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It’s argument research that discusses whether children should count on electronic devices such as iPads, mobile phones, and so on. My opinion is against this idea not in favor. In addition, the availability of electronic devices facilitates the effectiveness and ease of conducting numerous tasks without using a lot of manpower. On the other hand, negativity associated with the introduction of new gadgets in the market is prevailing in the current social and economic aspects (Couse & Chen, 2010). The health impacts generated by the use of electronic devices have affected the health of children greatly in recent decades.
Technology development continues to cause adverse effects on the social, political, and economic aspects of different people, institutions, and states. This essay analyses the different influences of technology on children, their teachers, and parents. Research indicates that the involvement of technology with different electronic devices facilitates various positive and negative aspects. In general, technological advancement is a positive contribution to growth due to the availability of numerous gadgets in the market. It’s argument research that discusses whether children should count on electronic devices such as iPads, mobile phones, and so on. My opinion is against this idea not in favor. Establish long term effects of electronic usage by children on their future learning and healthcare and the remedies to these problems.
According to the research conducted on the growth and development of children, the level of children’s learning and understanding is generally high. This shows that children should not be ignored when presented with electronic devices. The ability of a child to learn and understand about the operation and usage of an electronic device takes a short time. This should not only be taken as a good and positive sign in the growth and development of the child but as a future influence in the learning and development of the child. Research practitioners have conducted various research practices on different children who have access to electronic devices.
The results of the individual research conclude that the children indicates the understanding of the devices and forms a connection to these devices thus fails to comprehend and operate on other manual and physical duties (Clements, 2004). This tendency is viewed as being positive in the beginning but becomes a negative phenomenal in later days of growth. In general, technological advancement has a negative contribution to growth due to the availability of numerous gadgets in the market, which negatively affect children’s behavior and learning process.
The aim of this essay is to facilitate the cons associated with allowing the usage of electronic devices by children. There are certain levels that should be set by the parents, guardians, and teachers in the establishment of adequate education services for the children. The ministry of education fraternity should facilitate a clear basis in ensuring that there is controlled technological involvement during early childhood. This acts as the guidance in governance and future presentation of the right and required learning tools to the teaching fraternity and education.
Scholars have reviewed various reasons that establish control in electronic usage during childhood. Rapid growth and increased learning abilities in children during the early stages of growth facilitate increased levels of failure incomprehension of the manual features. The ability of a child to learn and understand about the operation and usage of an electronic device takes a short time. This should not only be taken as a good and positive sign in the growth and development of the child but as a future influence in the learning and development of the child. Research practitioners have conducted various research practices on different children who have access to electronic devices. The high rates of development of impaired learning, low attention levels, and availability of delays in recognition originate from a high rate of electronics usage.
The availability of high rates of electronic and technology usage limits the movement of the child hence reduction in growth and development. The occurrence of delayed development and growth in children causes a lack of understanding in classrooms. This limits the growth of children and the recognition of their abilities in learning. The academic achievements of children suffering from the effects of electronic usage experience academic hiccups and constraints. In addition, research indicates that the increased use of electronics by children causes the effects of epidemic obesity. In other adverse cases, the children suffering from obesity have increased chances of getting diabetes, stroke, and related heart diseases (Couse & Chen, 2010).
The performance levels of children using electronics are usually low due to high involvement rates with the devices. In most cases, children that lack supervision in fail to observe their sleeping trends. This results in lack of concentration in classes and in other activities resulting in poor performance and rise in ignorance (Clements, 2004). Children disorder, depression, autism and anxiety results from the rise in electronics usage. Research practitioners indicates that the children start experiencing low self-esteem and depression due to the failures realized in the usage of the electronic devices. The high rates of development of impaired learning, low attention levels and availability of delays in recognition originate from high rate of electronics usage. The depression and anxiety levels increases with time and can lead to adverse limits if not controlled in advance. The development of certain illness in early childhood can be controlled and regulated by the parents, guardians and teachers if cooperation is enacted in schools and in homes (Clements, 2004).
The availability of oppression and aggression in the social sites and from the media provides insignificant access of information to the children. The children are exposed to various incidences of sexual and physical oppressions in the different sites which cause undesirable impacts. The availability of oppression and aggression levels in the social sites leads to Public Health Risk (PHR). The availability of uncontrolled forms of oppression in social media should be eradicated and introduction of laws to govern the occurrence of these vices addressed (Plowman & Stephen, 2003). Attention discrepancy can be caused by the availability of high levels of contents from the social sites and from media. Lack of attention leads to lack of proper learning, hence implicating future disadvantages to the life of these children.
The emissions radiated by the electronic devices cause adverse effects on the lives of the users when used frequently. This indicates that the children can be affected by the radiations hence develop diseases in future resulting from the frequent usage of the electronic devices. The ministry of education fraternity should facilitate clear basis of controlled technological involvement during early childhood. The ability of a child to learn and understand about the operation and usage of an electronic device takes a short time (Gallacher & Gallagher, 2008). This should not only be taken as a good and positive sign in the growth and development of the child but as a future influence in the learning and development of the child.
In conclusion, it is clear that the technological advancement and usage brings profitability, efficiency and development but it causes adverse effects on the lives of children. These effects are usually severe in the cases where the children lack supervision.
Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5(1), 68-80.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-96.
Gallacher, L. A., & Gallagher, M. (2008). Methodological Immaturity in Childhood Research? Thinking through participatory methods’. Childhood, 15(4), 499-516.
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Plowman, L., & Stephen, C. (2003). A ‘benign addition’? Research on ICT and pre‐school children. Journal of Computer Assisted Learning, 19(2), 149-164.