Nuwe resepte

Die daaglikse gereg: skermtyd kan die vetsug van kinders verhoog

Die daaglikse gereg: skermtyd kan die vetsug van kinders verhoog

'N Onlangse studie in The Journal of Pediatrics dui daarop dat oormatige skermtyd kan bydra tot 'n toename in vetsug by kinders tariewe. 'N Steekproef van kinders tussen die ouderdomme van 15 en 18 het aan die lig gebring dat 20 persent van die deelnemers meer as vyf uur per dag op slimfone, tablette, rekenaars was of videospeletjies gespeel het, en agt persent van die deelnemers was meer as vyf uur per dag dag TV kyk. Diegene wat meer as vyf uur per dag voor 'n skerm deurgebring het, was twee keer meer geneig om te eet suiker versoete drankies, slaap minder en het 'n laer frekwensie van fisiese aktiwiteit.

Kan hierdie rooiwynfilter u hoofpyn verlig?

'N Nuwe toestel, genaamd Üllo, beweer dat dit die eerste produk op die mark is wat sulfiete uit rooiwyn filtreer om hoofpyn wat deur wyn veroorsaak word, te verlig. Üllo lyk soos 'n reuse kurkskroeffilter wat oor 'n karaf of glas glas pas. Terwyl wyn deur die filter gegooi word, word die sulfiete - en niks anders nie - soos magnete onttrek. Sulfiete kom natuurlik voor in die wynmaakproses, maar estrasulfiete, soms bygevoeg as 'n preserveermiddel, word soms beskou as die primêre skuldige in wynverwante hoofpyn-alhoewel daar geen wetenskaplike konsensus is oor 'n verband nie. Die basiese suiweraar van Üllo kos $ 79,99.

Dit is wat Amerika in 2016 geëet en gedrink het, volgens Foursquare

Wat het Amerikaners in 2016 geëet? Foursquare weet. In 'n verslag wat deur die mobiele soek -app vrygestel is, was die warmste kookkuns van 2016 Filippynse en Mediterreense, gebaseer op die grootste styging in restaurantopeninge. Amerikaners was ook versot op gerolde roomys, Frosé (bevrore roséwyn) en dim sum. Dit blyk ook dat popkultuur en politiek ook beïnvloed het wat ons geëet het. Beyoncé se enkelsnit "Formation" het byvoorbeeld 'n toename in verkope vir Red Lobster veroorsaak (wat 'n uitroep in die liedjie kry).

Peanut keer terug in die veldtog 'Onweerstaanbare planters'

Planter's probeer 'n nuwe bemarkingshoek. In 'n nuwe advertensieveldtog, wat Maandag 26 Desember op TV verskyn het, beklemtoon die handelsmerk nou die smaak van die produkte van die handelsmerk eerder as die voordele vir die gesondheid en welstand daarvan. Om die veldtog te skep, moes Planters en die in Chicago gevestigde agentskap Leo Burnett 'n 40-persoon-stop-motion-span van House Special, 'n produksiefirma, gebruik. Dit het ongeveer 10 000 persoon-ure in meer as twee maande geneem om die advertensies te skep en te skiet.

GNC Holdings stel sy eerste Super Bowl -advertensie in 2017 bekend

Die vitamien- en aanvullingsonderneming GNC stel sy eerste TV -advertensie bekend in die geskiedenis van die onderneming gedurende Super Bowl LI. Die advertensie sal saamval met 'n herbegin van die onderneming as Een nuwe GNC. Alle korporatiewe winkels in die Verenigde State is gister gesluit, vandag weer onder die nuwe naam oopgemaak, met 'verbeterde klante -ervaring en 'n nuwe sakemodel wat gebaseer is op verbruikersvoorkeure'. Volgens Bob Moran, die tussentydse uitvoerende hoof van GNC, "het die besluit om die aansienlike belegging in te maak Super Bowl advertensies en promosies weerspieël ons verbintenis om die bewustheid van die One New GNC te verhoog en verbruikers terug te nooi na ons winkels. ”


Kommer oor die gesondheid van kinders groei namate skermtyd styg tydens die Covid -krisis

Die toename in kinders se skermtyd tydens die pandemie het 'n beroep op groter interaktiwiteit en buitelugoefeninge veroorsaak om leer te versterk en te beskerm teen 'n epidemie van kortsigtigheid.

Tyd wat aanlyn bestee is, het die afgelope jaar dramaties toegeneem. Miljoene leerlinge is gedwing om oor te skakel na afstandsonderrig, terwyl die gebruik van sosiale media die hoogte ingeskiet het, volgens Qustodio, wat die gebruik van tienduisende toestelle deur kinders van vier tot 15 jaar in die Verenigde Koninkryk, die VSA en Spanje volg.

Gebaseer op anonieme data oor aanlyngewoontes deur 60,000 gesinne, het webwerf- en appbesoeke in die Verenigde Koninkryk hierdie maand met meer as 100% gestyg vergeleke met Januarie 2020, aangevuur deur YouTube, TikTok en BBC News. Die gemiddelde daaglikse tyd wat aan programme bestee word, het met 15%gestyg.

Een aspek van kommer is sig. Gegewens van meer as 120 000 Chinese skoolkinders wat verlede week in Jama Opthalmology gepubliseer is, dui op 'n drievoudige toename in die voorkoms van kortsigtigheid onder ses- tot agtjariges in 2020-waarskynlik veroorsaak deurdat hulle in Januarie in hul huis gebind was met skoolwerk wat tussen Januarie aanlyn afgelewer is. en Mei.

Onder hierdie ouderdomsgroep verswak die sig gemiddeld met -0.3 dioptrië, gelykstaande aan 'n toename in voorskrifsterkte van 0.25. "Dit beteken dat meer kinders van 6 tot 8 jaar - miskien twee keer soveel as verlede jaar - 'n bril nodig het om hul beste gesigskerpte te bereik," sê dr Jiaxing Wang aan die Emory -universiteit in Atlanta, wat die navorsing gelei het.

"Dit is beslis klinies belangrik, veral omdat daar bewyse is dat 'n klein afname van dioptri kan lei tot 'n aansienlike verandering in [die vermoë om vorms en die besonderhede van voorwerpe te onderskei], veral vir jong kinders."

Dit is onseker of die styging veroorsaak is deur meer tyd op skerms of minder tyd in die buitelug, maar vorige studies het voorgestel dat blootstelling aan daglig die belangrikste is: kinders op die skooldae ekstra 40 minute buite stuur, het die voorkoms van 10% verminder miopie na drie jaar, het een studie gevind. Dit is ook moontlik dat langdurige kyk na voorwerpe in die omgewing, insluitend skerms en boeke, die ooggroei beïnvloed, het Wang gesê.

Kommer oor oormatige skermgebruik strek verder as sigbaar. Volgens die stigter, Mandy Gurney, het die Millpond Sleep Clinic in Londen 'n verdubbeling in die vraag gerapporteer.

'Ons sien 'n groot toename in mense wat na ons kom oor slaapprobleme onder kinders. Hulle hoor en sien dinge oor Covid-19 en is bekommerd oor hoe dit hul gesinne en vriende sal beïnvloed, ”het Gurney gesê. 'Dit is nie net skerms wat 'n probleem is nie, maar ... inhoud. Met baie ouer kinders sê een ding dat ouers hulle nie kan laat slaap nie, want hulle het 'n besige brein voor slaaptyd. "

Vicki Dawson, die uitvoerende hoof en stigter van die Sleep Charity, het gesê: Ons het sedert die pandemie 'n aansienlike toename in kinders ondervind wat slaapprobleme ondervind. Daar blyk 'n aantal faktore hieroor te wees, met verhoogde skermtyd een. Daarbenewens is daar verminderde oefengeleenthede, verhoogde angs en gebrek aan roetine. ”

Ouers is ook bekommerd oor die impak van oormatige skermtyd op die geestelike en emosionele ontwikkeling van kinders. Kenners het beklemtoon dat nie alle skermtyd gelyk is nie. "Die eintlike probleem is wat op die skerm gedoen word," het Paul Howard-Jones, professor in neurowetenskap en onderwys aan die Universiteit van Bristol, gesê.

