GROWING UP WIRED, RAISING KIDS IN THE DIGITAL AGE: REVIEW (2)

By Lee Chua, Queena N, Dionisio, Ma. Isabel Sison, Fernandez, Nerisa C, Alignay, Michele S. (Eds.). 2013, Anvil Publishing, Mandaluyong City, Philippines, 362 pages.

Easy Myths, Hard Truths

The first chapter of the book presents a surprising fact about an initial study with children whose parents work in Silicon Valley in the USA, which is known as the global source of technology.

These children study without computers, which is a basic digital technology, in the classroom. They were taught using the old-fashioned method (use pencils, pen, paper, and so on). The authors explain that teaching digital technologies for children is unnecessary. 

In line with this fact is the result of the survey, which has led the authors to conclude that the proper use of technology in education does assist one’s study in class, however, it does not make a learner more intelligent.

The discussion of the study findings in this chapter is commenced by analyzing internet usage by students. The result shows that the majority of students utilized the internet for personal interests and not for study purposes. 

To support their findings, the authors show the result of another study, which has been conducted by the scholars on the related issue, saying that “students using digital technology do not do better, and sometimes, do even worse, than students who do not use it” (p. 5).

The discussion of the physiological stages of children, under this chapter, provides a significant background of this study. The authors identify three stages of the development of children as follows: from infancy to preschool, from primary to middle school, and the turbulent stages. 

In supporting the findings and analysis, the authors of the book then present the study results by well-known psychologists such as Erik Erikson, Jean Piaget, and Lawrence Kohlberg, about the importance of appropriate development of children in the first stage. 

The authors conclude that there is no need to expose children in large quantities to gadgets and digital media. Instead, children should be free to use their imaginations to draw, cut, and make a mess by providing them with the needed tools without forgetting to supervise when using tools such as scissors and paint. These kinds of activities will lead to the children enjoy what they are creating, to develop age-appropriate skills and confidence in themselves.

In the second stage, children need to have playtime as well as join organized games and sports. As well, it is critical for language to develop at this stage. The authors of the book have called the parents’ attention to encourage their children to think not only about the ‘what’ but also the ‘why’ and ‘how’ of things surrounding their everyday life. 

Moreover, parents should allow their children to express themselves and discover who they are and what they like to do. This will allow their children to be more creative while exploring the real world.

The last stage, which is the crucial stage of development, is called the turbulent age. The crucial issues, which are normally discussed by teenagers themselves are sexuality, relationship, alcohol, taking risks with sex, peer pressure, drugs, and of course, self-identity development. 

The protruding or salient character of children at this stage naturally makes them self absorbed, desiring more autonomy and structure, taking selfies, and seeking identity. 

They often challenge authority, as they strive to be independent. This idea is reinforced by the result of the survey in which the majority (75%) of students say “being allowed to make their own decisions and having their own space makes them feel good” (p. 47).

To be Continued.....