Before you browse through the links below, please consider these questions first.<\/p>\n
Q –\u00a0 What does screen time mean to you?<\/p>\n
Q – Do you unpick children\u2019s screen time in order to understand how\/why the screen is being used?<\/p>\n
Q – Do you view screen time as only watching content, or playing games, or do you view any\/all kind of screen use as screen time?<\/p>\n
Q- Do you know what the different ways we can use screens are? E.g.,\u00a0 to consume, create or communicate content<\/a>?<\/p>\n Q \u2013 Do you consider using screens in a practical way to solve real life problems? E.g., using apps such as the camera, calculator, weather forecast, maps, measure and audio recording?<\/p>\n Q- Do you view young children\u2019s (early level and younger) screen time as an opportunity for independent learning or as a means for the adult and child to connect and play and learn together?<\/p>\n Q- What do you think the adult\u2019s role should be when children are using screens?<\/p>\n You might find it helpful to revisit section 4.4 of Realising the Ambition: Being Me<\/a> (page 49) and also 6.4 (page 70).<\/p>\n \u00a0<\/em><\/p>\n Our ability to use language unlocks all areas of learning. Children\u2019s language development thrives through exposure to environments of rich and diverse spoken language experiences. We grow a sense of purpose for the child by our own use of language and engaging them with a wide variety of stories, rhymes, songs, symbols and texts in different media all around them. Building this purpose helps to nurture engagement and encourages children to see themselves as readers and writers. This doesn\u2019t just happen by chance. <\/em><\/p>\n Realising the Ambition: Being Me page 70<\/p>\n Q \u2013 Do we use language to unlock learning when children are using screens?<\/p>\n \u00a0<\/strong><\/p>\n Preschoolers\u2019 screen time and reduced opportunities for quality interaction: Associations with language development and parent-child closeness – ScienceDirect <\/a>Gath, M,\u00a0McNeill, B, and Gillon, G (2023)<\/p>\n Is the screen time duration affecting children’s language development? – A scoping review – ScienceDirect <\/a>Bhutani, P et al (2024)<\/p>\n Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months | Media and Youth | \u00a0<\/a>Brushe.M, Haag.D, Melhuish. E, et all (2024)<\/p>\n Froebel-Trust-Research-Highlight_Tech.pdf <\/a>Flewitt and Gemayel (2023)<\/p>\n Digital Play (ed.ac.uk) \u00a0<\/a>Plowman (2020)<\/p>\n Screen time for babies and toddlers: the evidence | Baby & toddler articles & support | NCT <\/a>NCT (2019)<\/p>\n Why not all screen time is the same for children – BBC Future<\/a>\u00a0Hoggenboom,M (2022)<\/p>\n Babies need humans, not screens | UNICEF Parenting<\/a> \u00a0Nelson, C (2023)<\/em><\/p>\n Please feel free to share your thoughts via this Microsoft F<\/a>orm<\/a><\/p>\n Sharing our reading with you\u2026 We recently shared a variety of recommend reading links around screen time. In this post we share some more, but this time, the research and articles focus on younger children\u2019s screen time, some including babies. Special thanks to our National Early Language and Communication Team colleagues for sharing many of …<\/p>\n","protected":false},"author":62065,"featured_media":24048,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[2023,1985,2163,232,2192],"tags":[],"class_list":["post-24047","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cyber-elc-theme","category-elc","category-families","category-from-the-community","category-suggested-reading"],"jetpack_featured_media_url":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/digilearn\/uploads\/sites\/6913\/2024\/11\/07154312\/Designer.jpeg","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts\/24047","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/users\/62065"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/comments?post=24047"}],"version-history":[{"count":2,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts\/24047\/revisions"}],"predecessor-version":[{"id":24587,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/posts\/24047\/revisions\/24587"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/media\/24048"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/media?parent=24047"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/categories?post=24047"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/tags?post=24047"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Links to research and articles.<\/strong><\/h5>\n
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