His research points to several key areas of concern:
Mental Health
Haidt's research highlights a worrying trend: the correlation between increased smartphone use and declining mental health among adolescents. In his book "The Coddling of the American Mind," co-authored with Greg Lukianoff, Haidt presents data showing that the rise in smartphone usage since the early 2010s coincides with a significant increase in depression, anxiety, and self-harm among teenagers (Haidt & Lukianoff, 2018).
He argues that social media exacerbates feelings of inadequacy and loneliness, as children are constantly exposed to curated, idealized versions of their peers' lives.
Sleep Disruption
Another critical issue Haidt discusses is the impact of smartphones on sleep.
The blue light emitted by screens can interfere with the production of melatonin, a hormone that regulates sleep cycles.
This disruption is particularly harmful to children, whose developing brains need adequate sleep to function optimally. Research shows that children who spend more time on screens are more likely to experience sleep problems, which in turn can affect their academic performance and overall well-being (Twenge, 2019).
Social Skills and Empathy
Haidt's research also addresses the decline in face-to-face interactions among children, which can hinder the development of essential social skills and empathy.
When children communicate primarily through screens, they miss out on the nuances of in-person communication, such as body language and tone of voice. This can lead to difficulties in forming deep, meaningful relationships and can contribute to a sense of isolation (Turkle, 2015).
Academic Performance
The constant distraction of smartphones can also negatively impact children's academic performance. Haidt notes that multitasking with smartphones can reduce the ability to focus and retain information.
Studies have shown that students who frequently use smartphones during class or while studying tend to have lower grades and poorer academic outcomes (Karpinski et al., 2013).
Addressing the challenges
While the challenges posed by a phone-based childhood are significant, there are steps that parents, educators, and policymakers can take to mitigate these effects:
Limiting Screen Time
One of the most straightforward strategies is to set limits on screen time.
The American Academy of Pediatrics recommends that children aged 6 and older have consistent limits on the amount of time spent using media, and that media use should not interfere with adequate sleep, physical activity, and other behaviors essential to health (AAP, 2016).
Promoting In-Person Interaction
Encouraging children to engage in face-to-face interactions can help them develop essential social skills and build stronger relationships. This can be achieved through activities like sports, group projects, and family time.
Digital Literacy Education
Educating children about the responsible use of technology and the potential pitfalls of social media can empower them to make healthier choices. Schools can play a crucial role in providing digital literacy education that teaches children about the impact of their online behavior on their mental health and well-being.
Parental Involvement
Parents can model healthy technology use and maintain open lines of communication with their children about their online experiences. Being involved in their children's digital lives can help parents recognize signs of distress and intervene when necessary.
Final thoughts
The terrible cost of a phone-based childhood requires a massive shift in our thinking. Jonathan Haidt's research underscores the importance of recognizing and mitigating the negative impacts of smartphones and social media on child development.
The best ideas seem to be setting limits, promoting in-person interactions, educating children about digital literacy, and staying involved in their online lives. But, we have no idea how to best implement effective interventions, especially for young women.
Be Well, Stay Kind, and Godspeed.
REFERENCES:
American Academy of Pediatrics. (2016). Media and Young Minds. Pediatrics, 138(5), e20162591.
Anderson, M., & Jiang, J. (2018). Teens, Social Media & Technology 2018. Pew Research Center.
Haidt, J., & Lukianoff, G. (2018). The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure. Penguin Press.
Karpinski, A. C., Kirschner, P. A., Ozer, I., Mellott, J. A., & Ochwo, P. (2013). An exploration of social networking site use, multitasking, and academic performance among United States and European university students. Computers in Human Behavior, 29(3), 1182-1192.
Twenge, J. M. (2019). iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for Adulthood. Atria Books.
Turkle, S. (2015). Reclaiming Conversation: The Power of Talk in a Digital Age. Penguin Press.
