Managing the uncertain relationship between children and technology

As Christmas approaches, many parents are contemplating giving their children electronic devices as gifts. While this is often a welcomed idea for older kids, is it really wise to give such gifts to younger ones? Professor Monica Landoni, an Adjunct at the Faculty of Informatics at Università della Svizzera italiana (USI), discussed the topic in the monthly feature published on the pages of laRegione. Landoni is an expert in child-machine interactions. She has been collaborating with doctoral students, working on their theses for several years. Together, they have conducted studies involving children from kindergarten and early primary school classes. This research relies on the support of teachers from various schools in Lugano and the Besso Library.

One premise: following the guidelines provided by paediatricians, psychologists, and the World Health Organization (WHO) regarding toddler screen time is essential. They recommend no screen time for children under the age of one and a maximum of one hour per day for children up to the age of five. "Our study on children aged three to six," says Professor Monica Landoni, "took about four years and was recently concluded. We found it very instructive to realise that the conscious and guided use of technology can be beneficial for this age group. It helps in developing vocabulary as well as linguistic and logical skills. However, it is important that children are not left to navigate technology on their own; adults, including parents and teachers, must support them every step of the way".

A balanced approach is essential in all aspects of life, including technology. It is important to apply common sense and recognise that it is better for children to engage with technology gradually from an early age rather than face it all at once when they are older. While it is natural for parents and teachers to feel protective and somewhat fearful, we must also acknowledge that today's children cannot be wholly deprived of technology.

Professor Landoni continues, "I acknowledge that neglecting its significance would be a disservice. This is why we initiated our study: to help children develop their pre-reading skills. Identifying a suitable approach was challenging, but with the support of teachers and parents, we discovered that play and reading are crucial moments in this development. Given the restriction on screen use, we created Robin, a soft plush robot equipped with a mobile and expressive face, a mask that shows emotions and moves its mouth when it speaks. With us in the room, the child engages face-to-face with the robot, initiating a conversation". These prototypes feature an internal device, specifically a mobile phone, which is operated externally. The device talks, asks questions, and pauses to listen to the responses, keeping children engaged as they might view it as a toy. However, it is much more than that. The robot is designed as an interactive simulation of a game book—a book where readers can choose the directions to take. This approach helps children develop logical thinking and the ability to articulate concepts. It serves as a sophisticated tool that provides active reading support through a question-and-answer format between the reader and the listener. Scientific literature states that an adult reading to a child helps develop vocabulary and pre-reading logical skills.

Informatics, however, are pragmatic and need objective feedback. Each stage of the research was therefore studied, considering the questions asked by the children, as well as their length and participation. "By speaking with experts in pedagogy, reading to children, preschool teachers, and those who train preschool teachers, we discovered an entirely new world," continues the professor, "and we realised that depending on the aims to be achieved, there are some ways of child-adult reading that are more effective than others. Mum and Dad are undoubtedly the best options to motivate the child. Still, since we had to focus on the development of vocabulary and logical skills in children, we developed our Robin, a robot storyteller, to be able to study them".

The study is complete today, but it continued in their own language, with Portuguese kindergarten children who greatly enjoyed the little robot. They were also shown the evolved version of Robin, a very soft stuffed Octopus, bought in a department store and also adapted, with lights on each tentacle, which had already made groups of Swiss children fall in love with it. A version was also used, thanks to the Red Cross in Lugano, with a mixed group of older Ukrainian children to help them learn Italian. "In this case," continues the professor, "To achieve our goal, we used several stories by Gianni Rodari. These stories were shorter and focused primarily on the emotional aspect. We noticed that since the children likely didn't understand all the words, they were captivated by the expressions, little hearts, and smiles instead.".

Returning to Christmas presents, Professor Monica Landoni says that a computer can be a good idea starting from third or fourth grade. But not to be used alone. Parental supervision is essential to help children understand how to use the computer effectively. Parents should assist in installing age-appropriate applications and setting up necessary filters for online safety. "Having a computer to research at school, maybe write in one's diary, or do creative activities, is good. It can be a computer, perhaps co-owned with a brother or sister, or a tablet you can bring to school if you need to research in class. Plenty of educational programmes can be used, for example maths and geometry exercises, with some figures that can also be seen in 3D. However, as children grow older, their interest in games often increases. It's important to differentiate between useful games and harmful ones, particularly in terms of age appropriateness. Some games, like role-playing and strategy games, can be educational and beneficial for cognitive development. In contrast, games that are addictive or promote violence are detrimental and provide no educational value".

The technology associated with mobile phones, smartphones, computers, tablets, electronic games, and interactive monitors for older children and teenagers is currently the subject of debate at the international level, and we are beginning to see interventions and advice but also bans and blocks. Landoni agrees that "while protection is important, I believe in a balanced approach that includes a mix of daily activities. Sports should be a priority, along with ensuring enough sleep. Technology is valuable and plays a significant role, but it is not the only way forward. The more informed you are, the better equipped you'll be. Of course, having adult supervision is crucial, especially having someone around to keep you informed".

A role that currently mainly belongs to parents, as informatics in Ticino's schools is primarily viewed as a tool for cross-curricular teaching, used to support other educational activities. "My experience with teachers is that they have a strong desire to learn and integrate technology-related topics into the classroom. However, they often feel inadequate because their training is typically done independently, which is also true for many parents. As a result, they worry that they may not be sufficiently prepared and fear that some students may know more than they do". Many children are adept at using technology for entertainment but often lack a deeper understanding of how to use it effectively. Without guidance to develop these essential skills, they may encounter difficulties in the future.

The last point to consider is the time kids spend with technological tools. "Psychology experts advise against imposing strict restrictions on leisure time spent on the computer or engaging in other activities. Instead, having an open and calm conversation with those involved is better. Ask them what interests them and why they enjoy those activities. Following this discussion, you can propose a formal agreement outlining designated times for various activities, balancing leisure and education. This can include a mix of studying, reading books, participating in sports, and other pursuits", concludes Professor Monica Landoni.