Hy is bekommerd oor die ongelykhede in die materiaal wat skole aan leerlinge stuur. Hy sê veral dat kinders verloof moet wees, en om ure passief voor 'n skerm te sit, werk nie. 'Hulle loop die risiko om agter te raak met hul leer, want baie min hou vas, en dit sal ook meer interessante en interaktiewe ervarings verplaas,' het hy gesê.

'Die verplasing kan buitensporig skadelik wees om oefening te verminder. Interaksie met eweknieë tydens leer help ook om sosiale vaardighede te ontwikkel, en hierdie interaksies help om sosiale netwerke te handhaaf wat ons weet belangrik is om stres te verminder en die geestesgesondheid van kinders te beskerm. Kinders verskil in sommige opsigte nie van volwassenes nie - ons het almal 'n geselsie op kantoor nodig. "

Om hierdie redes moet skole aanlyn leer so interaktief moontlik maak, en dit in kleiner stukke verdeel, insluitend besprekings met maats en onderwysers. Tim Smith, professor in kognitiewe sielkunde aan Birkbeck, Universiteit van Londen, het gesê: 'Daar moet 'n geleentheid en aanmoediging wees vir die kind om oor die materiaal te redeneer, kognitief daaroor op te tree, daaroor na te dink, probleme op te los en dan te probeer dit in verband te bring met hul eie werklike situasie. ”

Andy Przybylski, 'n eksperimentele sielkundige en direkteur van navorsing by die Oxford Internet Institute, het gesê dat daar nie genoeg bewyse is om aan te dui dat baie tyd aan toestelle spandeer nie, nadelige gevolge het.

Alhoewel die VSA nie meer as twee uur skermtyd per dag aanbeveel vir kinders van twee jaar en ouer nie, het die Britse regering geen vaste tydsbeperkings bepleit nie.

Przybylski het gesê: 'Baie kommentators is skepties oor skerms en blameer hulle vir sosiale isolasie, maar as u met jongmense praat, beskou hulle hierdie dinge meer as ooit. Vir kinders, in plaas van dat speelgroepe op skool is, is hulle nou op Minecraft. ”

Dr Max Davie, 'n konsultant by die Royal College of Pediatrics and Child Health, het gesê dat hy hoop dat die pandemie beteken dat ons sal ophou praat oor skermtyd en eerder 'begin praat oor die kwaliteit van interaksie en of 'n kind genoeg oefen, slaap en positiewe interaksies [aanlyn] ”.

Hy het bygevoeg: 'Ons het nog nie die statistieke van [vetsug] gesien nie, maar mense is meer sedentêr omdat hulle minder uitgaan.

Prof Rachel Barr, 'n ontwikkelingsielkundige aan die Georgetown Universiteit in Washington DC, wat bestudeer hoe jong kinders van skerms leer, het gesê dat sy dink dat dit belangrik is dat die inhoud gevarieerd is. Speletjies soos Minecraft, wat kinders in staat stel om interaksie of kreatief te wees, sal waarskynlik voordelig wees, mits hulle ook ander aktiwiteite doen, het sy bygevoeg.

Maar ouers hoef nie passiewe TV -kyk heeltemal uit te sluit nie. 'Kinders kan baie uit video's leer, en hulle leer ... is nie passief nie - veral as 'n onderwyser, 'n eweknie of 'n ouer daarna met hulle oor die inhoud praat,' het Barr gesê.

Bernadka Dubicka, van die Royal College of Psychiatrists, het gesê: 'Die pandemie het die groot potensiële voordele van tegnologie beklemtoon in staat om verbind te bly, maar aan die ander kant is die besteding van ons hele tyd nie na skerms nie gesond en kan dit nie vervang word nie aangesig tot aangesig interaksie. ”


Kommer oor die gesondheid van kinders groei namate skermtyd styg tydens die Covid -krisis

Die toename in kinders se skermtyd tydens die pandemie het 'n beroep op groter interaktiwiteit en buitelugoefeninge veroorsaak om leer te versterk en te beskerm teen 'n epidemie van kortsigtigheid.

Tyd wat aanlyn bestee is, het die afgelope jaar dramaties toegeneem. Miljoene leerlinge is gedwing om oor te skakel na afstandsonderrig, terwyl die gebruik van sosiale media die hoogte ingeskiet het, volgens Qustodio, wat die gebruik van tienduisende toestelle deur kinders van vier tot 15 jaar in die Verenigde Koninkryk, die VSA en Spanje volg.

Gebaseer op anonieme data oor aanlyngewoontes deur 60,000 gesinne, het webwerf- en appbesoeke in die Verenigde Koninkryk hierdie maand met meer as 100% gestyg vergeleke met Januarie 2020, aangevuur deur YouTube, TikTok en BBC News. Die gemiddelde daaglikse tyd wat aan programme bestee word, het met 15%gestyg.

Een aspek van kommer is sig. Gegewens van meer as 120 000 Chinese skoolkinders wat verlede week in Jama Opthalmology gepubliseer is, dui op 'n drievoudige toename in die voorkoms van kortsigtigheid onder ses- tot agtjariges in 2020-waarskynlik veroorsaak deurdat hulle in Januarie in hul huis gebind was met skoolwerk wat tussen Januarie aanlyn afgelewer is. en Mei.

Onder hierdie ouderdomsgroep verswak die sig gemiddeld met -0.3 dioptrië, gelykstaande aan 'n toename in voorskrifsterkte van 0.25. "Dit beteken dat meer kinders van 6 tot 8 jaar - miskien twee keer soveel as verlede jaar - 'n bril nodig het om hul beste gesigskerpte te bereik," sê dr Jiaxing Wang aan die Emory -universiteit in Atlanta, wat die navorsing gelei het.

"Dit is beslis klinies belangrik, veral omdat daar bewyse is dat 'n klein afname van dioptri kan lei tot 'n aansienlike verandering in [die vermoë om vorms en die besonderhede van voorwerpe te onderskei], veral vir jong kinders."

Dit is onseker of die styging veroorsaak is deur meer tyd op skerms of minder tyd in die buitelug, maar vorige studies het voorgestel dat blootstelling aan daglig die belangrikste is: kinders op die skooldae ekstra 40 minute buite stuur, het die voorkoms van 10% verminder miopie na drie jaar, het een studie gevind. Dit is ook moontlik dat langdurige kyk na voorwerpe in die omgewing, insluitend skerms en boeke, die ooggroei beïnvloed, het Wang gesê.

Kommer oor oormatige skermgebruik strek verder as sigbaar. Volgens die stigter, Mandy Gurney, het die Millpond Sleep Clinic in Londen 'n verdubbeling in die vraag gerapporteer.

'Ons sien 'n groot toename in mense wat na ons kom oor slaapprobleme onder kinders. Hulle hoor en sien dinge oor Covid-19 en is bekommerd oor hoe dit hul gesinne en vriende sal beïnvloed, ”het Gurney gesê. 'Dit is nie net skerms wat 'n probleem is nie, maar ... inhoud. Met baie ouer kinders sê een ding dat ouers hulle nie kan laat slaap nie, want hulle het 'n besige brein voor slaaptyd. "

Vicki Dawson, die uitvoerende hoof en stigter van die Sleep Charity, het gesê: Ons het sedert die pandemie 'n aansienlike toename in kinders ondervind wat slaapprobleme ondervind. Daar blyk 'n aantal faktore hieroor te wees, met verhoogde skermtyd een. Daarbenewens is daar verminderde oefengeleenthede, verhoogde angs en gebrek aan roetine. ”

Ouers is ook bekommerd oor die impak van oormatige skermtyd op die geestelike en emosionele ontwikkeling van kinders. Kenners het beklemtoon dat nie alle skermtyd gelyk is nie. "Die eintlike probleem is wat op die skerm gedoen word," sê Paul Howard-Jones, professor in neurowetenskap en onderwys aan die Universiteit van Bristol.

Hy is bekommerd oor die ongelykhede in die materiaal wat skole aan leerlinge stuur. Hy sê veral dat kinders verloof moet wees, en om ure passief voor 'n skerm te sit, werk nie. 'Hulle loop die risiko om agter te raak met hul leer, want baie min hou vas, en dit sal ook meer interessante en interaktiewe ervarings verplaas,' het hy gesê.

