I have received questions about my opinion on screen time for babies and toddlers when it comes to teaching Shichida Method at home. Here are my findings and thoughts about screen time for babies and toddlers.
Is screen time all bad?
Screen time has its benefits, but it depends on what screen time your child is using.
There are two categories of screen time, "passive screen time" and "active screen time".
Screentime is OK according to the articles written by research experts. Below are some interesting links, screen time recommendations, and quotes you can refer to from experts from Oxford University, researchers, and neurologists on this subject.
Research by the Oxford Internet Institute at Oxford University, carried out in partnership with researchers at Cardiff University and Cambridge University, has found that moderate levels of screen time can have a positive effect on children’s wellbeing and mental health.
"An increasing number of paediatricians and researchers are beginning to believe that it is not exactly the amount of time spent on screens but the kind of screen time that really matters. Scientists have identified two kinds of screen time—active and passive. Active screen time involves the child engaging either mentally or physically with the content being shown..."
Aditi Subramaniam, PhD, Psychology Today Parenting from a Neuroscience Perspective
"Active Screen Time and Passive Screen Time. It is proposed that this distinction provides a more accurate classification of Screen Time and a more informative lens through which to consider the associated benefits and detrimental effects for young children".
Anne Ozdowska, University of Sunshine Coast, Queensland Australia
"Cognitively Active Screen Time. There is a substantial body of research that illustrates the benefits of Active Screen Time, in terms of cognitive skills and development. Computer use during the preschool years is associated with improvements in school readiness and cognitive development (Li & Atkins, 2004) and higher levels of attention and motivation (McCarrick & Li, 2007), while the instant feedback provided scaffolds children's interactions (Shute & Miksad, 1997). Computers facilitate social interaction and provide an environment for young children to use large amounts of language (McCarrick & Li, 2007) and improve word knowledge and verbal fluency (Shute & Miksad, 1997)."
Penelope Sweetser, Daniel Johnson, Anne Ozdowska, Peta Wyeth Queensland University of Technology
"But not all screen time is created equal. For example, you and your baby playing an interactive colour or shape game on a tablet or watching high-quality educational programming together is good screen time. Plopping your toddler down in front of the TV to watch your favourite shows with you is an example of bad screen time.
Use screen time as a chance to interact with your child and teach lessons about the world. Don't let your child spend time alone, just staring at a screen."
What are "Active Screen Time" and "Passive Screen Time"?
It all comes down to the purpose of the usage of the screen.
Active Screen Time :
Using the screen to learn a new skill, knowledge, coordination, communications, and cognitive skill. Active screen time requires the child's physical and mental involvement.
Passive Screen Time :
Watching cartoons with no educational content or value and with no purpose. Binge-watching. Using the screen for the purpose of "babysitting" your child.
Watching prerecorded video lessons continuously are considered passive screen time. Learning with your child must be interactive. It's you who is the one showing the flashcard (physical or digital).
You are teaching and not the "teacher" on the TV screen teaching.
It all comes down to the purpose of using screen time. Using the screen for an educational or useful purpose AND involves interaction with the caregiver can be classified as "active screen time".
Here are my thoughts:
Since I am a Right Brain Education mom, I use the screen to show flashcards to my child. My child learns math, new vocabulary, science, spelling, Speed Reading, and other general knowledge.
Every flashcard lesson takes around 5 minutes a day. The rest of the day will be playing puzzles, reading, drawing, and playing outdoor games in the park.
I have made 9,250 physical right brain flashcards and moved on to digital flashcards. My child is more engaged in the flashcard lesson, and my child learns better with digital flashcards. Compared to my friend's son, who is doing digital all the way, he seems to learn new words faster than my child. Anyway, that is my observation.
Please don't think that 9,250 flashcards for my child's Shichida home lessons are a lot. It is not. If it is possible for you, try to get more variety of flashcards.
On a typical Shichida home lesson, I show my child an average of 1,000 flashcards per lesson. The same 1,000 flashcards for a week. That will be 4,000 flashcards a month. When I introduce new flashcards to my child, I show the flashcards at less than 1 second per card and I gradually increase to 0.5 seconds or faster per card.
What is most important in Shichida Method (and Heguru) is the speed of flashing the cards because, according to Shichida, that will activate the right brain capabilities.
It got to be as fast or faster than 0.5 seconds per flashcard.
How fast is "faster than 0.5 seconds per flashcard"? Here is the link to some video flashcards. Go to the video and play the flashcard at "Speed 4".
Digital flashcards are useful, especially if you teach your child right brain education like the Shichida Method or Heguru Method. Speed flashing is important. Flashcards got to be shown fast and consistently following the right brain education method.
When should you introduce screen time to your child?
In my opinion, the earlier, the better as the right brain is at its highest potential.
Please remember, not all screen time is the same.
Make sure it is "active screen time" and NOT "passive screen time".
Only show high-quality educational programs during screen time with your child, and parents must be involved in the home lessons.
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