[RFHF] AAP is updating their screen time guidelines for youth birth-teens

Mon Oct 12 08:34:33 PDT 2015

Hi! I just learned about one more related document that came from the American Academy of Pediatrics symposium that led to the following key messages. I thought many of you might be interested in it, Growing Digital: Media Research Symposium proceedings<https://www.aap.org/en-us/Documents/digital_media_symposium_proceedings.pdf>.

Katie Anderson, Youth Services Consultant
Library Support and Development Services<http://www.oregon.gov/osl/LD/pages/index.aspx>
Oregon State Library, 250 Winter St. NE, Salem, OR 97301
katie.anderson at state.or.us<mailto:katie.anderson at state.or.us>, 503-378-2528
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From: Katie Anderson
Sent: Wednesday, October 07, 2015 9:26 AM
To: Kids-lib; 'reading-for-healthy-families at listsmart.osl.state.or.us'; 'oasl-all at ola.memberclicks.net'; OYAN
Subject: AAP is updating their screen time guidelines for youth birth-teens

The American Academy of Pediatrics (AAP) is updating their screen time guidelines in 2016. The updates are science-driven and come from work done by leading social science, neuroscience and media researchers, educators, pediatricians, and other partner organizations to evaluate the available data, identify research gaps, and provide practical advice to caregivers based on evidence.

Below are the key messages for parents that emerged from their work (copied and pasted from here<http://m.aapnews.aappublications.org/content/36/10/54.full>). The updated AAP screen time guidelines will be available in 2016.

Digital life begins at a young age, and so must parental guidance. Children who are “growing up digital” should learn healthy concepts of digital citizenship.

Media is just another environment. Children do the same things they have always done, only virtually. Like any environment, media can have positive and negative effects.

Parenting has not changed. The same parenting rules apply to your children’s real and virtual environments. Play with them. Set limits; kids need and expect them. Teach kindness. Be involved. Know their friends and where they are going with them.

Role modeling is critical. Limit your own media use, and model online etiquette. Attentive parenting requires face time away from screens.

We learn from each other. Neuroscience research shows that very young children learn best via two-way communication. “Talk time” between caregiver and child remains critical for language development. Passive video presentations do not lead to language learning in infants and young toddlers. The more media engender live interactions, the more educational value they may hold (e.g., a toddler chatting by video with a parent who is traveling). Optimal educational media opportunities begin after age 2, when media may play a role in bridging the learning achievement gap.

Content matters. The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer.

Curation helps. More than 80,000 apps are labeled as educational, but little research validates their quality (Hirsh-Pasek KPsych Science2015;16:3-34Google Scholar<http://scholar.google.com/scholar_lookup?author=%0A%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20K%20Hirsh-Pasek&publication_year=2015&journal=Psych%20Science&volume=16&pages=3>). An interactive product requires more than “pushing and swiping” to teach. Look to organizations like Common Sense Media (www.commonsensemedia.org<http://www.commonsensemedia.org>) that review age-appropriate apps, games and programs.

Co-engagement counts. Family participation with media facilitates social interactions and learning. Play a video game with your kids. Your perspective influences how your children understand their media experience. For infants and toddlers, co-viewing is essential.

Playtime is important. Unstructured playtime stimulates creativity. Prioritize daily unplugged playtime, especially for the very young.

Set limits. Tech use, like all other activities, should have reasonable limits. Does your child’s technology use help or hinder participation in other activities?

It’s OK for your teen to be online. Online relationships are integral to adolescent development. Social media can support identity formation. Teach your teen appropriate behaviors that apply in both the real and online worlds. Ask teens to demonstrate what they are doing online to help you understand both content and context.

Create tech-free zones. Preserve family mealtime. Recharge devices overnight outside your child’s bedroom. These actions encourage family time, healthier eating habits and healthier sleep.

Kids will be kids. Kids will make mistakes using media. These can be teachable moments if handled with empathy. Certain aberrations, however, such as sexting or posting self-harm images, signal a need to assess youths for other risk-taking behaviors.
If you want more information on screen time as it relates to library youth services, I suggest your next step be to read ALA’s Association for Library Services to Children’s Media Mentorship in Libraries Serving Youth<http://www.ala.org/alsc/sites/ala.org.alsc/files/content/2015%20ALSC%20White%20Paper_FINAL.pdf> (birth-elementary school children), School Library Journal’s online articles about technology<http://www.slj.com/category/technology/> (K-12 children and teens), and/or ALA’s Young Adult Library Services Association’s blog posts about technology<http://yalsa.ala.org/blog/category/technology/> (middle-high school teens).

Thanks,
Katie

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Katie Anderson, Youth Services Consultant
Library Support and Development Services<http://www.oregon.gov/osl/LD/pages/index.aspx>
Oregon State Library, 250 Winter St. NE, Salem, OR 97301
katie.anderson at state.or.us<mailto:katie.anderson at state.or.us>, 503-378-2528

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