'Die verplasing kan buitensporig skadelik wees om oefening te verminder. Interaksie met eweknieë tydens leer help ook om sosiale vaardighede te ontwikkel, en hierdie interaksies help om sosiale netwerke te handhaaf wat ons weet belangrik is om stres te verminder en die geestesgesondheid van kinders te beskerm. Kinders verskil in sommige opsigte nie van volwassenes nie - ons het almal 'n geselsie op kantoor nodig. "

Om hierdie redes moet skole aanlyn leer so interaktief moontlik maak, en dit in kleiner stukke verdeel, insluitend besprekings met maats en onderwysers. Tim Smith, professor in kognitiewe sielkunde aan Birkbeck, Universiteit van Londen, het gesê: 'Daar moet 'n geleentheid en aanmoediging wees vir die kind om oor die materiaal te redeneer, kognitief daaroor op te tree, daaroor na te dink, probleme op te los en dan te probeer dit in verband te bring met hul eie werklike situasie. ”

Andy Przybylski, 'n eksperimentele sielkundige en direkteur van navorsing by die Oxford Internet Institute, het gesê dat daar nie genoeg bewyse is om aan te dui dat baie tyd aan toestelle spandeer nie, nadelige gevolge het.

Alhoewel die VSA nie meer as twee uur skermtyd per dag aanbeveel vir kinders van twee jaar en ouer nie, het die Britse regering geen vaste tydsbeperkings bepleit nie.

Przybylski het gesê: 'Baie kommentators is skepties oor skerms en blameer hulle vir sosiale isolasie, maar as u met jongmense praat, beskou hulle hierdie dinge meer as ooit. Vir kinders, in plaas van dat speelgroepe op skool is, is hulle nou op Minecraft. ”

Dr Max Davie, 'n konsultant by die Royal College of Pediatrics and Child Health, het gesê dat hy hoop dat die pandemie beteken dat ons sal ophou praat oor skermtyd en eerder 'begin praat oor die kwaliteit van interaksie en of 'n kind genoeg oefen, slaap en positiewe interaksies [aanlyn] ”.

Hy het bygevoeg: 'Ons het nog nie die statistieke van [vetsug] gesien nie, maar mense is meer sedentêr omdat hulle minder uitgaan.

Prof Rachel Barr, 'n ontwikkelingsielkundige aan die Georgetown Universiteit in Washington DC, wat bestudeer hoe jong kinders van skerms leer, het gesê dat sy dink dat dit belangrik is dat die inhoud gevarieerd is. Speletjies soos Minecraft, wat kinders in staat stel om interaksie of kreatief te wees, sal waarskynlik voordelig wees, mits hulle ook ander aktiwiteite doen, het sy bygevoeg.

Maar ouers hoef nie passiewe TV -kyk heeltemal uit te sluit nie. 'Kinders kan baie uit video's leer, en hulle leer ... is nie passief nie - veral as 'n onderwyser, 'n eweknie of 'n ouer daarna met hulle oor die inhoud praat,' het Barr gesê.

Bernadka Dubicka, van die Royal College of Psychiatrists, het gesê: 'Die pandemie het die groot potensiële voordele van tegnologie beklemtoon om in staat te bly om aan te bly, maar aan die ander kant is die besteding van ons hele tyd aan skerms nie gesond nie en kan dit nie vervang nie aangesig tot aangesig interaksie. ”


Kommer oor die gesondheid van kinders groei namate skermtyd styg tydens die Covid -krisis

Die toename in kinders se skermtyd tydens die pandemie het 'n beroep op groter interaktiwiteit en buitelugoefeninge veroorsaak om leer te versterk en te beskerm teen 'n epidemie van kortsigtigheid.

Tyd wat aanlyn bestee is, het die afgelope jaar dramaties toegeneem. Miljoene leerlinge is gedwing om oor te gaan na afstandsonderrig, terwyl die gebruik van sosiale media die hoogte ingeskiet het, volgens Qustodio, wat die gebruik van tienduisende toestelle deur kinders van vier tot 15 jaar in die Verenigde Koninkryk, die VSA en Spanje volg.

Gebaseer op anonieme data oor aanlyngewoontes deur 60,000 gesinne, het webwerf- en appbesoeke in die Verenigde Koninkryk hierdie maand met meer as 100% gestyg vergeleke met Januarie 2020, aangevuur deur YouTube, TikTok en BBC News. Die gemiddelde daaglikse tyd wat aan programme bestee word, het met 15%gestyg.

Een aspek van kommer is sig. Gegewens van meer as 120 000 Chinese skoolkinders wat verlede week in Jama Opthalmology gepubliseer is, dui op 'n drievoudige toename in die voorkoms van kortsigtigheid onder ses- tot agtjariges in 2020-waarskynlik veroorsaak deurdat hulle in Januarie in hul huis gebind was met skoolwerk wat tussen Januarie aanlyn afgelewer is. en Mei.

Onder hierdie ouderdomsgroep verswak die sig gemiddeld met -0.3 dioptrië, gelykstaande aan 'n toename in voorskrifsterkte van 0.25. "Dit beteken dat meer kinders van 6 tot 8 jaar - miskien twee keer soveel as verlede jaar - 'n bril nodig het om hul beste gesigskerpte te bereik," sê dr Jiaxing Wang aan die Emory Universiteit in Atlanta, wat die navorsing gelei het.

"Dit is beslis klinies belangrik, veral omdat daar bewyse is dat 'n klein afname van dioptri kan lei tot 'n aansienlike verandering in [die vermoë om vorms en die besonderhede van voorwerpe te onderskei], veral vir jong kinders."

Dit is onseker of die styging veroorsaak is deur meer tyd op skerms of minder tyd in die buitelug, maar vorige studies het voorgestel dat blootstelling aan daglig die belangrikste is: kinders op die skooldae ekstra 40 minute buite stuur, het die voorkoms van 10% verminder miopie na drie jaar, het een studie gevind. Dit is ook moontlik dat langdurige kyk na voorwerpe in die omgewing, insluitend skerms en boeke, die ooggroei beïnvloed, het Wang gesê.

Kommer oor oormatige skermgebruik strek verder as sigbaar. Volgens die stigter, Mandy Gurney, het die Millpond Sleep Clinic in Londen 'n verdubbeling in die vraag gerapporteer.

'Ons sien 'n groot toename in mense wat na ons kom oor slaapprobleme onder kinders. Hulle hoor en sien dinge oor Covid-19 en is bekommerd oor hoe dit hul gesinne en vriende sal beïnvloed, ”het Gurney gesê. 'Dit is nie net skerms wat 'n probleem is nie, maar ... inhoud. Met baie ouer kinders sê een ding dat ouers hulle nie kan laat slaap nie, want hulle het 'n besige brein voor slaaptyd. "

Vicki Dawson, die uitvoerende hoof en stigter van die Sleep Charity, het gesê: Ons het sedert die pandemie 'n aansienlike toename in kinders ondervind wat slaapprobleme ondervind. Daar blyk 'n aantal faktore hieroor te wees, met verhoogde skermtyd een. Daarbenewens is daar verminderde oefengeleenthede, verhoogde angs en gebrek aan roetine. ”

Ouers is ook bekommerd oor die impak van oormatige skermtyd op die geestelike en emosionele ontwikkeling van kinders. Kenners het beklemtoon dat nie alle skermtyd gelyk is nie. "Die eintlike probleem is wat op die skerm gedoen word," het Paul Howard-Jones, professor in neurowetenskap en onderwys aan die Universiteit van Bristol, gesê.

Hy is bekommerd oor die ongelykhede in die materiaal wat skole aan leerlinge stuur. Hy sê veral dat kinders verloof moet wees, en om ure passief voor 'n skerm te sit, werk nie. 'Hulle loop die risiko om agter te raak met hul leer, want baie min hou vas, en dit sal ook meer interessante en interaktiewe ervarings verplaas,' het hy gesê.

