i-Minds by Mari Swingle

i-Minds by Mari Swingle

Author:Mari Swingle
Language: eng
Format: epub
ISBN: 9781550926194
Publisher: New Society Publishers
Published: 2016-04-18T16:00:00+00:00


The issue with i-media is the magic combination of absence of parent (figurative or literal) and substitution with media. The giving of an iPod, phone, or a tablet is very different than the giving of jingling keys, a soother, or a stuffy. Why? Simply put, none of the other toys or objects cancels out the larger environment.

The primary concern with the early introduction of i-tech is that it directly thwarts interactive developmental process between parent and child.

The majority of learning at this age comes from observation (followed later by physical exploration); infants and toddlers look both proximally and later distally at the faces and expressions around them, at the objects near them, and listen to sounds before they become words. They listen to the sing-song of happiness versus the staccato of anger, otherwise known as voice prosody. In this interaction, children learn notions of safety and security, as well as danger, from parents and caregivers. For example, if the child in the restaurant observed an angry man at the next table, the smiling face of his mother would still make him feel safe. If the man started to raise his voice and his mother tensed in response, the child would learn danger associated with a stranger yelling, not necessarily from the voice tone of the man himself, but rather from the tensing of his mother. The same might occur if the little fellow reached for his father’s steak knife and started to pull it to his mouth and his mother took it away and replaced it with a spoon. Her facial expression or voice prosody would have denoted danger or fear while noticing the knife, followed by some positive expression or tone when removing it and/ or replacing it with the spoon. With i-media, the child is learning none of this, not safety, not security, not danger, nor threat, nor exploration of all of the aforementioned. And definitely not the delicate balance one’s “people,” and later community (first parents, then friends, and later partners), provide in the delicate protective dynamic in all of the above.

The primary concern with the early introduction of i-tech is that it directly thwarts interactive developmental process between parent and child. When i-tech is in use, parents and children dramatically reduce, if not stop, the interactive process responsible for triggering the development of neuronal connections (or brain wiring) necessary for attachment, which in turn lays the foundation for all subsequent socio-emotional development. Point blank, both parent and child stop checking in. The child becomes mesmerized and rarely looks up. The parent, knowing this, thereafter rarely looks down.


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