A child’s first smartphone is a modern "rite of passage" and today's parents face a challenging decision – when is the right time? Peer pressure and fear of missing out loom heavily, yet there are significant risks to introducing a smart device before a child is ready. On this episode of Screen Deep, host Kris Perry talks with psychologist and creator of iParent101, Dr. Adam Pletter, about developmental readiness and practical steps for safely introducing a “pocket-sized computer” that allows access to the entirety of the internet. Drawing on his clinical experience and work with both parents and adolescents, Dr. Pletter describes the signs parents can look for to determine whether a child is ready for a smart device, the benefits of parental controls and family communication, and what to do if a child was given access before they were ready. 

In this episode, you will learn:

• How to spot the signs that a child may be able to handle the responsibility of smartphone ownership.
• Why parents and caregivers should plan ahead for adult content exposure when considering the  introduction of a smartphone.
• How easing into personal device ownership with a less-connected “dumb” device is often helpful to prepare children for full smartphone access.
• Strategies to navigate conflict around child smartphone ownership and media use.
• How to advocate for safer smartphone design that defaults to child safety and privacy. 
• Why parental controls and family media plans should be part of an evolving and collaborative conversation with kids around screen use.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

Should phones be allowed in the classroom? On this episode of Screen Deep, host Kris Perry talks with Dr. Abraham Flanigan, an associate professor of educational psychology at Georgia Southern University about what phones actually do to attention, memory, and classroom climate. Drawing on his research on digital distraction, Dr. Flanigan sheds light on what teachers and students really think, what changes after phones go away, and perspectives on the utility and impacts of limiting device-use in the classroom. The discussion also addresses how some approaches are more effective than others in engaging students and maintaining rapport. 

In this episode, you will learn:

• What the latest research shows on how phones in the classroom affect focus, motivation, self-regulation, and grades.
• Why multitasking is cognitively impossible.
• How smartphone use leads to a "dopamine loop" in the brain that can interfere with motivation for other tasks.
• How students and educators feel about school smartphone bans.
• Why student smartphone access during school emergencies may actually make them less safe.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

Parents increasingly recognize how family screen time shapes child development. But that awareness can bring guilt or shame when digital devices creep into daily life. On this episode of Screen Deep, host Kris Perry talks with Dr. Lara Wolfers, a leading researcher on how stress and guilt intersect with family media use, and Assistant Professor of Digital Lives and Head of the Center of Digital Lives at the Faculty of Psychology at the University of Basel, Switzerland. Dr. Wolfers explains when guilt can be constructive versus when it can be harmful to the parent-child relationship. She offers suggestions for navigating societal pressures and daily demands, and encourages parents to practice self-compassion. 

In this episode, you will learn:

• How parents use media for coping and media use links to stress and guilt. 
• Why social standards around limiting digital media use can cause guilt and stress—yet also help adults curb their own use around children.
• How parent guilt and stress around screen habits can negatively impact parent-child relationships.
• Why being more intentional with media use can restore control and ease guilt and stress.  
• Why there is a disconnect between how we judge others’ media use vs. our own use.
• Which variables matter when deciding if screen time is “good” or “bad.”

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

Social development for today’s youth often includes navigating online social cruelty, such as cyberbullying and non-consensual sexting. On this episode of Screen Deep, host Kris Perry is joined by cyberbullying expert Dr. Elizabeth Englander, Executive Director of the Massachusetts Aggression Reduction Center at Bridgewater State University, to discuss her research on teens’ online social behaviors, including cyberbullying and sexting, and her perspective on how to help youth develop resilience with these challenges. Dr. Englander addresses the risk factors associated with these behaviors, including why children engage in them, potential mental health impacts, and who is most vulnerable. Parents will find actionable guidance on how to intervene proactively by initiating conversation, as well as what to do if you suspect your child is a victim of cyberbullying. 

In this episode, you will learn:

• How today's technology and the "mob effect" can facilitate cyberbullying and amplify unintentional online cruelty, with longstanding impacts on children.
• Why even “popular” or self-confident children aren’t immune to cyberbullying.
• How to prepare children for use of smartphones and other digital devices – and the protective effect of doing so.
• Why girls are particularly vulnerable to the negative effects of cyberbullying and non-consensual sexting.
• What to do if you suspect your child if is being cyberbullied.
• Best practices for helpful and productive conversations with youth about cyberbullying and sexting.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

Many people think of mental health disorders as arising later in childhood or adolescence. However, there is increasing evidence that even young children can experience mental health problems like anxiety and depression. On this episode of Screen Deep, host Kris Perry is joined by Joan Luby, a Professor of Child Psychiatry at Washington University School of Medicine and an expert in early childhood mental health. Dr. Luby discusses how to identify mental health problems in preschool-aged children, and the role of screens in exacerbating these issues. Drawing on her clinical experiences and research, she provides suggestions for parents on how to promote the best socio-emotional outcomes for their young children. 

In this episode, you will learn:

• How improved diagnostics tools are helping to identify psychiatric and mood disorders in children as young as three years old.
• What unique signs and symptoms to look for in young children that may indicate they are experiencing anxiety, depression, or other concerns. 
• Why considering environmental factors is important when evaluating child mental health.
• How high amounts of screen use by young children can impact their mental health and social/emotional regulation.
• The five essential ingredients young children need to thrive.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

From parent and school restrictions on smartphone use to the design of the latest AI tools, what does it mean to center children’s own perspectives and rights in ensuring safety in their online worlds? On this episode of Screen Deep, host Kris Perry sits down with Sonia Livingstone, Professor at the London School of Economics and leader of the Digital Futures for Children centre and the Five Rights Foundation, to explore the intersection of children’s rights, parental mediation, and public policy in the digital world. Drawing on her research and policy work, Dr. Livingstone describes how parents can best help mitigate online risks, and how policies should help protect children from harmful online content and mechanisms while reinforcing their rights to privacy and autonomy. Dr. Livingstone emphasizes the importance of talking to children to learn how they feel about various technologies and incorporating their insightful perspectives into both household rules and macro-level policy.