'Die verplasing kan buitensporig skadelik wees om oefening te verminder. Interaksie met eweknieë tydens leer help ook om sosiale vaardighede te ontwikkel, en hierdie interaksies help om sosiale netwerke te handhaaf wat ons weet belangrik is om stres te verminder en die geestesgesondheid van kinders te beskerm. Kinders verskil in sommige opsigte nie van volwassenes nie - ons het almal 'n geselsie op kantoor nodig. "

Om hierdie redes moet skole aanlyn leer so interaktief moontlik maak, en dit in kleiner stukke verdeel, insluitend besprekings met maats en onderwysers. Tim Smith, professor in kognitiewe sielkunde aan Birkbeck, Universiteit van Londen, het gesê: 'Daar moet 'n geleentheid en aanmoediging wees vir die kind om oor die materiaal te redeneer, kognitief daaroor op te tree, daaroor na te dink, probleme op te los en dan te probeer om dit in verband te bring met hul eie werklike situasie. ”

Andy Przybylski, 'n eksperimentele sielkundige en direkteur van navorsing by die Oxford Internet Institute, het gesê dat daar nie genoeg bewyse is om aan te dui dat baie tyd aan toestelle spandeer nie, nadelige gevolge het.

Alhoewel die VSA nie meer as twee uur skermtyd per dag aanbeveel vir kinders van twee jaar en ouer nie, het die Britse regering geen vaste tydsbeperkings bepleit nie.

Przybylski het gesê: 'Baie kommentators is skepties oor skerms en blameer hulle vir sosiale isolasie, maar as u met jongmense praat, beskou hulle hierdie dinge meer as ooit. Vir kinders, in plaas van dat speelgroepe op skool is, is hulle nou op Minecraft. ”

Dr Max Davie, 'n konsultant by die Royal College of Pediatrics and Child Health, het gesê dat hy hoop dat die pandemie beteken dat ons sal ophou praat oor skermtyd en eerder 'begin praat oor die kwaliteit van interaksie en of 'n kind genoeg oefen, slaap en positiewe interaksies [aanlyn] ”.

Hy het bygevoeg: 'Ons het nog nie die statistieke van [vetsug] gesien nie, maar mense is meer sedentêr omdat hulle minder uitgaan.

Prof Rachel Barr, 'n ontwikkelingsielkundige aan die Georgetown Universiteit in Washington DC, wat bestudeer hoe jong kinders van skerms leer, het gesê dat sy dink dat dit belangrik is dat die inhoud wissel. Speletjies soos Minecraft, wat kinders in staat stel om interaksie of kreatief te wees, sal waarskynlik voordelig wees, mits hulle ook ander aktiwiteite doen, het sy bygevoeg.

Maar ouers hoef nie passiewe TV -kyk heeltemal uit te sluit nie. 'Kinders kan baie uit video's leer, en hulle leer ... is nie passief nie - veral as 'n onderwyser, 'n eweknie of 'n ouer daarna met hulle oor die inhoud praat,' het Barr gesê.

Bernadka Dubicka, van die Royal College of Psychiatrists, het gesê: 'Die pandemie het die groot potensiële voordele van tegnologie beklemtoon in staat om verbind te bly, maar aan die ander kant is die besteding van ons hele tyd nie na skerms nie gesond en kan dit nie vervang word nie aangesig tot aangesig interaksie. ”


Kommer oor die gesondheid van kinders groei namate skermtyd styg tydens die Covid -krisis

Die toename in kinders se skermtyd tydens die pandemie het 'n beroep op groter interaktiwiteit en buitelugoefeninge veroorsaak om leer te versterk en te beskerm teen 'n epidemie van kortsigtigheid.

Tyd wat aanlyn bestee is, het die afgelope jaar dramaties toegeneem. Miljoene leerlinge is gedwing om oor te gaan na afstandsonderrig, terwyl die gebruik van sosiale media die hoogte ingeskiet het, volgens Qustodio, wat die gebruik van tienduisende toestelle deur kinders van vier tot 15 jaar in die Verenigde Koninkryk, die VSA en Spanje volg.

Gebaseer op anonieme gegewensdata van 60,000 gesinne, het webwerf- en appbesoeke in die Verenigde Koninkryk hierdie maand met meer as 100% gestyg vergeleke met Januarie 2020, aangevuur deur YouTube, TikTok en BBC News. Die gemiddelde daaglikse tyd wat aan programme bestee word, het met 15%gestyg.

Een aspek van kommer is sig. Gegewens van meer as 120 000 Chinese skoolkinders wat verlede week in Jama Opthalmology gepubliseer is, dui op 'n drievoudige toename in die voorkoms van kortsigtigheid onder ses- tot agtjariges in 2020-waarskynlik veroorsaak deurdat hulle in Januarie in hul huis gebind was met skoolwerk wat tussen Januarie aanlyn afgelewer is. en Mei.

Onder hierdie ouderdomsgroep verswak die sig gemiddeld met -0.3 dioptrië, gelykstaande aan 'n toename in voorskrifsterkte van 0.25. "Dit beteken dat meer kinders van 6 tot 8 jaar - miskien twee keer soveel as verlede jaar - 'n bril nodig het om hul beste gesigskerpte te bereik," sê dr Jiaxing Wang aan die Emory -universiteit in Atlanta, wat die navorsing gelei het.

"Dit is beslis klinies belangrik, veral omdat daar bewyse is dat 'n klein afname van dioptri kan lei tot 'n aansienlike verandering in [die vermoë om vorms en die besonderhede van voorwerpe te onderskei], veral vir jong kinders."

Dit is onseker of die styging veroorsaak is deur meer tyd op skerms of minder tyd in die buitelug, maar vorige studies het voorgestel dat blootstelling aan daglig die belangrikste is: kinders op die skooldae ekstra 40 minute buite stuur, het die voorkoms van 10% verminder miopie na drie jaar, het een studie gevind. Dit is ook moontlik dat langdurige kyk na voorwerpe in die omgewing, insluitend skerms en boeke, die ooggroei beïnvloed, het Wang gesê.

Kommer oor oormatige skermgebruik strek verder as sigbaar. Volgens die stigter, Mandy Gurney, het die Millpond Sleep Clinic in Londen 'n verdubbeling in die vraag gerapporteer.

'Ons sien 'n groot toename in mense wat na ons kom oor slaapprobleme onder kinders. Hulle hoor en sien dinge oor Covid-19 en is bekommerd oor hoe dit hul gesinne en vriende sal beïnvloed, ”het Gurney gesê. 'Dit is nie net skerms wat 'n probleem is nie, maar ... inhoud. Met baie ouer kinders sê een ding dat ouers hulle nie kan laat slaap nie, want hulle het 'n besige brein voor slaaptyd. "

Vicki Dawson, die uitvoerende hoof en stigter van die Sleep Charity, het gesê: Ons het sedert die pandemie 'n aansienlike toename in kinders ondervind wat slaapprobleme ondervind. Daar blyk 'n aantal faktore hieroor te wees, met verhoogde skermtyd een. Daarbenewens is daar verminderde oefengeleenthede, verhoogde angs en gebrek aan roetine. ”

Ouers is ook bekommerd oor die impak van oormatige skermtyd op die geestelike en emosionele ontwikkeling van kinders. Kenners het beklemtoon dat nie alle skermtyd gelyk is nie. "Die eintlike probleem is wat op die skerm gedoen word," het Paul Howard-Jones, professor in neurowetenskap en onderwys aan die Universiteit van Bristol, gesê.

Hy is bekommerd oor die ongelykhede in die materiaal wat skole aan leerlinge stuur. Hy sê veral dat kinders verloof moet wees, en om ure passief voor 'n skerm te sit, werk nie. 'Hulle loop die risiko om agter te raak met hul leer, want baie min hou vas, en dit sal ook meer interessante en interaktiewe ervarings verplaas,' het hy gesê.

'Die verplasing kan buitensporig skadelik wees om oefening te verminder. Interaksie met eweknieë tydens leer help ook om sosiale vaardighede te ontwikkel, en hierdie interaksies help om sosiale netwerke te handhaaf wat ons weet belangrik is om stres te verminder en die geestesgesondheid van kinders te beskerm. Kinders verskil in sommige opsigte nie van volwassenes nie - ons het almal 'n geselsie op kantoor nodig. "

Om hierdie redes moet skole aanlyn leer so interaktief moontlik maak, en dit in kleiner stukke verdeel, insluitend besprekings met maats en onderwysers. Tim Smith, professor in kognitiewe sielkunde aan Birkbeck, Universiteit van Londen, het gesê: 'Daar moet 'n geleentheid en aanmoediging wees vir die kind om oor die materiaal te redeneer, kognitief daaroor op te tree, daaroor na te dink, probleme op te los en dan te probeer dit in verband te bring met hul eie werklike situasie. ”

Andy Przybylski, 'n eksperimentele sielkundige en direkteur van navorsing by die Oxford Internet Institute, het gesê dat daar nie genoeg bewyse is om aan te dui dat baie tyd aan toestelle spandeer nie, nadelige gevolge het.

