At this point in time, ALL screen use in homes and schools should be considered detrimental to child and youth development, behavior and learning. This article written by a school-based pediatric occupational therapist is designed to explain the neurological foundations for learning and literacy, as well as the science behind 2 specific systems which are stimulated by different types of movement: proprioception and vestibular. One drains excess energy and the other is excitatory; knowing the difference is critical for attaining optimal nervous system arousal states for attention and learning.
Movement is life sustaining, yet every moment a child is on a screen is sedentary, overstimulating, isolating and constitutes neglect. The onslaught of screens in homes and schools has resulted in significant negative outcomes for students, teachers and parents indicating the need to push the ‘pause tech’ button for reflection and planning. Students are sedentary and unfit resulting in 1 in 3 developmentally delayed and 1 in 3 obese or overweight. Screens are overstimulating to eyes, heart and brain causing visual impairment, cardiovascular damage, impaired brain developmentand attention deficit. Screen use is isolating students from what they yearn for the most, human love and connection resulting in soaring rates of anxiety, depression, addiction and suicide. Currently in Canada, 1 in 5 children and youth have a diagnosed mental illness. Screen overuse by parents and teachers is causing a ‘disconnect’ with children resulting in a host of emotional, mental, and social disorders which are often diagnosed and medicated. Children and youth have never been sicker than they are now (and the ed tech industry has never been richer) and the time to act has passed. A U.S. 2021 study reported that setting and monitoring screen time limits, discussing impacts of screen use, taking frequent breaks, incorporating movement throughout the day, encouraging adults to practice healthy screen use and tapering screen use are effective measures to reduce harmful effects of screentime on children and youth. A Canadian 2022 research article proposes evidence-based recommendations for school-related sedentary behaviours for children and youth recommending replacing sedentary learning activities with non-screen-based learning activities to support student health and wellbeing. These 2 studies suggest schools strive to move toward “screen-free” policy yet many schools struggle with enacting these measures.
Teaching and learning are both hard work, and there are no short cuts or easy ways around that fact. Learning is hierarchical and the currently held assumption that screens can teach foundational concepts for printing, reading, math and physical literacy is wrong and does not respect the basics of child brain and body developmental theory. Consequently, using screens early on in education results in students missing out on the foundations for literacy and learning. This lack of foundational skills will limit them in every area of higher-level learning. Foundations for printing, reading, math and physical literacy are three dimensional and are best activated in outdoor learning environments. Nature provides endless opportunities for stimulation of multiple systems to optimize attention, learning and eventual literacy. Foundations for literacy require activation and integration of 3 separate systems for enhancing child brain and body development which include spatial, motor (movement) and cognition. These 3 systems work together to enhance child development and literacy achievement, and consequently cannot be activated on two-dimensional, fixed distance screens; this fact precludes attainment of literacy using ANY form of computers.
The motor (muscle) system has two components which contribute to attainment of printing, reading, math and physical literacy, the vestibular and the proprioceptive systems. Activation of these two systems promotes development of a child’s core strength and stability which is a precursor to development of motor coordination e.g. muscles ‘talking’ to each other. Attainment of foundations for literacy requires motor coordination of the following 4 components: eye to eye, eye to hand, left side to right and upper body to lower. Activation of the motor system is also best achieved in outdoor play due to improved opportunities for extremes of movement patterns e.g. frequency, duration and intensity. Kids play more frequently, for longer durations and play harder when outside vs. inside classroom or gym. Consequently we see improvements in academic performance in nature-based settings. Think of the 6 muscles in each eye as a child is hanging upside down while swinging back and forth. The ocular muscles (which also ‘talk to’ the vestibular system) move through big arcs of movement, focusing far and near, as opposed to small arc movements at fixed distance while playing video games. This is why children who stand on wobble boards while printing or reading improve significantly in quality and quantity of output as core is activated and motor coordination is improved. Children even speak more clearly when swinging or on a wobble board. Sedentary bodies often are developmentally delayed and never develop core stability and consequently have great difficulty coordinating eye to eye for reading, eye to hand for printing/typing, spatial abilities for math and physical competence for participation in sports. Core stability/strength and motor coordination cannot be activated on two-dimensional, fixed distance screens.
- The vestibular system consists of two apparatuses, one on each side of the brain, and is often referenced as the “inner ear” as they are an extension of the cochlea. Each vestibular apparatus has 3 semi-circular canals with fluid which ‘swishes’ with different types of movement e.g. up/down, side to side, front to back, and circular spinning. The job of the vestibular system is to bring the body back to centre to strengthen and stabilize core. Think of a child on a high swing. As the swing moves forward, the gravitational forces ‘pull’ the child back, so the vestibular system sends a message to neck and trunk muscles on the front of the child to contract to keep them from falling off the swing. Same in reverse, but muscles on the back are activated. Think of a child on a merry-go-round, or a high slide…big core builders, yet these devices are a rarity. As children develop from their centre outward, any movement ‘off centre’ strengthens and stabilizes the child’s core, which is integral for the development of motor coordination.
- The proprioceptive system is located in the child’s joints and muscles and is activated with any sustained, isometric muscle co-contraction referenced as ‘heavy work’ e.g. push/pull/lift/carry. The proprioceptive system refines movement patterns needed for printing quality and quantity, as well as for reading and sports activities.
What You Can Do Now
Please download this link to Moving to Learn Equipment template for distribution to your colleagues to assist with team-based decisions regarding equipment acquisitions. Write to the ed tech industry who has been profiting on destroying student health and learning for equipment funding.
My 5-step Balanced Technology Management initiatives are listed in order of priority are as follows, and stem from “if you build it, they will come” Balanced Technology Management concept where we initially shift focus to enhanced engagement in healthy activity, then enact screen restrictions and management.
- Build Developmentally Appropriate, Risky Playgrounds: each age group (0-2, 3-5, 6-12 and 13-18 years) should have a playground/fit core that is interesting and fun. The primary reason for playground injuries is insufficient or inappropriate surfacing; second reason is poor playground design; third is no training or rules. Follow the “everyday is an outside day” rule for exposure to calming aspects of nature.
- Create Cool Play Spaces for indoor lunch and recess breaks in school gyms, classrooms, and foyers with loads of activities available including ping pong tables, foosball, air hockey, chess boards, checkers, cards, DIY books, assorted crafts (paints, drawing utensils, paper) etc. Many children have poor skill confidence and competence, so ensure adequate activities for all skill levels.
- Implement Teen Screenbuster Program where teens become peer models to enact 15 min./week Tech Talks in all classrooms. The Screenbuster Program training is free, 5-hour online certification training module available at Reconnect Webinars. The Screenbuster Program is supervised by a school staff member who is a trained teacher, principal, clinician, social worker etc. who is certified in Balanced Technology Management.
- Provide Literacy Foundations: each classroom should have a set of encyclopedias, textbooks, paper and pencils. Proficiency in printing, reading and math literacy must be prioritized for all grades. Many children are graduating illiterate because of 2-D screen overuse. Ed tech is NOT educational despite what the tech industry tells schools. On this note, all ed tech contracts should be cancelled by schools citing irrevocable harm to student health, well being and education, and ed tech companies should be monetarily penalized by requiring they pay schools a percentage of their enormous profits to pay for “healthy education” initiatives e.g. books, playgrounds, field trips etc.
- Ban all Screens in Schools: prohibit ALL screens in classrooms, including Chromebooks. Form a computer lab with ethernet plug in laptops where children have 30 min. per day to complete projects with teacher observing what children are viewing at all times. Stopping use of video games, social media and porn in schools is the best anti-bullying initiative out there.