In this episode, you will learn:

• What children themselves say about the kinds of support they need from parents and communities. 
• Research results on the most effective parenting strategies for keeping children safe online
• How income, access, and background shape online safety risks. 
• How the new AI Design Code could help developers prioritize children’s safety in in design.
• Why addressing harmful algorithms through regulation of online platforms is key to increasing child online safety.
• What the latest research says about the effectiveness of school phone bans and their impact on learning and child well-being. 

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

How are screen-based reading and writing, along with the growing use of generative AI by youth, shaping children’s development of foundational literacy skills? On this episode of Screen Deep, host Kris Perry explores these nuanced questions with Dr. Naomi Baron, Professor Emerita of Linguistics at American University and a leading expert on reading and writing with technology. Dr. Baron outlines how reading and writing look differently on screens versus print, and what students think about the benefits and drawbacks of using each. She then dives into the research on generative AI and how tools like ChatGPT may be altering the reading, writing, and critical thinking process of young learners. 

In this episode, you will learn:

• How the development of reading and writing skills interact with cognitive and social skills and identity development.
• What research says about comprehension from reading print versus digital formats – and how that differs from our personal perceptions.
• Why engaging e-books may distract children from becoming strong, focused readers. 
• What recent studies show about differences in brain activity when writing by hand, typing, or using AI like ChatGPT for writing – and why it matters for learning.
• Positive ways to use AI with children to spark creativity and boost critical thinking.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

The relationship between social media use and adolescent mental health issues like anxiety is complex, and researchers continue to probe the mechanisms and causalities that may be involved in this relationship. In this episode of Screen Deep, host Kris Perry talks with Dr. Sarah Myruski, Assistant Research Professor of Psychology at Pennsylvania State University about recent neuroimaging findings that indicate an important role for emotion regulation skills in the association between anxiety and social media use. Dr. Myruski delves into her work on adolescents and social media use, exploring how brain imaging tools are helping to define how preferences for communicating emotions online and coping strategies relate to differences in emotion regulation and risk for anxiety. Dr. Myruski also provides important insights for parents about how their support can play a powerful role in helping their child’s emotion regulation skills.

In this episode, you will learn:

• How brain science helps us understand emotion regulation and anxiety.
• How adolescent preferences for digital communication may relate to anxiety and which youth are most vulnerable. 
• Why age may affect the way youth use digital media to cope with stress.
• How anxiety may work to make neutral or ambiguous stimuli seem threatening.
• What type of parenting behavior best supports development of healthy emotional regulation.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

Boredom is a common and frequently misunderstood psychological state for adults and children alike. On this episode, host Kris Perry goes deep with leading boredom researcher James Danckert, PhD, a Professor of Neuroscience at University of Waterloo. Dr. Danckert explains the unique neural state of boredom, dispels both positive and negative myths about it, and explains how boredom is distinct from other feelings. Sharing research that indicates boredom is on the rise, Dr. Danckert delves into how boredom is a “call to action” that can be motivating, and how it relates to other issues like attention, loneliness, self-control, multitasking, and increased digital media use.

In this episode, you will learn:

• Why boredom isn’t just a lack of stimulation, but an active, complex  psychological state.
• What neural imaging studies show about people who are prone to boredom. 
• How boredom proneness relates to attention, focus, ADHD, depression, anxiety, self-control, media multitasking, and loneliness. 
• The important difference between encouraging “down time” instead of boredom for children.
• Why children are more prone to boredom than adults.
• Research findings on the relationship between boredom proneness and problematic smartphone use.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au

Parents and caregivers today face what can feel like momentous and fraught decisions about how and when to introduce new technology to children — whether that be an iPad for a toddler or a smartphone for a tween. In this special episode of Screen Deep, host Kris Perry talks with a leading voice on digital parenting and youth development, Dr. Jenny Radesky. 

A Professor of Pediatrics at University of Michigan Medical School and co-Medical Director of the American Academy of Pediatrics (AAP) Center of Excellence on Social Media and Youth Mental Health, Dr. Radesky provides invaluable advice for parents on all things digital media, from a nuanced view on how to determine when a child is ready for new tech to tips on evaluating the quality of children’s programming. She describes how digital media can displace important experiences for children’s learning and growth, and how parents can minimize harm and maximize the benefits of family digital media use.

In this episode, you will learn:

1. How to spot the developmental  signs that a young child may — or may not — be ready for tech introduction.
2. Quick tips for evaluating whether media content for children is of high quality — or should be avoided.
3. What research shows about using screens  to calm children — and its impact on building the skills needed for emotional regulation.
4. Why the “daily frictions” and “tiny dramas” of life are essential for building children’s resilience and coping skills.
5. Why restricting child access or time spent on digital media is not effective as a parenting tool — and what to try instead.
6. Key signs a teen or tween might be ready — for their first smartphone.
7. How digital  media and experiences are designed to hook the brain’s reward system, rather than  develop problem-solving skills.

For more resources and research on this topic visit the Learn and Explore section of the Children and Screens website (https://www.childrenandscreens.org)

--------------

Follow Children and Screens on:

Facebook: Children and Screens: Institute of Digital Media and Child Development
Instagram: @childrenandscreens
LinkedIn: Children and Screens: Institute of Digital Media and Child Development
X: @childrenscreens
Bluesky: @childrenandscreens.bsky.social

---------------

Music: 'Life in Silico' by Scott Buckley - released under CC-BY 4.0. www.scottbuckley.com.au