Alhoewel die VSA nie meer as twee uur skermtyd per dag aanbeveel vir kinders van twee jaar en ouer nie, het die Britse regering geen vaste tydsbeperkings bepleit nie.

Przybylski het gesê: 'Baie kommentators is skepties oor skerms en blameer hulle vir sosiale isolasie, maar as u met jongmense praat, beskou hulle hierdie dinge meer as ooit. Vir kinders, in plaas van dat speelgroepe op skool is, is hulle nou op Minecraft. ”

Dr Max Davie, 'n konsultant by die Royal College of Pediatrics and Child Health, het gesê dat hy hoop dat die pandemie beteken dat ons sal ophou praat oor skermtyd en eerder 'begin praat oor die kwaliteit van interaksie en of 'n kind genoeg oefen, slaap en positiewe interaksies [aanlyn] ”.

Hy het bygevoeg: 'Ons het nog nie die statistieke van [vetsug] gesien nie, maar mense is meer sedentêr omdat hulle minder uitgaan.

Prof Rachel Barr, 'n ontwikkelingsielkundige aan die Georgetown Universiteit in Washington DC, wat bestudeer hoe jong kinders van skerms leer, het gesê dat sy dink dat dit belangrik is dat die inhoud gevarieerd is. Speletjies soos Minecraft, wat kinders in staat stel om interaksie of kreatief te wees, sal waarskynlik voordelig wees, mits hulle ook ander aktiwiteite doen, het sy bygevoeg.

Maar ouers hoef nie passiewe TV -kyk heeltemal uit te sluit nie. 'Kinders kan baie uit video's leer, en hulle leer ... is nie passief nie - veral as 'n onderwyser, 'n eweknie of 'n ouer daarna met hulle oor die inhoud praat,' het Barr gesê.

Bernadka Dubicka, van die Royal College of Psychiatrists, het gesê: 'Die pandemie het die groot potensiële voordele van tegnologie beklemtoon in staat om verbind te bly, maar aan die ander kant is die besteding van ons hele tyd nie na skerms nie gesond en kan dit nie vervang word nie aangesig tot aangesig interaksie. ”


Kommer oor die gesondheid van kinders groei namate skermtyd styg tydens die Covid -krisis

Die toename in kinders se skermtyd tydens die pandemie het 'n beroep op groter interaktiwiteit en buitelugoefeninge veroorsaak om leer te versterk en te beskerm teen 'n epidemie van kortsigtigheid.

Tyd wat aanlyn bestee is, het die afgelope jaar dramaties toegeneem. Millions of pupils have been forced to switch to remote learning, while social media use has skyrocketed, according to Qustodio, which tracks usage of tens of thousands of devices by children aged four to 15 in the UK, US and Spain.

Based on anonymous online habits data provided by 60,000 families, website and app visits in the UK were up by more than 100% this month compared with January 2020, spurred by YouTube, TikTok and BBC News. The average daily time spent on apps rose by 15%.

One area of concern is eyesight. Data from more than 120,000 Chinese schoolchildren published in Jama Opthalmology last week suggested a threefold increase in the prevalence of shortsightedness among six- to eight-year-olds in 2020 – most likely caused by them being confined to their home with schoolwork delivered online between January and May.

Among this age group, eyesight deteriorated by -0.3 diopters on average, equivalent to a 0.25 increase in prescription strength. “It means that more children aged 6 to 8 – maybe twice as many as last year – are in need of glasses to achieve their best visual acuity,” said Dr Jiaxing Wang at Emory University in Atlanta, who led the research.

“It is definitely clinically significant, especially as there’s evidence that a small decrease of diopter may lead to a significant change in [the ability to distinguish shapes and the details of objects], especially for young kids.”

It is uncertain whether the rise was caused by more time spent on screens or less time outdoors, but previous studies have suggested daylight exposure is key: sending children outdoors for an extra 40 minutes on school days resulted in a 10% reduction in the prevalence of myopia after three years, one study found. It is also possible that spending long periods looking at nearby objects, including screens and books, affects eye growth, Wang said.

Concern about excessive screen use extends beyond eyesight. The Millpond Sleep Clinic in London has reported a doubling in demand, according to its founder, Mandy Gurney.

“We are seeing a huge rise in people coming to us about sleep problems among children. They are hearing and seeing things about Covid-19 and worry about how that will impact on their families and friends,” said Gurney. “It’s not just screens that are an issue but … content. With a lot of older children, one thing parents say is they cannot get them to sleep as they have busy brains at bedtime.”

Vicki Dawson, the chief executive and founder of the Sleep Charity, said: We have seen a significant increase in children experiencing sleep problems since the pandemic. There would appear to be a number of factors around this, with increased screen time being one. In addition to this, there are reduced exercise opportunities, increased anxiety and lack of routine.”

Parents also worry about the impact of excessive screen time on children’s mental and emotional development. Experts stressed that not all screen time is equal. “The real issue is what’s being done on the screen,” said Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol.

He is concerned about disparities in the materials schools send to pupils. Most of all, he says, children need to be engaged, and spending hours passively sitting in front a screen does not work. “They risk falling behind with their learning, because very little will stick, and it will also displace more interesting and interactive experiences,” he said.

“In excess, that displacement can be damaging in terms of reducing exercise. Interaction with peers when learning also helps develop social skills, and these interactions help maintain social networks that we know are important for reducing stress and protecting children’s mental health. Children are no different to adults in some respects – we all need a chat in the office.”

For these reasons, schools should make online learning as interactive as possible, breaking it into smaller chunks including discussions with peers and teachers. Tim Smith, a professor of cognitive psychology at Birkbeck, University of London, said: “There has to be an opportunity and encouragement for the child to reason about the material, cognitively act on it, think about it, problem solve, and then try to relate that to their own real situation.”

Andy Przybylski, an experimental psychologist and director of research at the Oxford Internet Institute, said there was not enough evidence to suggest spending a lot of time on devices had adverse effects.

While the US recommends no more than two hours of screen time a day for children aged two and older, the UK government has not advocated set time limits.

Przybylski said: “Lots of commentators are sceptical of screens and blame them for social isolation, but if you talk to young people they see these things as lifelines more than ever. For kids, instead of playgroups being in school they are now on Minecraft.”

Dr Max Davie, a consultant at the Royal College of Paediatrics and Child Health, said he hoped the pandemic meant we would stop talking about counting screen time and rather “start talking about the quality of interaction and whether a child is getting enough exercise, sleep and positive interactions [online]”.

He added: “We have not seen the [childhood obesity] statistics yet but people are more sedentary because they are going out less.”

Prof Rachel Barr, a developmental psychologist at Georgetown University in Washington DC, who is studying how young children learn from screens, said she thought it was important for content to be varied. Games such as Minecraft, which enable children to interact or be creative, are likely to be beneficial – provided they are doing other activities as well, she added.

But parents do not need to rule out passive TV watching entirely. “Kids can learn a lot from videos, and their learning … is not passive – especially if a teacher, a peer or a parent talks to them about the content afterwards,” Barr said.

Bernadka Dubicka, of the Royal College of Psychiatrists, said: “The pandemic has highlighted the huge potential benefits of technology in terms of being able to keep connected but on the other hand spending all our time looking at screens is not healthy and does not substitute face-to-face interaction.”


Concerns grow for children’s health as screen times soar during Covid crisis

The rise in children’s screen time during the pandemic has triggered calls for greater interactivity and outdoor exercise to bolster learning and guard against an epidemic of shortsightedness.

Time spent online has increased dramatically in the past year. Millions of pupils have been forced to switch to remote learning, while social media use has skyrocketed, according to Qustodio, which tracks usage of tens of thousands of devices by children aged four to 15 in the UK, US and Spain.

