Latest / Dr Justin Coulson's Happy Families / #640 From the Doctor's Desk

Transcript

#640 From the Doctor's Desk · Dr Justin Coulson's Happy Families

• 0:03
  Speaker 1: It's the Happy Families podcast. It's the podcast for the
• 0:07
  Speaker 1: time poor parent who just answers.
• 0:10
  Speaker 2: Now, the more you are on screens as a parent,
• 0:13
  Speaker 2: and the more your kids are on screens alone, the
• 0:15
  Speaker 2: worse the outcomes are for their verbal fluency, for their
• 0:18
  Speaker 2: capacity to develop language and communicate effectively.
• 0:22
  Speaker 1: And now here's the stars of our show, my mum
• 0:25
  Speaker 1: and dad.
• 0:26
  Speaker 2: You're in the middle of reading a book, that Sugar book,
• 0:29
  Speaker 2: based on that Sugar movie, or maybe the precursor to
• 0:31
  Speaker 2: that Sugar movie. And you've been making some intentional choices
• 0:36
  Speaker 2: to reduce the amount of sugar in your life.
• 0:37
  Speaker 3: How you doing.
• 0:38
  Speaker 4: I'm really struggling. I actually don't use the word addiction lightly,
• 0:43
  Speaker 4: but I am addicted to sugar. Yeah, And the impact
• 0:49
  Speaker 4: that it's having on my capacity to podcast.
• 0:55
  Speaker 3: It's really having an impact, isn't it.
• 0:57
  Speaker 4: It's really hard.
• 0:58
  Speaker 2: I'm missing my fruit juice in the morning. I'm really
• 1:00
  Speaker 2: missing my fruit juice.
• 1:01
  Speaker 3: I love. See.
• 1:02
  Speaker 4: I'm not missing anything specifically.
• 1:04
  Speaker 3: I'm you're just missing sugar.
• 1:07
  Speaker 4: Yeah, I push. I can't even put my words together.
• 1:12
  Speaker 4: I'm missing that surge of energy that comes, you know,
• 1:15
  Speaker 4: that spike.
• 1:16
  Speaker 2: Yeah, every fifteen minutes when you have another piece of chocolate. Well,
• 1:22
  Speaker 2: we're not going to be talking too much about sugar today,
• 1:25
  Speaker 2: but this is the Doctor's Desk episode and we are
• 1:27
  Speaker 2: talking about another kind of fix quite a bit. We're
• 1:30
  Speaker 2: going to be talking about screens. Three different studies, all
• 1:32
  Speaker 2: screen related. The reason being is that so many parents
• 1:35
  Speaker 2: are still struggling with screens, and frankly, can I just
• 1:37
  Speaker 2: say this, we're making it up as we go along.
• 1:39
  Speaker 4: I think that our first study actually highlights that really well.
• 1:43
  Speaker 2: So let's dive into this. The first study that I
• 1:44
  Speaker 2: want to talk about is a study that's based here.
• 1:47
  Speaker 2: It came out of Australia. It's by a research by
• 1:49
  Speaker 2: the name of Sumudu Malorachi.
• 1:53
  Speaker 3: What are you laughing at? You can't laugh at somebody's name.
• 1:55
  Speaker 4: I'm not laughing at their name. I'm just laughing at
• 1:57
  Speaker 4: you think you've even closely got it right.
• 2:00
  Speaker 3: It faced so much.
• 2:01
  Speaker 2: This is a tricky name to say, a double L
• 2:05
  Speaker 2: a W, double a rachi. So I'm going to say
• 2:10
  Speaker 2: Malimorachie and smoodoo. If you've heard me say this and
• 2:13
  Speaker 2: I've got it wrong, you can tweet me and let
• 2:15
  Speaker 2: me know. And if you give me the phonetic spelling.
• 2:18
  Speaker 2: I will remedy it the best that I can. And
• 2:20
  Speaker 2: a couple of other researchers as well, working with smoodoo.
