The Effects of Screen Time on Childrens Well-Being – Child Development Example

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"The Effects of Screen Time on Children’ s Well-Being" is a brilliant example of a paper on child development. The world in modern society is characterized mainly by information sharing and consumption. It is safe to say that most humans, young and old alike, spend too much time on screens as it defines the core of personal and interpersonal relationships (Stiglic & Viner, 2019). There are genuine concerns about the effects of the time spent on screens and the content consumed. The digital era continues to develop rapidly, thereby influencing content consumers' screen time experience (Brooks, 2018).

Generally, ample screen time negatively affects children's well-being in mental, health, and developmental ways, forming the basis for my study (Stiglic & Viner, 2019). Data for this research will involve many numerical correlations expressed in various quantifying factors such as time, age, and numerical representation of happiness on a happiness scale. As such, the best approach for this study is a quantitative methodology that will present and elucidate the survey in a quantifiable criterion. The study entails a cross-examination of happiness levels on a subjective happiness scale with the amount of screen time spent by K-12 children.

Significantly, the study's interest is the adverse effects of screen time on these children, as detailed by scholars and researchers with a view of analyzing the results and giving scientific remedies. Similarly, through the analysis of various data, the study will identify and record how screen time emotes happiness and its effect on the productivity of K-12 children. Generally, the study is founded based on the question of how much we are willing to spend on screen and how happy does it make us.

This review concludes with the addition of screen time's significant roles, both young and adult individuals, in this era of information outbursts and vast content. Effects of screen time on K-12 childrenPrevious inquiries into this subject matter show an apparent increase in screen time spent by adults and children. In the past four years, this increase has risen to eleven hours per day from the already difficult time of nine hours (Brooks, 2018). Screen time is characterized by the number of hours spent on digital interface devices such as mobile phones, television, laptops, or even gaming devices.

Notably, the numerous hours spent bear some degree of consequences that range in intensity from physical development, cognitive growth, health, and nutrition habits (Stiglic & Viner, 2019). A strategic review of available evidence also points out that screen time is responsible for irreversible harm to positive activities that include but are not limited to physical exercise, interactive social relations, and healthy sleeping habits. Measurable outcomes such as obesity, low snacking lifestyles, and questionable mental health are at the top of the screen time's adversity list.

Poor performance has mostly been associated with the unproductivity of children who spend valuable time in front of a screen consuming mostly insignificant content. Most children would rather spend time watching a movie, going through social media content, or other addictive activities such as excessive gaming rather than reading a book or learn an actual productive skill (Brooks, 2018). The amount of time children spend on technological devices does not in any way advance a sense of fulfillment as some are unhappier than ever. Data on the subjective happiness scale illustrates that previous studies report a range of two to five happiness levels on a scale of one to ten, which is an average degree.

This study will consider such provisions of similar courses and compare the data to this research study for a maximum quantitative representation that spans ten years ago to the present. As such, numerical expressions in graphs, tables, and charts will add theoretical information to this study. Specifically, the study will primarily involve the single group of K-12 children correlational predictive analysis that will examine the variables using data from K-12 children to predict the level of happiness on a subjective happiness scale. The rationale for the research methodAs indicated, the research will use a qualitative approach to present information on the topic in question.

Perhaps, the main reason for this choice is the vital need for numerical interpretation of data to elaborate on the study's scope in an understandable way. It is important to note that the subjective happiness scale uses numerical data of one to ten to elaborate happiness levels of unhappy to very happy.

A correlational predictive approach is best suited for this study because, in a way, happiness cannot be measured but rather predicted. The s study will examine the relationship between essential variables such as children's age, content consumption on screen time, and the time spent on screens. Previous research and relevant material provide a base for justification. Numerous disciplines have concluded the adverse effects of screen time on children such as obesity in medical studies, cognitive regression in psychology, and poor performances in early childhood education (Brooks, 2018).

Similarly, a quantitative approach is best suited for this study because it will employ the use of collecting data such as validated surveys and continuous variables of ratios of secondary data collected by the researcher. Qualitative research would not suit this study's scope because of its limitation to objectivity rather than constructivism. This means that qualitative research will rely mostly on the literal aspect of the study rather than the symbolic aspect, which is essential to this particular study. Various research shows that to conclude this study's findings effectively, many participants will be required due to the limitation of self-reports by the researcher, meaning that some information from respondents will rely on recollection rather than factual data.

Primarily, this study focuses not only on the causes and effects of screen time on K-12 children but also on the level of happiness experienced by the children with the amount of time spent on technology. This information will require numerical statistics for many participants, therefore, necessitating a quantitative research approach.

References

Brooks, M. (2018). How Much Screen Time Is Too Much?. Retrieved 6 September 2020, from

https://www.psychologytoday.com/intl/blog/tech-happy-life/201812/how-much-screen-time-is-too-much

Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children

and adolescents: a systematic review of reviews. BMJ Open, 9(1).

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