Together, but Alone?

Exploring Screen Time and Social Interaction | Jovi Monteiro RECE

Abstract

Methodology

There are growing concerns about the amount of time that children spend interacting
with screens as access has expanded dramatically among families with 0- to 8-yearolds(Rideout, Saphir, Pai, Rudd, & Pritchett, 2013, Pg. 20). One area of concern deals
with how the increase of screen time impacts childrens social interaction. This study
explores the perceptions that educators, parents, and children have about the
relationship between screen time and social interaction. The research question was
explored through the use of semi-structured interviews with educators, parents and
children enrolled in full-day kindergarten. The results from the study indicate that
educators, parents and children share some similar, yet different perceptions on the
relationship between screen time and social interaction, mainly due to the generation
and digital age range of each stakeholder group.

Introduction

What are the perceptions that educators, parents, and children have about the
relationship between screen time and social interaction?

The present study explored the differences and similarities of the perceptions that each
stakeholder group has in regards to screen time and social interaction. Further exploring:
Perceptions of positive and/or negative effects of screen time on social interaction
The differences, if any, of screen time in regards to social interaction
The different effects , if any, of the different activities that children engaged in, in regards
to social interaction.

Literature Review

Screen Time
As children are growing up in a rapidly changing digital age that is far

different
from the years previous, its common to find a variety of
technologies
within their home and school environments (Radich,

2013, pg.1). Each and every device attains specific assets that in turn
deliver diverse outcomes for child manipulators.

Social Interaction

Known to be critical for the individuals capacity to develop and

form lasting relationships and participate and function within the

community (Cacioppo, 2002, p. 820). Fundamental to the

development of ones social domain as they emerge
gradually

through childhood and adolescence (Beauchamp
& Anderson,

2010, p. 1). If hindered, can contribute to psychological
distress and
p. 1).
social isolation (Beauchamp & Anderson, 2010,

Parents & Educators Perceptions


It has been expressed that Concerns
about children use of computers are
and increasingly, in public policy
being raised in press, by parents,
forms (Wartella & Jennings, 2000, pg.2), but When used wisely, technology
and media can support learning and relationships(Radich, 2013, pg.1).
Whereas, educators belive Technology tools can help educators make and
strengthen homeschool connections (Radich, 2013, pg. 7).

Results and Discussion

Research Design
The research is a descriptive study that follows a qualitative design

Instrument
Semi-structured interviews ranging from 9-13 questions each. Each
question falling under one of three categories:
What do you think?
What are your experiences?
How do you respond?

Length of interviews:
Educators: 30-60 minutes
Parents: 30-60 minutes
Children:10-15 minutes

Procedure
Obtained permission from the Sheridan Research Ethics
Contacted principal of the school for consent to conduct interviews
with educators
Invitation letter and consent were sent out to 3 kindergarten
educators
All 3 educators provided consent
Recruited 3 pairs of parent and child participants
Invitation letter and consent were sent out to parents and children
All 3 parents and children provided consent
One-on-one semi-structured audio recorded interviews were
scheduled and conducted
All interviews were transcribed
Interviews were analyzed by researcher using HyperResearch

Participants

Sample: 9 participants


3



Educators

3
3
Parents

Educators currently teaching full-day kindergarten

Parents of children enrolled in full-day kindergarten
Children ages 4-5, enrolled in full-day kindergarten

Children

The data collected from this study reveals: educators, parents and children share
some similar, yet different perceptions on the relationship between screen time and social
interaction.
Educators
Educators perceive perceive screen time as having both a positive and negative effect on social
interaction Screen time can effect social interaction skills, both positively and negatively (Annie). They
perceive screen time can provide users with the opportunity to socialize, promoting social
interaction as social media, online chatting, etc. is still social interaction, just in a different form. It
might even increase the amount of social interaction we engage in. (Annie). However, participants
expressed a concern, that due to screen time people may engage in less face-to-face social
interaction and the less you engage in face-to-face interaction, the less time you have to develop social
skills(Annie).

Parents
Like educators, parents perceive screen time as having both a positive and negative effect on
social interaction. They believe that in some cases screen time can facilitate social interaction, for
example when playing a game individuals may interact and discuss strategies together (Fabbie)
therefore, socially interacting with the other players (Stella). However, parents think screen time
depletes their social interaction because sometimes their so focused on their screen times that they get
self absorbed into it (Fabbie). Leading parents to further believe that too much screen time could
actually interfere with someones ability to interact with other people (Stella).

Children
Children perceive screen time to be a time that they can engage in both alone or with others,
such as friends, family and people online. Although they do express an interest in engaging with
screens alone they expressed more interest for playing along side their friends/family I like
playing usually with others more (Izzy). Children also express an interest in playing without
screens, as stated when answering the question whether they prefer playing with their screen or
with others and without screens, a child answered play with other people without those
things (Conner).

Overall
Due to the fact that parents and educators revealed that they grew up in a generation with the
main screen being the TV, they perceive screen time as being a facilitator for solitary activity,
therefore revealing the reasoning as to why they dont join in on screen time with their child/
students often and the reasoning for feeling guilty when told to put their screens away. Whereas
on the other hand, the generation we are in today, children engage with screen with their peers
often, influencing social interaction. Therefore, when told/asked to turn off their screens children
often feel mad and/or sad.

Limitations
Sample size
Participants

Implementations for the future
Larger groups of participants
Interview both parents from each family unit