• 2:23
  Speaker 2: We've got Merilyn Hooley, Wendy Sullivan Smith, and Sharon Hollwood.
• 2:27
  Speaker 2: The article I love the name of this article, You're
• 2:30
  Speaker 2: damned if you do, You're damned if you don't. It's
• 2:33
  Speaker 2: a qualitative exploration of parent motives for provision of mobile
• 2:36
  Speaker 2: screen devices in early childhood.
• 2:38
  Speaker 4: I kind of feel like that's the case with most parenting.
• 2:41
  Speaker 2: So this is a study out of Deacon University and
• 2:45
  Speaker 2: it's really to me quite interesting looking at why parents
• 2:49
  Speaker 2: are giving their toddlers and young children screens and the
• 2:54
  Speaker 2: judgment and the cognitive dissonance that is, I know that
• 2:57
  Speaker 2: I'm supposed to be better than this, but I need
• 2:59
  Speaker 2: my child to have screen. It's that gap that we're
• 3:02
  Speaker 2: trying to bridge in terms of keeping our kids living
• 3:05
  Speaker 2: a great life and keeping them away from screens and
• 3:07
  Speaker 2: yet recognizing that screens.
• 3:08
  Speaker 3: Are part of the architecture, They're part of the furniture.
• 3:11
  Speaker 3: I loved reading it.
• 3:12
  Speaker 2: It's a qualitative study, which means a whole bunch of
• 3:14
  Speaker 2: interviews with parents who are grappling with this right now,
• 3:17
  Speaker 2: And there were five themes that are worth unpacking really
• 3:20
  Speaker 2: briefly to help understand why parents are giving their kids
• 3:24
  Speaker 2: screens and what it actually means for.
• 3:26
  Speaker 3: Us as a society.
• 3:28
  Speaker 4: Well, number one is convenience.
• 3:30
  Speaker 2: Yeah, yeah, And there's some really positive attitudes that a
• 3:32
  Speaker 2: lot of parents have towards screens. They recognize that the
• 3:35
  Speaker 2: screen is convenient and also can provide learning experiences and connection.
• 3:41
  Speaker 2: So there's a quote from one parent who said, we've
• 3:43
  Speaker 2: always had grandparents that lived a decent distance away, so
• 3:46
  Speaker 2: she wouldn't have a relationship with them if she couldn't FaceTime.
• 3:49
  Speaker 2: And I hear that, I think, yeah, we would not
• 3:52
  Speaker 2: our heads to that and say, one hundred percent.
• 3:54
  Speaker 4: We've obviously done this move at the beginning of the year,
• 3:57
  Speaker 4: and our eight year old has been able to keep
• 3:58
  Speaker 4: in contact with two of her close his friends, yes,
• 4:01
  Speaker 4: via FaceTime, And it's so nice to recognize and see
• 4:05
  Speaker 4: that those relationships can continue because they've got that visual.
• 4:08
  Speaker 3: Once upon a time, you moved house and that was it.
• 4:10
  Speaker 2: I mean, you might have a pen pal, but let's
• 4:12
  Speaker 2: be honest, most of us never had the discipline to
• 4:14
  Speaker 2: do that, or our parents just kept forgetting to buy
• 4:16
  Speaker 2: the stamp to post the letter. And so there's that aspect,
• 4:19
  Speaker 2: and I love how you've drawn in it's not just
• 4:20
  Speaker 2: about grandparents and relatives, it's friends. As some other parents
• 4:24
  Speaker 2: said around the positivity of the learning and the connection.
• 4:27
  Speaker 2: One parent, a mother of a two year old with
• 4:29
  Speaker 2: four kids, said this, I think we're better off for
• 4:32
  Speaker 2: having them. He's not that interested in writing or drawing.
• 4:36
  Speaker 2: Using an app gives him that opportunity to be interactive
• 4:38
  Speaker 2: with his learning, and that's a real positive.
• 4:40
  Speaker 3: Now.
