Children and screens: Groupe de Pédiatrie Générale (Société française de pédiatrie) guidelines for pediatricians and families

The Role of Recreational Online Activities in School-Based Screen Time Sedentary Behaviour Interventions for Adolescents: A Systematic and Critical Literature Review

“…healthy management, meaningful ST, positive modelling and balanced, informed monitoring of ST and signs of problematic behaviours), suggesting a transition from restrictive-only strategies to the inclusion of advice on qualitative assessment of time spent online and screening. Equally, following a comprehensive review, the Royal College of Paediatrics and Child Health (Royal College of Paediatrics and Child Health (RCPCH) 2019) in the UK recommended an approach to ST tailored to the child, while the French Academy of Paediatrics (Picherot et al 2018) recommended developing parental awareness of risks and benefits and an active involvement in alternative activities, endorsing balanced use of ST. All expert advice provision contains a healthy mix of restrictive and active mediation approaches, following the updated guidelines of the American Academy of Paediatrics (Council on Communications and Media 2016). However, uptake is still poor with evidence of only 37% of US children meeting ST recommendations (Walsh et al 2018).…”

Early Media Overexposure Syndrome Must Be Suspected in Toddlers Who Display Speech Delay With Autism-Like Symptoms

“… 18 It is no longer possible to ignore discussions regarding the harmful effects of screens on young children or for pediatricians, to “understand the evolution of digital technology without demonizing,” as in some recommendations from pediatrics institutions. 19 What should be encouraged is a sharing of this information by parents. Therefore, all families should be informed, from maternity unit, about the risks of early exposure of their child to screens.…”

‘The whole world’s watching really’: Parental and educator perspectives on managing children’s digital lives

“…While they regard the Internet as a positive in children's lives, parents and teachers nevertheless are concerned about the potential for harm that comes with children's online interactions (Schrock and boyd, 2011). The risks that concern parents include online predators, solicitation, online harassment and the sharing of personal information (Schrock and boyd, 2011;Sorbring, 2014); the physiological effects of screen time (Picherot et al, 2018); cyberbullying (Monks et al, 2016); Internet addiction and problematic usage (e.g. viewing porn or other illicit activity) (Anderson et al, 2017;Johnson and Keane, 2017); the data that is collected about children (Lupton and Williamson, 2017); and the reputational damage of a badly managed digital footprint (Blum-Ross and Livingstone, 2017; Moore, 2012).…”

“…While children use a variety of digital tools and Internet-based applications for social connection and entertainment outside of school (boyd, 2014), concern has been raised in the media about the dangers these technologies pose to children. These dangers have been expressed in terms of the physiological effects of screen time (Picherot et al, 2018); breaches of security, privacy concerns and exposure to cyberbullying, pornography and online predators (Office of the eSafety Commissioner, 2018); addiction and problematic usage (Anderson et al, 2017); and children jeopardizing future opportunities through the creation of digital footprints that reflect poorly on them (Moore, 2012). The utility of such technologies for the workforce, however, has meant that schools have been pushed to incorporate the use of digital technology in the curriculum so that children develop the necessary skills and knowledge to be competitive in the global economy (Buchanan, 2011).…”