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Young Children Pay a High Price for Screen Time

Young Children Pay a High Price for Screen Time

Little baby boy playing with TV remoteMany parents are occasionally thankful for the television—after all, it can serve as a low-cost, short-term babysitter while they cook or do housework. At the same time, however, many parents are concerned about the amount of television that their children watch—and for good reason. Statistics tell us that in America, children under six watch an average of two hours of TV a day, and children eight to 18 spend an average of four hours in front of a TV and often an additional two hours a day on computers or playing video games.

So what does all of this screen time mean for America’s children? Recent research published in JAMA Pediatrics suggests that it is results in poorer well-being and sleep and that it contributes to childhood obesity.

In the first study, part of a larger research project called IDEFICS (Identification and Prevention of Dietary- and Lifestyle-Induced Health Effects in Children and Infants), researchers examined 3,604 children aged two to six to determine if there was a relationship between their electronic media use and their sense of well-being. They assessed the children based on six standardized indicators of well-being (including emotional problems, peer problems, self-esteem, family functioning, and social interactions) and compared the results to the number of hours they spent in front of a TV, computer, or video game screen. They found that increased media use predicted much poorer senses of well-being. TV was found to be more harmful than computer use, but overall they found that there was a 1.2- to 2.0-fold increase in emotional problems and poorer family functioning for each additional hour of media use.

A second JAMA Pediatrics study involving 1,713 Spanish children found that children who watched more than 1.5 hours of television per day had shorter sleep duration and began to suffer from sleep deprivation. Their sleep duration shortened with every extra hour of television watched over the 1.5-hour baseline. And in a third study, researchers found that increased media exposure resulted in sharply increasing BMI (Body Mass Index) scores, and thus a tendency toward childhood obesity.

So how much TV is too much? Every day more research comes out indicating that exposure to electronic media can have adverse effects on children—effects that can persist into adulthood.

As a result, the American Academy of Pediatrics (AAP) recommends that children under the age of two not watch any TV, as the first two years of life are a critical time for brain development. Television and other electronic media can prevent exploring, playing, and interacting with parents and others, all of which are critical for social development. In addition, the AAP suggests that children older than two watch no more than one to two hours of electronic media per day.

Inside the Teenage Brain

Inside the Teenage Brain

Cheerful youthIf you have ever wondered why the teenage years are so difficult for parents (and often the teens themselves) you need look no further than their brain. The brain undergoes rapid and profound development during the teen years, much more so than during most of childhood. It is a time when the areas of the brain involved in the calculation of risk, rewards and decision making go through increasingly major changes. This may explain why late adolescence (between ages 15 and 19) has a six times greater mortality rate than those in late childhood and early adolescence (between ages 10 and 14).

Research conducted by scientists using magnetic resonance imaging (MRI) from early childhood through adulthood has mapped the many changes that the developing brain makes as it matures. They have found that the brain continues to develop into a person’s early 20s, with the frontal lobes that are responsible for reasoning and problem-solving being developed last.

Although the teenage brain is more impulsive and willing to take risks, it is also dynamic, vulnerable and stimulated by positive feedback. The reason for this is that the reward centers in teenage brains are highly responsive, while at the same time, the region of the brain associated with self-control is still not developed fully.

Dr. Jay Giedd, Chief of Brain Imaging at the Child Psychiatry Branch of the National Institute of Mental Health, says “The most surprising thing has been how much the teen brain is changing. By age six, the brain is already 95 percent of its adult size. But the gray matter, or thinking part of the brain, continues to thicken throughout childhood as the brain cells get extra connections, much like a tree growing extra branches, twigs and roots.”
Although the brain grows in gray matter significantly during childhood and early adolescence, the amount of gray matter actually begins to fall in mid-adolescence, which researchers say is a normal process of brain maturation.

Giedd says, “… the pruning-down phase is perhaps even more interesting, because our leading hypothesis for that is the “use it or lose it” principle. Those cells and connections that are used will survive and flourish. Those cells and connections that are not used will wither and die. So if a teen is doing music or sports or academics, those are the cells and connections that will be hard-wired. If they’re lying on the couch or playing video games or MTV, those are the cells and connections that are going [to] survive.”

Studies have shown that experiences early in life have a profound effect on the development of the teenage brain. Researchers at the University of Pennsylvania found that children who received a lot of cognitive stimulation and parental nurturing had a brain with a thicker outer cortex, which is important in thinking and memory. Another long-term study from the Institute of Cognitive Neuroscience in London discovered that there were major structural changes in the areas of the teenage brain that relate to empathy.

Adults should perhaps give teenagers more of a break. As Giedd says, “It’s sort of unfair to expect teens to have adult levels of organizational skills or decision-making before their brains are finished being built.”