This past week the American Academy
of Pediatrics (AAP) altered their guidelines for screen exposure for young children.
After re-evaluating how much screens have become a part of the daily lives of children
from entertainment to school work the AAP has taken the time to rethink their
guidelines. The recent change notes that for children between the ages of 2 and
5 screentime should not exceed 1 hour daily (Middlebrook, 2016). However, in
allowing this hour the AAP asks parents to switch emphasis from “WHAT is on the
screen to WHO else is in the room,” (Kamenetz, 2016, para. 4). Parents should
watch media with their children and begin to “‘help children understand what
they are seeing, and help them apply what they learn to the world around them’”
(Kamenetz, 2016, For Preschoolers Age 2 to 5 section, para. 4). Parents should
focus on interaction with their children when using media. The screen should be
a conduit for learning and interaction between parent and child, not a
distraction.
This focus on parent interaction is very
similar to other research that has been conducted on screen use for young
children. The Zero to Three organization released research based guidelines on
screen use for children under 3. In the guidelines they note participation and interaction
during screen time being vital to child development (Lerner & Barr, 2014).
Zero to Three further suggests that by interacting with children during screen time
parents can “help children bridge the gap between content they are exposed to
on screens—new words and concepts—and their real-life experiences,” (Lerner
& Barr, 2014, p.3). Parents can use screens to help their children learn
and connect but they must be present and aware of the content on the screen in
order to help their children connect it to their physical life.
But what does this mean for early
literacy in the library? A recent trend in libraries has been the integration
of digital technology such as iPad applications and eBooks into preschool
storytimes and in teaching early literacy. Watertown Free Public Library
integrates new screen technology into their weekly storytime by providing
patrons with iPads at every storytime and the Darien Library in Connecticut has
begun circulating iPads preloaded with applications to help in teaching early
literacy skills (Samtani, 2013). Proponents of integrating this new technology
into the library note that these applications can help families who are just
beginning to learn the English language and that by providing families with
high quality, educational applications, the library is promoting their use in
the home (Samtani, 2013). Constance A. Keremes, a youth librarian in Texas,
notes that storytimes are for modeling early literacy skills and in having screen
technology in the library, staff can model how parents should use these
applications stating “many parents need guidance in helping to make the most of
those apps so that children have an enriching experience that will promote
cognitive development and spark imaginative play” (Hill, 2014, p.18). By
integrating iPads and eBooks into a library storytime librarians can illustrate
to parents the best practices for using this new media with children, in much
the same way librarians use books.
However, some librarians still
remain skeptical about the use of this technology in libraries and storytimes.
Many worry about the effects of screens on a still developing brain. Kathy
Kleckner, a children’s librarian in Minnesota notes “‘my main concern is the
vulnerabilities as [children's] brains develop,’” (Samtani, 2013, p. 14). She
further notes that in using applications to tell a story creates a loss of human
interaction which is crucial to child development (Samtani, 2013). If a
librarian is to rely solely on the iPad for their storytime they can create an
ineffective storytime program that hinders child development.
The use of screens in storytime and
the library is a highly contested issue. While iPads and eBooks in storytime
can help to model positive interaction with screens to parents it can also
hinder human interaction during the story hour. Ultimately the librarian must
weigh the pros and cons of using this new technology and decide for themselves
as to what is best for their community and their young patrons.
What are your opinions on screens in
storytime? Please leave a comment and let me know.
References
Hill, N. M. (2014). Multimedia
storytimes. Public Libraries 53(5), Retrieved
from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=d0fa8a67-cb6c-4078-a174-3be3c465f307%40sessionmgr103&vid=1&hid=101
Jones, B. (2013) Untitled picture of
children and parents with iPads during storytime [Online image] Retrieved
October 30, 2016 from https://littleelit.files.wordpress.com/2013/02/skokiejoint.jpg
Kamenetz, A. (2016, October 21).
American Academy of Pediatrics lifts ‘no screens under 2’ rule. NPR. Retrieved from http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule
Lerner, C. & Barr, R. (2014).
Screen sense: Setting the record straight. Retrieved from file:///C:/Users/Rachel/Downloads/Screen%20Sense%20Key%20Findings%20(2).pdf
Middlebrook, H. (2016, October 21).
New screen time rules for kids, by doctors. CNN.
Retrieved from http://www.cnn.com/2016/10/21/health/screen-time-media-rules-children-aap/
Samtani, H. (2013). Libraries “app up”
storytime. School Library Journal 59(1).
Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=589482d1-8a37-4554-89e3-bed1fc4b0bc0%40sessionmgr103&vid=1&hid=101
[Untitled picture of children and
iPad]. Retrieved October 30, 2016 from http://surepointspy.com/wp-content/uploads/2016/08/o-KID-IPAD-facebook.jpg
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