• 4:40
  Speaker 2: There are questions about the educational value and content of
• 4:43
  Speaker 2: a lot of apps, and they've justified their important questions. Nevertheless,
• 4:47
  Speaker 2: if you've got your child being productive on an app
• 4:50
  Speaker 2: and doing something that is at least almost seemingly potentially education,
• 4:53
  Speaker 2: oh that's way better than having them to stare passively
• 4:55
  Speaker 2: at a television.
• 4:56
  Speaker 3: Isn't it.
• 4:57
  Speaker 2: Yeah, And so there's these positive attitudes. Another mom said,
• 5:01
  Speaker 2: but like learning to use iPads in kindy, if a
• 5:03
  Speaker 2: one year old can learn to use it in a
• 5:05
  Speaker 2: couple of days, I don't think a seven, eight, nine,
• 5:07
  Speaker 2: ten year old is going to have any trouble with it.
• 5:09
  Speaker 2: If my nearly ninety year old Grandma can figure out
• 5:11
  Speaker 2: how to use an iPad. I don't know why you
• 5:13
  Speaker 2: need to learn how to do it. In kindy, just
• 5:15
  Speaker 2: this this idea that using a device at an early
• 5:19
  Speaker 2: age isn't particularly advantageous. So they're saying, yeah, there are positives,
• 5:22
  Speaker 2: but we don't need to make a big deal about it.
• 5:25
  Speaker 2: But there's just a general positive attitude. We're playing together,
• 5:28
  Speaker 2: we're interacting it.
• 5:29
  Speaker 3: All times of the day.
• 5:30
  Speaker 2: Sometimes it's useful, it's good for connection, it's good for learning.
• 5:33
  Speaker 2: Those kinds of ideas were there. The second theme, though,
• 5:36
  Speaker 2: highlights where this dissonance comes in. Parents are really concerned
• 5:39
  Speaker 2: about devices supplanting real social interactions and opportunities for family bonding.
• 5:44
  Speaker 2: So a mother of a four year old said, the
• 5:47
  Speaker 2: worst bit is when you hand them your phone and
• 5:49
  Speaker 2: then you're like, well, now I've got nothing.
• 5:51
  Speaker 3: To do either. Not that that's really happened with us
• 5:54
  Speaker 3: very often.
• 5:54
  Speaker 2: There's usually something else to do, but every now and
• 5:56
  Speaker 2: again you're like, okay, well we were here to do
• 5:58
  Speaker 2: this thing together and now you've got a device.
• 6:01
  Speaker 3: So there's that.
• 6:02
  Speaker 2: The The implications of look out the window, said a dad,
• 6:06
  Speaker 2: a dad to a five year old, look out the window.
• 6:08
  Speaker 2: There's all these other activities, coloring in books, that's what
• 6:11
  Speaker 2: we use for stimulation, and we play games in the car,
• 6:14
  Speaker 2: like ey Spy. So let's try to stay off the screen,
• 6:16
  Speaker 2: so let's use our imaginations. There's a whole lot of
• 6:18
  Speaker 2: negative connotations around it, and the idea that screens are
• 6:22
  Speaker 2: displacing life. That was a second big theme. Like I said,
• 6:25
  Speaker 2: that's where the dissonance really comes in. There's all these positives,
• 6:28
  Speaker 2: but there's all these drawbacks.
• 6:31
  Speaker 4: So number three is a really good one, I think
• 6:33
  Speaker 4: because I have experienced so many times this idea of
• 6:37
  Speaker 4: influence of society. And you talk about damned if you
• 6:41
  Speaker 4: do damned if you don't think about all of the
• 6:44
  Speaker 4: times where I've taken small children into places that really
• 6:49
  Speaker 4: you know, the doctor's surgery for instance, or a restaurant
• 6:52
  Speaker 4: or a restaurant. Yeah, for sure, you know these places
• 6:54
  Speaker 4: where you kind of it's quiet, people are there for
• 6:57
  Speaker 4: specific reasons, and you're taking a child that doesn't want
• 7:00
  Speaker 4: to be there. They want to be moving, they want
• 7:02
  Speaker 4: to be and so.
