Barriers and facilitators: The contrasting roles of media and technology in social–emotional learning
Media and technology have come to play a ubiquitous role in children’s lives. In response, researchers continue to explore the impact of media and technology on children’s overall health and development. Since the COVID-19 pandemic, our paradigms have increasingly shifted from asking whether technol...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-06-01
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| Series: | Social and Emotional Learning: Research, Practice, and Policy |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2773233923000220 |
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| Summary: | Media and technology have come to play a ubiquitous role in children’s lives. In response, researchers continue to explore the impact of media and technology on children’s overall health and development. Since the COVID-19 pandemic, our paradigms have increasingly shifted from asking whether technology is influencing children’s experiences to how technology is influencing child development. Accordingly, numerous studies using varied theoretical frameworks document how context, content, and amount of media and technology use influence children’s social–emotional skill development. This perspectives paper collates and synthesizes theoretical frameworks and empirical evidence relevant to children ages 0-12 years to address the question, “What are the ways, positive and negative, that media and technology use impact children’s social and emotional learning (SEL)?” Our findings point toward opportunities to mitigate barriers and leverage facilitators to support children’s social–emotional learning and development as we progress into a technology-driven future. Impact Statement: Technology and media have become significant aspects of children’s ecology, and it is incumbent upon us as scholars and practitioners to develop technology-based solutions to support children’s social–emotional development. To do so, we need to understand the positive and negative influences of media and technology on children’s social–emotional learning (SEL). This perspectives paper synthesizes and collates empirical studies to identify barriers to and facilitators of SEL in the context of media and technology use among children from birth to age 12. Subsequently, we propose translational ways to leverage the power and pervasiveness of technology and media to support children’s SEL in a technology-driven future. |
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| ISSN: | 2773-2339 |