KiwiParent from Parents Center NZ Test Volume | Page 22
It is worth noting that, while devices like iPads
and other tablets offer more interactivity, and
may potentially be more engaging for a child
versus more passive watching, research into this
area is virtually nonexistent. For now, parents
should treat these devices much like they would
any other media system.
References:
Chonchaiya, W., & Pruksananonda, C. (2008).
Television viewing associates with delayed
language development.
Christakis, D. A. (2008). The effects of infant
media usage: What do we know and what
should we learn?
Christakis, D.A, Gilkerson, J., Richards,
J.A., Zimmerman, F.J., Garrison, M.M., Xu,
D., Gray, S. & Yapanel, U. (2009). Audible
television and decreased adult words, infant
vocalizations, and conversational turns: A
population-based study.
Christakis, D. A., & Zimmerman, F. J. (2007).
Violent television viewing during preschool
is associated with antisocial behavior during
school age.
Christakis, D.A. & Zimmerman, F.J. (2009).
Young children and the media: Limitations
of current knowledge and future directions
for research.
Christakis, D.A., Zimmerman, F.J., DiGiuseppe,
D.L., & McCarty, C.A. (2004). Early television
exposure and subsequent attentional
problems in children.
Advice from the
American Academy
of Pediatrics
The American Academy of Pediatrics
recently reaffirmed its stance on
screen time for young children
on its parenting website (www.
healthychildren.org). They say
that “until more research is done
about the effects of screen time on
very young children, the American
Academy of Pediatrics strongly
discourages television viewing
for children ages two years old or
younger, and encourages interactive
play.” This recommendation is
further endorsed by Brainwave Trust
Aotearoa.
Dimitri Christakis, who has conducted
much of the research in this area,
concluded that no studies to date
have demonstrated benefits
associated with infant TV viewing
and that the preponderance of
existing evidence suggests the
potential for harm. He warns that
parents should exercise due caution
in exposing infants to “excessive”
media.
The real thing
Brainwave Trustee and neonatal
paediatrician Dr. Simon Rowley says
that even the best documentary
in the world on grass for example,
isn’t a patch on what a small child
will learn by sitting on the back
lawn, feeling the unfamiliar texture,
smelling the grass, seeing the colour,
listening to the sounds, especially if
an adult is there to help her feel safe
and to reassure and interpret while
she explores this extraordinary new
thing. Indeed, it is these experiences
that are the essential building blocks
of healthy brain development, not TV
or DVDs.
Babies are wired to get information
from people – from their faces and
expressions and gestures and voices
and loving touch... not from TV
screens.
Brainwave Trust
Brainwave’s aim is to raise public awareness about the amazing new
findings in brain research, which emphasise the importance of early
experiences on infant brain development; and to educate about the
important implications of this knowledge.
www.brainwave.org.nz
20 kiwiparent – supporting kiwi parents through the early years
Courage, M. L., Murphy, A. N., Goulding, S.,
& Setliff, A. E. (2010). When the television is
on: The impact of infant-directed video on
6- and 18-month-olds’ attention during toy
play and on parentinfant interaction.
DeLoache, J. S., Chiong, C., Sherman, K.,
Islam, N., Vanderborght, M., Troseth, G. L.,
O'Doherty, K. (2010). Do babies learn from
baby media?
Landhuis, C. E., Poulton, R., Welch, D.,
& Hancox, R. J. (2007). Does childhood
television viewing lead to attention
problems in adolescence? Results from a
prospective longitudinal study Pediatrics.
Okuma, K. & Tanimura, M. (2009). A
preliminary study on the relationship
between characteristics of TV content and
delayed speech development in young
children, Infant Behaviour & Development.
Rutter, M. (2011). Biological and experiential
influences on psychological development.
In D. P Keating (Ed.), Nature and Nurture in
.
Early Child Development.
Schmidt, M. E., Pempek, T. A., Kirkorian, H.
L., Lund, A. F., & Anderson, D. R. (2008). The
effects of background television on the toy
play behavior of very young children.
Zimmerman, F.J. & Christakis, D.A. (2007).
Associations between content types of early
media exposure and subsequent attentional
problems.
Zimmerman, F.J., Christakis, D.A. & Meltzoff,
A,N. (2007).Associations between media
viewing and language development among
children under 2 years old.
Pagani, L.S., Fitzpatrick, C., Barnett, T.A. &
Dubow, E. (2010). Prospective associations
between early childhood television
exposure and academic, psychosocial, and
physical well-being by middle childhood.
Keryn O’Neill, MA, PGCertEdPsych
Anthea Springford BA, MBA (Dist)
Keryn has a Masters Degree in
Psychology, and Post Graduate
Certificate in Educational Psychology.
She has 17 years experience in services
for people with an intellectual disability,
working in a variety of roles including
staff training, and as a behaviour specialist. Mother of
two delightful primary-school-aged daughters, Keryn is
keenly aware of the conflicting information available to
parents. She is passionate about the opportunity Brainwave
provides to share evidence-based information about
children’s needs during the very important early years,
and is able to draw on her academic, professional and
parenting experiences.
Anthea spent many years as an
investment banker with CS First
Boston in Wellington and Auckland.
She has spent the last years at home
with her three children.
During that time she has been active
in a number of voluntary organisations in Auckland and
Hong Kong including the Auckland and New Zealand
Multiple Birth associations, UNICEF, Hong Kong
International School Parent Advisory Group and Hong
Kong Island Stingrays. Anthea is also a narrator for
the Royal Foundation of the Blind. She brings a strong
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