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Introduction
Regulating children’s internet use is one of the most relevant issues in modern society. Ninety percent of children today already have an online history once they reach the age of two, and most use the internet regularly by the age of seven or eight (Andrada, 2019). It is widely acknowledged that having access to a global communication network from a young age improves intercultural competence and the ability to engage in complex cognitive tasks (Andrada, 2019). However, a regular internet user can easily devolve into abuse and addiction. Problematic internet use among children is linked to health issues, lack of socialization, and student burnout.
The Effects of the Internet on Children
Firstly, children who spend the majority of their time online have a tendency to neglect their physical health. Staring at a computer screen or playing video games for multiple consecutive hours is correlated with repetitive motion injuries such as eye strain, back problems, and carpal tunnel syndrome (Andrada, 2019). Children become so immersed in the online activities that they do not eat, sleep, or exercise at an appropriate hour or in sufficient quantities (Nguyen, Edwita, & Bich Huynh, 2019). More serious manifestations of these unhealthy patterns include diabetes, morbid obesity, and chronic insomnia. The internet causes children’s physical health to deteriorate and compromises their future cognitive ability.
Secondly, children become disconnected from real life and fail to develop their social skills because of the internet adequately. Instead of communicating with their peers or family members face-to-face, children prefer interacting via online multiplayer games, social media, or instant messaging services. As a result, they do not learn to process nonverbal cues or articulate their thoughts and emotions in a person. Children become more used to anonymous online interactions rather than building strong, interpersonal relationships. Social withdrawal puts them at risk of depression and unhealthy coping mechanisms such as substance abuse or aggressive behavior (Tomaszek & Muchacka-Cymerman, 2020). The internet hinders children’s social development and their ability to form healthy relationships.
Thirdly, excessive internet use negatively affects children’s academic performance. Although the internet can be a useful tool for gaining more knowledge, the majority of the time, it is used as a source of mindless entertainment. Children become addicted to consuming online content and lose the desire to progress in school (Tomaszek & Muchachka-Cymerman, 2020). Social media sites develop specific algorithms to exploit the brain’s dopamine centers and consume as much time and attention as possible. The internet actively encourages laziness, procrastination, and instant gratification for the purpose of selling the users’ personal data to advertisers. Children fall prey to corporate exploitation and face academic burnout because the internet is designed to be addictive.
Some parents believe that the internet improves intercultural competence and cognitive ability. It offers children an unprecedented level of contact with people from different cultural and social backgrounds, making them more open and aware of the world (Andrada, 2019). It improves cognitive abilities such as memory, problem-solving, critical thinking, and concentration (Andrada, 2019). Although the presented arguments are valid, the internet has created its own standardized cultural code that erases any differences between its users. Furthermore, while children learn how to find answers, they fail to develop cognitive strategies to generate solutions on one’s own. Internet use leads to standardization of culture and loss of creativity.
Conclusion
In conclusion, children do not become smarter or more socialized because of the internet. The opposite phenomenon occurs wherein they become dumber, lazier, and more socially isolated. Children suffer from health issues because they neglect to sleep or eat properly and stay immobile for hours at a time staring at a screen. Lack of face-to-face socialization leads to underdeveloped social skills and the inability to form genuine relationships. Their educational achievement is undermined by meaningless online content designed to trigger dopamine and farm as much user data as possible. The internet can be an effective learning tool, but children must be taught to self-regulate their screen time to fully take advantage of these opportunities.
References
Andrada, D. (2019). Does the Internet makes children smarter? The WHS Howl. Web.
Thanh Nguyen, P., Edwita, E., & Bich Huynh, V. D. (2019). Are children smarter (or more socialized) because of the internet? Opción, 35(19), 2899-2921.
Tomaszek, K., & Muchacka-Cymerman, A. (2020). Examining the relationship between student school burnout and problematic internet use. Educational Sciences: Theory and Practice, 20(2), 16–31. Web.
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