Mindful Media: Pros and Cons

There is mixed evidence regarding the impact of technology on children's development. Educators and parents have been warned about the potential negative effects of background television (Kirkorian et al. 2009; AAP 2011b), passive screen media use (AAP 2011b), and the link between media use and childhood obesity (White House Task Force on Childhood Obesity 2010; Birch, Parker, & Burns 2011; Schepper 2011). Identified possible negative outcomes include irregular sleep patterns, behavioral issues, focus and attention problems, reduced academic performance, negative effects on socialization and language development, and increased screen time for young children (Cordes & Miller 2000; Appel & O’Gara 2001; Christakis et al. 2004; Anderson & Pempek 2005; Rogow 2007; Vandewater et al. 2007; Brooks-Gunn & Donahue 2008; Common Sense Media 2008, 2011; Lee, Bartolic, & Vandewater 2009; Campaign for a Commercial-Free Childhood 2010; DeLoache et al. 2010; Tomopoulos et al. 2010; AAP 2011a, 2011b). However, research findings are divided and can be confusing for educators and parents. Some researchers on children's media have found no evidence that screen media are inherently harmful. Evidence from public broadcasting’s Ready To Learn initiative indicates that when television shows and electronic resources are carefully designed based on effective reading instruction, they can be powerful tools for teaching and learning (Pasnik et al. 2007; Neuman, Newman, & Dwyer 2010; Corporation for Public Broadcasting 2011). Similarly, Wainwright and Linebarger (2006) concluded that despite many warnings about the negative effects of television and computers on children's learning, the most reasonable conclusion from existing scholarly literature is that the educational content is what matters—not the format in which it is delivered (Wainwright & Linebarger 2006). In summary, there are some educationally valuable television shows, websites, and digital media, while others may be less valuable or even educationally worthless.