Based on anonymous online habits data provided by 60,000 families, website and app visits in the UK were up by more than 100% this month compared with January 2020, spurred by YouTube, TikTok and BBC News. The average daily time spent on apps rose by 15%.

One area of concern is eyesight. Data from more than 120,000 Chinese schoolchildren published in Jama Opthalmology last week suggested a threefold increase in the prevalence of shortsightedness among six- to eight-year-olds in 2020 – most likely caused by them being confined to their home with schoolwork delivered online between January and May.

Among this age group, eyesight deteriorated by -0.3 diopters on average, equivalent to a 0.25 increase in prescription strength. “It means that more children aged 6 to 8 – maybe twice as many as last year – are in need of glasses to achieve their best visual acuity,” said Dr Jiaxing Wang at Emory University in Atlanta, who led the research.

“It is definitely clinically significant, especially as there’s evidence that a small decrease of diopter may lead to a significant change in [the ability to distinguish shapes and the details of objects], especially for young kids.”

It is uncertain whether the rise was caused by more time spent on screens or less time outdoors, but previous studies have suggested daylight exposure is key: sending children outdoors for an extra 40 minutes on school days resulted in a 10% reduction in the prevalence of myopia after three years, one study found. It is also possible that spending long periods looking at nearby objects, including screens and books, affects eye growth, Wang said.

Concern about excessive screen use extends beyond eyesight. The Millpond Sleep Clinic in London has reported a doubling in demand, according to its founder, Mandy Gurney.

“We are seeing a huge rise in people coming to us about sleep problems among children. They are hearing and seeing things about Covid-19 and worry about how that will impact on their families and friends,” said Gurney. “It’s not just screens that are an issue but … content. With a lot of older children, one thing parents say is they cannot get them to sleep as they have busy brains at bedtime.”

Vicki Dawson, the chief executive and founder of the Sleep Charity, said: We have seen a significant increase in children experiencing sleep problems since the pandemic. There would appear to be a number of factors around this, with increased screen time being one. In addition to this, there are reduced exercise opportunities, increased anxiety and lack of routine.”

Parents also worry about the impact of excessive screen time on children’s mental and emotional development. Experts stressed that not all screen time is equal. “The real issue is what’s being done on the screen,” said Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol.

He is concerned about disparities in the materials schools send to pupils. Most of all, he says, children need to be engaged, and spending hours passively sitting in front a screen does not work. “They risk falling behind with their learning, because very little will stick, and it will also displace more interesting and interactive experiences,” he said.

“In excess, that displacement can be damaging in terms of reducing exercise. Interaction with peers when learning also helps develop social skills, and these interactions help maintain social networks that we know are important for reducing stress and protecting children’s mental health. Children are no different to adults in some respects – we all need a chat in the office.”

For these reasons, schools should make online learning as interactive as possible, breaking it into smaller chunks including discussions with peers and teachers. Tim Smith, a professor of cognitive psychology at Birkbeck, University of London, said: “There has to be an opportunity and encouragement for the child to reason about the material, cognitively act on it, think about it, problem solve, and then try to relate that to their own real situation.”

Andy Przybylski, an experimental psychologist and director of research at the Oxford Internet Institute, said there was not enough evidence to suggest spending a lot of time on devices had adverse effects.

While the US recommends no more than two hours of screen time a day for children aged two and older, the UK government has not advocated set time limits.

Przybylski said: “Lots of commentators are sceptical of screens and blame them for social isolation, but if you talk to young people they see these things as lifelines more than ever. For kids, instead of playgroups being in school they are now on Minecraft.”

Dr Max Davie, a consultant at the Royal College of Paediatrics and Child Health, said he hoped the pandemic meant we would stop talking about counting screen time and rather “start talking about the quality of interaction and whether a child is getting enough exercise, sleep and positive interactions [online]”.

He added: “We have not seen the [childhood obesity] statistics yet but people are more sedentary because they are going out less.”

Prof Rachel Barr, a developmental psychologist at Georgetown University in Washington DC, who is studying how young children learn from screens, said she thought it was important for content to be varied. Games such as Minecraft, which enable children to interact or be creative, are likely to be beneficial – provided they are doing other activities as well, she added.

But parents do not need to rule out passive TV watching entirely. “Kids can learn a lot from videos, and their learning … is not passive – especially if a teacher, a peer or a parent talks to them about the content afterwards,” Barr said.

Bernadka Dubicka, of the Royal College of Psychiatrists, said: “The pandemic has highlighted the huge potential benefits of technology in terms of being able to keep connected but on the other hand spending all our time looking at screens is not healthy and does not substitute face-to-face interaction.”


Concerns grow for children’s health as screen times soar during Covid crisis

The rise in children’s screen time during the pandemic has triggered calls for greater interactivity and outdoor exercise to bolster learning and guard against an epidemic of shortsightedness.

Time spent online has increased dramatically in the past year. Millions of pupils have been forced to switch to remote learning, while social media use has skyrocketed, according to Qustodio, which tracks usage of tens of thousands of devices by children aged four to 15 in the UK, US and Spain.

Based on anonymous online habits data provided by 60,000 families, website and app visits in the UK were up by more than 100% this month compared with January 2020, spurred by YouTube, TikTok and BBC News. The average daily time spent on apps rose by 15%.

One area of concern is eyesight. Data from more than 120,000 Chinese schoolchildren published in Jama Opthalmology last week suggested a threefold increase in the prevalence of shortsightedness among six- to eight-year-olds in 2020 – most likely caused by them being confined to their home with schoolwork delivered online between January and May.

Among this age group, eyesight deteriorated by -0.3 diopters on average, equivalent to a 0.25 increase in prescription strength. “It means that more children aged 6 to 8 – maybe twice as many as last year – are in need of glasses to achieve their best visual acuity,” said Dr Jiaxing Wang at Emory University in Atlanta, who led the research.

“It is definitely clinically significant, especially as there’s evidence that a small decrease of diopter may lead to a significant change in [the ability to distinguish shapes and the details of objects], especially for young kids.”

It is uncertain whether the rise was caused by more time spent on screens or less time outdoors, but previous studies have suggested daylight exposure is key: sending children outdoors for an extra 40 minutes on school days resulted in a 10% reduction in the prevalence of myopia after three years, one study found. It is also possible that spending long periods looking at nearby objects, including screens and books, affects eye growth, Wang said.

Concern about excessive screen use extends beyond eyesight. The Millpond Sleep Clinic in London has reported a doubling in demand, according to its founder, Mandy Gurney.

“We are seeing a huge rise in people coming to us about sleep problems among children. They are hearing and seeing things about Covid-19 and worry about how that will impact on their families and friends,” said Gurney. “It’s not just screens that are an issue but … content. With a lot of older children, one thing parents say is they cannot get them to sleep as they have busy brains at bedtime.”

Vicki Dawson, the chief executive and founder of the Sleep Charity, said: We have seen a significant increase in children experiencing sleep problems since the pandemic. There would appear to be a number of factors around this, with increased screen time being one. In addition to this, there are reduced exercise opportunities, increased anxiety and lack of routine.”

Parents also worry about the impact of excessive screen time on children’s mental and emotional development. Experts stressed that not all screen time is equal. “The real issue is what’s being done on the screen,” said Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol.

He is concerned about disparities in the materials schools send to pupils. Most of all, he says, children need to be engaged, and spending hours passively sitting in front a screen does not work. “They risk falling behind with their learning, because very little will stick, and it will also displace more interesting and interactive experiences,” he said.

“In excess, that displacement can be damaging in terms of reducing exercise. Interaction with peers when learning also helps develop social skills, and these interactions help maintain social networks that we know are important for reducing stress and protecting children’s mental health. Children are no different to adults in some respects – we all need a chat in the office.”

For these reasons, schools should make online learning as interactive as possible, breaking it into smaller chunks including discussions with peers and teachers. Tim Smith, a professor of cognitive psychology at Birkbeck, University of London, said: “There has to be an opportunity and encouragement for the child to reason about the material, cognitively act on it, think about it, problem solve, and then try to relate that to their own real situation.”

Andy Przybylski, an experimental psychologist and director of research at the Oxford Internet Institute, said there was not enough evidence to suggest spending a lot of time on devices had adverse effects.