• 7:04
  Speaker 2: The child doesn't want to be there, and the people
• 7:05
  Speaker 2: don't want the child there either.
• 7:07
  Speaker 4: That's right, So you give them a device. So that
• 7:11
  Speaker 4: they stay nice and quiet. But then you've got the
• 7:14
  Speaker 4: judgment because your child's on a device. But if your
• 7:17
  Speaker 4: child wasn't on a device, they'd be climbing the walls,
• 7:19
  Speaker 4: and then you'd have judgment as well. Exactly, very very
• 7:23
  Speaker 4: there is no win.
• 7:24
  Speaker 2: Mother of a one year old said, I felt really embarrassed.
• 7:26
  Speaker 2: I sat in the restaurant and apologized the whole way
• 7:28
  Speaker 2: through the meal. I couldn't so I gave him my phone.
• 7:32
  Speaker 2: Like there's just that. Yeah, I'm getting judged for giving
• 7:34
  Speaker 2: the phone, but I'm getting judged if I don't give.
• 7:36
  Speaker 3: Him the phone.
• 7:37
  Speaker 2: And a mum of a three year old said, I
• 7:38
  Speaker 2: don't really let him use it in public, more so
• 7:40
  Speaker 2: because I'm worried about people judging me, which sounds really awful.
• 7:43
  Speaker 2: Say from my parents, they were like, oh what are
• 7:45
  Speaker 2: you doing? We never had phones when we were kids.
• 7:48
  Speaker 2: So that was the third theme. And again there's that
• 7:51
  Speaker 2: dissonance that comes.
• 7:52
  Speaker 3: Up, that challenge what about number four? So this is a.
• 7:57
  Speaker 2: Theme that came out of the interviews that I think
• 7:59
  Speaker 2: is really curious, the idea of trying to manage and
• 8:02
  Speaker 2: achieve a balance. And so we have parents saying things
• 8:05
  Speaker 2: like I know that they're going to use the device,
• 8:08
  Speaker 2: but I'm trying to minimize it. I'm trying to get
• 8:10
  Speaker 2: the balance right. One parent, a mum with three kids
• 8:13
  Speaker 2: forty five years old, talking about the four year old.
• 8:16
  Speaker 2: Me and my husband. We've got pass codes on our phone,
• 8:18
  Speaker 2: so they can't access them without that.
• 8:20
  Speaker 4: At the most, you've got an eight year old who
• 8:22
  Speaker 4: literally every single time we changed them, she works it out.
• 8:26
  Speaker 4: How does she do that?
• 8:27
  Speaker 3: She gets it.
• 8:28
  Speaker 4: The big kids can't work it out, but within minutes
• 8:32
  Speaker 4: she's decoded.
• 8:33
  Speaker 2: Yeah, this mum said, at the moment, the WiFi is
• 8:35
  Speaker 2: also disconnected, but we've just found that the kids find
• 8:38
  Speaker 2: other ways to access the internet regardless. And I like
• 8:41
  Speaker 2: this one as well. This was really clever. A mother
• 8:43
  Speaker 2: of a three year old thirty six years old said,
• 8:45
  Speaker 2: I let it almost run out, and I don't charge
• 8:47
  Speaker 2: it if a battery runs out because she's only had
• 8:49
  Speaker 2: twenty percent and that's all I bothered to charge it.
• 8:51
  Speaker 2: Oh sorry, darling, there's no more right pad, which I
• 8:54
  Speaker 2: think is great. So that was the fourth area where
• 8:58
  Speaker 2: there's that dissonance where I don't want them to have it.
• 9:00
  Speaker 3: They kind of need to have it, And how am
• 9:01
  Speaker 3: I going to manage it.
• 9:03
  Speaker 4: And number five is this idea of external challenges.
