Screens can calm a child. But what are they learning? — Syarifah Maisarah binti Syed Alwi

The article explores the complex relationship between screen time and emotional regulation in children, highlighting that digital technology's integration into children's lives is not inherently negative but requires careful consideration of its implications. While screens can offer valuable learning opportunities and social connections, excessive or poorly regulated screen use may impact children's emotional development.

The article references Gross's Process Model of Emotion Regulation, suggesting that screen use could serve as a form of attentional deployment, providing immediate relief from unpleasant emotions. However, this reliance on screens for emotional comfort might limit the development of other adaptive regulatory strategies. Furthermore, the piece discusses Bandura’s Social Learning Theory, emphasizing the role of parents and significant others as behavioural models.

Children learn not just through direct experiences but also by observing adults' responses to stress and adversity. The article concludes by emphasizing that the primary concern is not the mere presence of screens but the extent to which they might replace or limit children's opportunities to develop and practice healthy emotional regulation techniques.

Brief written by urgent.news from Malay Mail's own syndicated text. Machine-written — may contain errors; check the original before relying on it.