While the US recommends no more than two hours of screen time a day for children aged two and older, the UK government has not advocated set time limits.

Przybylski said: “Lots of commentators are sceptical of screens and blame them for social isolation, but if you talk to young people they see these things as lifelines more than ever. For kids, instead of playgroups being in school they are now on Minecraft.”

Dr Max Davie, a consultant at the Royal College of Paediatrics and Child Health, said he hoped the pandemic meant we would stop talking about counting screen time and rather “start talking about the quality of interaction and whether a child is getting enough exercise, sleep and positive interactions [online]”.

He added: “We have not seen the [childhood obesity] statistics yet but people are more sedentary because they are going out less.”

Prof Rachel Barr, a developmental psychologist at Georgetown University in Washington DC, who is studying how young children learn from screens, said she thought it was important for content to be varied. Games such as Minecraft, which enable children to interact or be creative, are likely to be beneficial – provided they are doing other activities as well, she added.

But parents do not need to rule out passive TV watching entirely. “Kids can learn a lot from videos, and their learning … is not passive – especially if a teacher, a peer or a parent talks to them about the content afterwards,” Barr said.

Bernadka Dubicka, of the Royal College of Psychiatrists, said: “The pandemic has highlighted the huge potential benefits of technology in terms of being able to keep connected but on the other hand spending all our time looking at screens is not healthy and does not substitute face-to-face interaction.”


Concerns grow for children’s health as screen times soar during Covid crisis

The rise in children’s screen time during the pandemic has triggered calls for greater interactivity and outdoor exercise to bolster learning and guard against an epidemic of shortsightedness.

Time spent online has increased dramatically in the past year. Millions of pupils have been forced to switch to remote learning, while social media use has skyrocketed, according to Qustodio, which tracks usage of tens of thousands of devices by children aged four to 15 in the UK, US and Spain.

Based on anonymous online habits data provided by 60,000 families, website and app visits in the UK were up by more than 100% this month compared with January 2020, spurred by YouTube, TikTok and BBC News. The average daily time spent on apps rose by 15%.

One area of concern is eyesight. Data from more than 120,000 Chinese schoolchildren published in Jama Opthalmology last week suggested a threefold increase in the prevalence of shortsightedness among six- to eight-year-olds in 2020 – most likely caused by them being confined to their home with schoolwork delivered online between January and May.

Among this age group, eyesight deteriorated by -0.3 diopters on average, equivalent to a 0.25 increase in prescription strength. “It means that more children aged 6 to 8 – maybe twice as many as last year – are in need of glasses to achieve their best visual acuity,” said Dr Jiaxing Wang at Emory University in Atlanta, who led the research.

“It is definitely clinically significant, especially as there’s evidence that a small decrease of diopter may lead to a significant change in [the ability to distinguish shapes and the details of objects], especially for young kids.”

It is uncertain whether the rise was caused by more time spent on screens or less time outdoors, but previous studies have suggested daylight exposure is key: sending children outdoors for an extra 40 minutes on school days resulted in a 10% reduction in the prevalence of myopia after three years, one study found. It is also possible that spending long periods looking at nearby objects, including screens and books, affects eye growth, Wang said.

Concern about excessive screen use extends beyond eyesight. The Millpond Sleep Clinic in London has reported a doubling in demand, according to its founder, Mandy Gurney.

“We are seeing a huge rise in people coming to us about sleep problems among children. They are hearing and seeing things about Covid-19 and worry about how that will impact on their families and friends,” said Gurney. “It’s not just screens that are an issue but … content. With a lot of older children, one thing parents say is they cannot get them to sleep as they have busy brains at bedtime.”

Vicki Dawson, the chief executive and founder of the Sleep Charity, said: We have seen a significant increase in children experiencing sleep problems since the pandemic. There would appear to be a number of factors around this, with increased screen time being one. In addition to this, there are reduced exercise opportunities, increased anxiety and lack of routine.”

Parents also worry about the impact of excessive screen time on children’s mental and emotional development. Experts stressed that not all screen time is equal. “The real issue is what’s being done on the screen,” said Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol.

He is concerned about disparities in the materials schools send to pupils. Most of all, he says, children need to be engaged, and spending hours passively sitting in front a screen does not work. “They risk falling behind with their learning, because very little will stick, and it will also displace more interesting and interactive experiences,” he said.

“In excess, that displacement can be damaging in terms of reducing exercise. Interaction with peers when learning also helps develop social skills, and these interactions help maintain social networks that we know are important for reducing stress and protecting children’s mental health. Children are no different to adults in some respects – we all need a chat in the office.”

For these reasons, schools should make online learning as interactive as possible, breaking it into smaller chunks including discussions with peers and teachers. Tim Smith, a professor of cognitive psychology at Birkbeck, University of London, said: “There has to be an opportunity and encouragement for the child to reason about the material, cognitively act on it, think about it, problem solve, and then try to relate that to their own real situation.”

Andy Przybylski, an experimental psychologist and director of research at the Oxford Internet Institute, said there was not enough evidence to suggest spending a lot of time on devices had adverse effects.

While the US recommends no more than two hours of screen time a day for children aged two and older, the UK government has not advocated set time limits.

Przybylski said: “Lots of commentators are sceptical of screens and blame them for social isolation, but if you talk to young people they see these things as lifelines more than ever. For kids, instead of playgroups being in school they are now on Minecraft.”

Dr Max Davie, a consultant at the Royal College of Paediatrics and Child Health, said he hoped the pandemic meant we would stop talking about counting screen time and rather “start talking about the quality of interaction and whether a child is getting enough exercise, sleep and positive interactions [online]”.

He added: “We have not seen the [childhood obesity] statistics yet but people are more sedentary because they are going out less.”

Prof Rachel Barr, a developmental psychologist at Georgetown University in Washington DC, who is studying how young children learn from screens, said she thought it was important for content to be varied. Games such as Minecraft, which enable children to interact or be creative, are likely to be beneficial – provided they are doing other activities as well, she added.

But parents do not need to rule out passive TV watching entirely. “Kids can learn a lot from videos, and their learning … is not passive – especially if a teacher, a peer or a parent talks to them about the content afterwards,” Barr said.

Bernadka Dubicka, of the Royal College of Psychiatrists, said: “The pandemic has highlighted the huge potential benefits of technology in terms of being able to keep connected but on the other hand spending all our time looking at screens is not healthy and does not substitute face-to-face interaction.”


Concerns grow for children’s health as screen times soar during Covid crisis

The rise in children’s screen time during the pandemic has triggered calls for greater interactivity and outdoor exercise to bolster learning and guard against an epidemic of shortsightedness.

Time spent online has increased dramatically in the past year. Millions of pupils have been forced to switch to remote learning, while social media use has skyrocketed, according to Qustodio, which tracks usage of tens of thousands of devices by children aged four to 15 in the UK, US and Spain.

Based on anonymous online habits data provided by 60,000 families, website and app visits in the UK were up by more than 100% this month compared with January 2020, spurred by YouTube, TikTok and BBC News. The average daily time spent on apps rose by 15%.

One area of concern is eyesight. Data from more than 120,000 Chinese schoolchildren published in Jama Opthalmology last week suggested a threefold increase in the prevalence of shortsightedness among six- to eight-year-olds in 2020 – most likely caused by them being confined to their home with schoolwork delivered online between January and May.

Among this age group, eyesight deteriorated by -0.3 diopters on average, equivalent to a 0.25 increase in prescription strength. “It means that more children aged 6 to 8 – maybe twice as many as last year – are in need of glasses to achieve their best visual acuity,” said Dr Jiaxing Wang at Emory University in Atlanta, who led the research.

“It is definitely clinically significant, especially as there’s evidence that a small decrease of diopter may lead to a significant change in [the ability to distinguish shapes and the details of objects], especially for young kids.”

It is uncertain whether the rise was caused by more time spent on screens or less time outdoors, but previous studies have suggested daylight exposure is key: sending children outdoors for an extra 40 minutes on school days resulted in a 10% reduction in the prevalence of myopia after three years, one study found. It is also possible that spending long periods looking at nearby objects, including screens and books, affects eye growth, Wang said.

Concern about excessive screen use extends beyond eyesight. The Millpond Sleep Clinic in London has reported a doubling in demand, according to its founder, Mandy Gurney.

