How did you spend the day as a child? At the playpark or playing football – rewind back to childhoods that happened a mere decade ago and this is how 6 hours would have been spent. Yet in today’s digital era children are spending a total of 6.3 hours per day in front of a screen.
Although television has been part of British culture since the 1950s when watching programmes was a leisurely pastime the whole family could partake in, there has been a significant increase in digital usage over the years. In the UK alone children aged between 5 and 16 years spend an average of 2 to 3 hours per day watching television, 1 to 3 hours on the internet, 1 to 2 hours playing video games, and over an hour on mobile phones. There are a multitude of contributing factors to this increase – development in technology – new social media platforms such as Instagram in 2010 – and the pandemic.
The importance of reading for children
How did you spend the day as a child? At the playpark or playing football – rewind back to childhoods that happened a mere decade ago and this is how 6 hours would have been spent. Yet in today’s digital era children are spending a total of 6.3 hours per day in front of a screen.
Although television has been part of British culture since the 1950s when watching programmes was a leisurely pastime the whole family could partake in, there has been a significant increase in digital usage over the years. In the UK alone children aged between 5 and 16 years spend an average of 2 to 3 hours per day watching television, 1 to 3 hours on the internet, 1 to 2 hours playing video games, and over an hour on mobile phones. There are a multitude of contributing factors to this increase – development in technology – new social media platforms such as Instagram in 2010 – and the pandemic.
The pandemic
Digital devices were a vital source of communication throughout the pandemic that allowed the world to virtually interact with others. At a time when families and friends were unable to visit one another due to household restrictions, social media and technology were crucial. Families could video call one another to catch up and host the infamous quiz nights that became more and more elaborate as the months went by. Apps such as Zoom were also a means for some businesses to continue working remotely. Subsequently, children also spent a lot more time online during the pandemic, from online classes for schools to gaming. Technology meant that children could interact with their peers and have access to educational activities when schools had to close.
A study in 2021 shows that there has been a significant rise in screen time amongst adults and children since the pandemic. With 50% of adults watching digital media for four or more hours a day, along with 40% of children. This shows that two years since the pandemic began, people remain heavily reliant on technology, and behaviours developed in 2020 have continued.
Much like everything else, screen time is only harmful when done in excess, and digital devices can be a source of fun and entertainment for all ages. Moderation is key when it comes to screen time, for both children and adults. In recent years, most devices have added features that alert users on how many hours are spent looking at the device. Apple users get a weekly report of their screen time, including a breakdown of what apps are most used and phone pickups. These features, in addition to raising awareness, are to emphasise how using technology in excess can be damaging. This is because excessive screen time can affect mental health and social capabilities.
A teacher’s perspective
Perpetual school closures were the norm throughout the pandemic, and many classes switched to online because of mandatory restrictions. “Children spent a lot of time on-screen during the pandemic and lost some basic skills such as pencil grip and handwriting fluency,” explains primary school teacher, Jennifer Pearson.
Another primary school teacher, Samantha Boal, has also witnessed the negative repercussions of excessive screen time by children. “Children who have a higher amount of screen time at home tend to perform worse in school. Not necessarily down to ability, but down to the lack of sleep that many children experience due to the amount of time they spend looking at screens. Some pupils have barely slept after spending so much time on games and watching TV, and it impacts their learning and their behaviour,” she explains.
The behaviour caused by excessive screen time emphasises how children need to experience activities that encourage social interaction. After the pandemic, despite reports of increased screen time with children, teacher Jennifer was pleased to see that her class is “more excited to do activities which don’t involve screen time, such as outdoor activities,” since returning to school. A response that emphasises how children still like to participate in creative activities with others.
Reading for pleasure
There is a reason that regardless of the number of online media outlets available there is still a demand for print. Reading is a pastime that both entertains and reduces stress levels, there was even an increase in magazine subscriptions throughout the pandemic. At a time when the news and social media accounts were reporting on the pandemic, reading books and magazines provided escapism for many.
Reading also provides the same level of relief for the younger generation and is fundamental for children’s development. “It is the skill which allows children to access all aspects of society and experiences which they could not otherwise have. It also provides an important basis for emotional development because it allows children to experience situations from another point of view,” explains primary school teacher, Jennifer.
Reading for pleasure is so important it is now part of the National Curriculum. In addition to being fun, reading improves a child’s writing, spelling, comprehension, and vocabulary skills. Like adults, certain children will engage with different reading material more. Head of English at Hawthorn Primary School and eager to inspire children to read, Jennifer, recalls teaching a child who had never read a full book in their life until she recommended a new graphic novel called (Rollergirl by Loise Jamieson) to her student. “The student read the full book over the week, and they were so proud of themselves. They then read all the graphic novels in school throughout the rest of the year and found additional stories they wanted. By finding the right text, the child had opened the world of reading for themselves,” Jennifer explains.
Finding the most suitable text couldn’t be more achievable today – as alongside books there is a vast catalogue of educational magazines for children available. Children can be more motivated to read magazines because the volume of information in them allows children to find articles that appeal to their interests the most. Educational magazines are a valuable reading source that children can consume alone or with parents and guardians. As a teacher, Jennifer finds that magazines make it easier to motivate children to learn about non-fiction topics. Most magazines also have activities that a child to prolong a child’s engagement.
Magazines for Schools subscription
Magazines for Schools is a quality learning resource available to teachers that will reduce the amount of time necessary to plan lessons. Every month multiple copies of a specially chosen educational magazine will be supplied. The magazines included in the subscription, such as Anorak, Eco Kids’ Planet, Horrible Histories, Animal Planet, and Brilliant Brainz, are suitable for primary school children. To make the process as accessible as possible, subscription options are available to suit requirements and are delivered directly to schools.