Introduction
Nowadays, some children, even in early childhood, spend a significant amount of time in front of screens at home and in educational institutions. Although parents and teachers endeavor to restrain their children from gadgets, this may be a daunting task for the former, as children live in an environment of technological advancement and need to use gadgets to adapt. Given the importance of aligning screen time with child growth in early childhood, using NAEYC as a valuable resource to address this issue is a wise decision.
Screen Time for the Young Children
The time spent in front of screens by children during the early childhood period may influence their development and well-being. First, screen time may be related to delayed development in young children. Moreover, the amount of time spent with gadgets among young children and the developmental delays influence their problem-solving and communication skills.
The National Institute of Health (NIH) in 2018 “found that children who spent more than two hours a day on screen-time activities scored lower on language and thinking tests (Cross, 2023, para. 3). As a result, the average screen time varies by age, and it increased with the beginning of COVID-19. Young learners aged 2 to 4 should spend no more than 2 to 2.5 hours per day in front of screens, while those aged 5 to 8 may spend up to 3 hours per day (Johnson, 2022). Furthermore, the increased amount of time spent with devices can cause eye strain, myopia, neck and shoulder pain, headaches, and a potential for an inactive lifestyle. This information highlights the significance of addressing screen time issues within the context of early childhood education.
NAEYC’s Meaning
Referring to the NAEYC can be helpful when searching for guidance on developmentally adequate practices for screen time in early childhood, as it provides guidance on tailoring screen exposure to a child’s age and developmental stage. The NAEYC, or the National Association for the Education of Young Children, is a notable institution that encourages quality education (NAEYC, n.d.). The organization’s guidelines emphasize the importance of limiting screen time for children under two years old and suggest that when screens are used, they should be accessed through interactive and educational content.
NAEYC emphasizes the importance of maintaining a balance between screen time and other essential activities, such as face-to-face interaction, play, and outdoor walks in fresh air (Follari, 2019). Parents, along with educators, may employ NAEYC resources to address the issue of screen time for young children. The institution recommends setting media-free times or zones. They promote limiting screen time to one hour a day for children aged 2 to 5, encouraging active involvement during screen activities. NAEYC is a valuable resource for educators and families seeking to create a healthy and developmentally appropriate screen time environment for young children.
NAEYC as an Invaluable Source
Employing NAEYC standards for the future classroom would be beneficial, since it offers valuable guidelines, data, and practices, including practical recommendations on screen time for children in their early childhood. Integrating the organizational recommendation on the given issue would ensure that the classroom setting aligns with recent research and expert input that promotes the sound development of students (NAEYC). NAYEC provides a range of resources, from position statements to practical handbooks, including guidance on resolving screen time and developmentally appropriate practices for young learners (NAEYC). Additionally, educators can access a wide range of data, including lesson plans, evidence-based research findings, and strategies for promoting healthy screen time habits. Hence, NAEYC, with its versatile base of high-quality resources, is an invaluable asset for caregivers, parents, and educators, as it enhances an environment that prioritizes children’s welfare in a technologically driven era.
Conclusion
In this technologically driven epoch, addressing the screen time challenge for young children in early childhood education is a daunting task. NAEYC provides practical guidance for both teachers and parents on specific issues. It not only offers developmentally appropriate practices but also provides recommendations to organize environments that prioritize the well-being and health of young learners.
References
Cross, J. F. (2023). What does too much screen time do to children’s brains? Healthmatters.nyp.
Follari, L. (2019). Foundations and best practices in early childhood education: History, theories, and approaches to learning (4th ed.). Pearson.
Johnson, A. (2022). Screen time recommendations by age. Allaboutvision.
NAEYC. (n. d.). About us. NAYEC.