“We are seeing a huge rise in people coming to us about sleep problems among children. They are hearing and seeing things about Covid-19 and worry about how that will impact on their families and friends,” said Gurney. “It’s not just screens that are an issue but … content. With a lot of older children, one thing parents say is they cannot get them to sleep as they have busy brains at bedtime.”

Vicki Dawson, the chief executive and founder of the Sleep Charity, said: We have seen a significant increase in children experiencing sleep problems since the pandemic. There would appear to be a number of factors around this, with increased screen time being one. In addition to this, there are reduced exercise opportunities, increased anxiety and lack of routine.”

Parents also worry about the impact of excessive screen time on children’s mental and emotional development. Experts stressed that not all screen time is equal. “The real issue is what’s being done on the screen,” said Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol.

He is concerned about disparities in the materials schools send to pupils. Most of all, he says, children need to be engaged, and spending hours passively sitting in front a screen does not work. “They risk falling behind with their learning, because very little will stick, and it will also displace more interesting and interactive experiences,” he said.

“In excess, that displacement can be damaging in terms of reducing exercise. Interaction with peers when learning also helps develop social skills, and these interactions help maintain social networks that we know are important for reducing stress and protecting children’s mental health. Children are no different to adults in some respects – we all need a chat in the office.”

For these reasons, schools should make online learning as interactive as possible, breaking it into smaller chunks including discussions with peers and teachers. Tim Smith, a professor of cognitive psychology at Birkbeck, University of London, said: “There has to be an opportunity and encouragement for the child to reason about the material, cognitively act on it, think about it, problem solve, and then try to relate that to their own real situation.”

Andy Przybylski, an experimental psychologist and director of research at the Oxford Internet Institute, said there was not enough evidence to suggest spending a lot of time on devices had adverse effects.

While the US recommends no more than two hours of screen time a day for children aged two and older, the UK government has not advocated set time limits.

Przybylski said: “Lots of commentators are sceptical of screens and blame them for social isolation, but if you talk to young people they see these things as lifelines more than ever. For kids, instead of playgroups being in school they are now on Minecraft.”

Dr Max Davie, a consultant at the Royal College of Paediatrics and Child Health, said he hoped the pandemic meant we would stop talking about counting screen time and rather “start talking about the quality of interaction and whether a child is getting enough exercise, sleep and positive interactions [online]”.

He added: “We have not seen the [childhood obesity] statistics yet but people are more sedentary because they are going out less.”

Prof Rachel Barr, a developmental psychologist at Georgetown University in Washington DC, who is studying how young children learn from screens, said she thought it was important for content to be varied. Games such as Minecraft, which enable children to interact or be creative, are likely to be beneficial – provided they are doing other activities as well, she added.

But parents do not need to rule out passive TV watching entirely. “Kids can learn a lot from videos, and their learning … is not passive – especially if a teacher, a peer or a parent talks to them about the content afterwards,” Barr said.

Bernadka Dubicka, of the Royal College of Psychiatrists, said: “The pandemic has highlighted the huge potential benefits of technology in terms of being able to keep connected but on the other hand spending all our time looking at screens is not healthy and does not substitute face-to-face interaction.”


Concerns grow for children’s health as screen times soar during Covid crisis

The rise in children’s screen time during the pandemic has triggered calls for greater interactivity and outdoor exercise to bolster learning and guard against an epidemic of shortsightedness.

Time spent online has increased dramatically in the past year. Millions of pupils have been forced to switch to remote learning, while social media use has skyrocketed, according to Qustodio, which tracks usage of tens of thousands of devices by children aged four to 15 in the UK, US and Spain.

Based on anonymous online habits data provided by 60,000 families, website and app visits in the UK were up by more than 100% this month compared with January 2020, spurred by YouTube, TikTok and BBC News. The average daily time spent on apps rose by 15%.

One area of concern is eyesight. Data from more than 120,000 Chinese schoolchildren published in Jama Opthalmology last week suggested a threefold increase in the prevalence of shortsightedness among six- to eight-year-olds in 2020 – most likely caused by them being confined to their home with schoolwork delivered online between January and May.

Among this age group, eyesight deteriorated by -0.3 diopters on average, equivalent to a 0.25 increase in prescription strength. “It means that more children aged 6 to 8 – maybe twice as many as last year – are in need of glasses to achieve their best visual acuity,” said Dr Jiaxing Wang at Emory University in Atlanta, who led the research.

“It is definitely clinically significant, especially as there’s evidence that a small decrease of diopter may lead to a significant change in [the ability to distinguish shapes and the details of objects], especially for young kids.”

It is uncertain whether the rise was caused by more time spent on screens or less time outdoors, but previous studies have suggested daylight exposure is key: sending children outdoors for an extra 40 minutes on school days resulted in a 10% reduction in the prevalence of myopia after three years, one study found. It is also possible that spending long periods looking at nearby objects, including screens and books, affects eye growth, Wang said.

Concern about excessive screen use extends beyond eyesight. The Millpond Sleep Clinic in London has reported a doubling in demand, according to its founder, Mandy Gurney.

“We are seeing a huge rise in people coming to us about sleep problems among children. They are hearing and seeing things about Covid-19 and worry about how that will impact on their families and friends,” said Gurney. “It’s not just screens that are an issue but … content. With a lot of older children, one thing parents say is they cannot get them to sleep as they have busy brains at bedtime.”

Vicki Dawson, the chief executive and founder of the Sleep Charity, said: We have seen a significant increase in children experiencing sleep problems since the pandemic. There would appear to be a number of factors around this, with increased screen time being one. In addition to this, there are reduced exercise opportunities, increased anxiety and lack of routine.”

Parents also worry about the impact of excessive screen time on children’s mental and emotional development. Experts stressed that not all screen time is equal. “The real issue is what’s being done on the screen,” said Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol.

He is concerned about disparities in the materials schools send to pupils. Most of all, he says, children need to be engaged, and spending hours passively sitting in front a screen does not work. “They risk falling behind with their learning, because very little will stick, and it will also displace more interesting and interactive experiences,” he said.

“In excess, that displacement can be damaging in terms of reducing exercise. Interaction with peers when learning also helps develop social skills, and these interactions help maintain social networks that we know are important for reducing stress and protecting children’s mental health. Children are no different to adults in some respects – we all need a chat in the office.”

For these reasons, schools should make online learning as interactive as possible, breaking it into smaller chunks including discussions with peers and teachers. Tim Smith, a professor of cognitive psychology at Birkbeck, University of London, said: “There has to be an opportunity and encouragement for the child to reason about the material, cognitively act on it, think about it, problem solve, and then try to relate that to their own real situation.”

Andy Przybylski, an experimental psychologist and director of research at the Oxford Internet Institute, said there was not enough evidence to suggest spending a lot of time on devices had adverse effects.

While the US recommends no more than two hours of screen time a day for children aged two and older, the UK government has not advocated set time limits.

Przybylski said: “Lots of commentators are sceptical of screens and blame them for social isolation, but if you talk to young people they see these things as lifelines more than ever. For kids, instead of playgroups being in school they are now on Minecraft.”

Dr Max Davie, a consultant at the Royal College of Paediatrics and Child Health, said he hoped the pandemic meant we would stop talking about counting screen time and rather “start talking about the quality of interaction and whether a child is getting enough exercise, sleep and positive interactions [online]”.

He added: “We have not seen the [childhood obesity] statistics yet but people are more sedentary because they are going out less.”

Prof Rachel Barr, a developmental psychologist at Georgetown University in Washington DC, who is studying how young children learn from screens, said she thought it was important for content to be varied. Games such as Minecraft, which enable children to interact or be creative, are likely to be beneficial – provided they are doing other activities as well, she added.

But parents do not need to rule out passive TV watching entirely. “Kids can learn a lot from videos, and their learning … is not passive – especially if a teacher, a peer or a parent talks to them about the content afterwards,” Barr said.

Bernadka Dubicka, of the Royal College of Psychiatrists, said: “The pandemic has highlighted the huge potential benefits of technology in terms of being able to keep connected but on the other hand spending all our time looking at screens is not healthy and does not substitute face-to-face interaction.”


Kyk die video: Ons daaglikse reis deur die Bybel:29 April 2021 (Oktober 2021).