• 9:08
  Speaker 2: Yeah, so I think the easiest way to describe this
• 9:10
  Speaker 2: is to share what the researchers said. They said parents
• 9:13
  Speaker 2: discussed several perceived external barriers to appropriately providing a device
• 9:19
  Speaker 2: and effectively managing healthy mobile screen habits. The most noteworthy
• 9:24
  Speaker 2: barrier was simply the reality of life. So this is
• 9:27
  Speaker 2: that thing where you've got the ideal and then you've
• 9:29
  Speaker 2: got the reality, And that theme has permeated this whole
• 9:31
  Speaker 2: conversation around kids.
• 9:33
  Speaker 4: So the ideal is if my child, especially my young child,
• 9:35
  Speaker 4: is on a device, that I actually would be there
• 9:38
  Speaker 4: with them, But we often.
• 9:40
  Speaker 2: Or that they wouldn't be on one at all because
• 9:42
  Speaker 2: we want them to be living a whole and full
• 9:44
  Speaker 2: and fulfilled.
• 9:45
  Speaker 3: Life, and instead they're starting a screen.
• 9:48
  Speaker 4: But we will often put our children in front of
• 9:50
  Speaker 4: a screen or give them a device so that we
• 9:52
  Speaker 4: have the capacity to do the myriad of things that
• 9:55
  Speaker 4: need to be done in a day.
• 9:56
  Speaker 3: With our own peace, without a child attached.
• 10:00
  Speaker 2: Kl Lim Yeah, there is sarch Is say for most parents'
• 10:02
  Speaker 2: life is busy and messy, and similar to things such
• 10:04
  Speaker 2: as their child's eating and sleeping, routines. Screen time was
• 10:07
  Speaker 2: another part of parenting that did not.
• 10:09
  Speaker 3: Go the way they thought that it would.
• 10:11
  Speaker 2: I love this quote from a mother of a two
• 10:14
  Speaker 2: year old who says, before you have children, you go, oh, no,
• 10:17
  Speaker 2: I'm not going to let my children play on screens
• 10:20
  Speaker 2: and have access to my phone. Then you get their
• 10:22
  Speaker 2: holy crap, giving him my phone for five minutes while
• 10:24
  Speaker 2: I'm at the doctor's appointment so he's quite not screaming.
• 10:26
  Speaker 3: My face is actually really handy.
• 10:28
  Speaker 2: Going through it has definitely changed my idea of what's
• 10:30
  Speaker 2: okay and what's realistic. And so the study ultimately what
• 10:35
  Speaker 2: it's basically said, and I love the way they've done it.
• 10:37
  Speaker 2: I love the conversations, the way they've brought the quotes
• 10:39
  Speaker 2: from these qualitative interviews into The study basically finds that
• 10:44
  Speaker 2: parents are experiencing this really big dissonance, this really big
• 10:49
  Speaker 2: tension between their attitudes and their behavior, primarily because they
• 10:57
  Speaker 2: want to keep the kids away from devices as much
• 10:59
  Speaker 2: as possible and give them this beautiful childhood. And the
• 11:02
  Speaker 2: reality is that it's really hard to live life, and
• 11:05
  Speaker 2: the device gives us a way to make things manageable.
• 11:08
  Speaker 2: It works, it's so much better in so many ways
• 11:12
  Speaker 2: I'm not going to I mean, we've got podcasts and
• 11:15
  Speaker 2: we've got web webinars and all kinds of resources about screens.
• 11:19
  Speaker 2: If you really want to get my take on it,
• 11:21
  Speaker 2: grab a copy of my book Ten Things Every Parent
• 11:23
  Speaker 2: Needs to Know and have a look at the list
• 11:25
  Speaker 2: that I've got in the screen time chapter about just
• 11:27
  Speaker 2: saying to the kids, I know you want the screen,
• 11:29
  Speaker 2: and if you've done all these things, you can do it.
• 11:32
  Speaker 2: And there's a big list of all the things that
• 11:33
  Speaker 2: kids need to do before they're on the screen. It's
• 11:36
  Speaker 2: a healthier approach, and it's also a bit more realistic,
• 11:39
  Speaker 2: and let's recognize sometimes you do need to go to
• 11:41
  Speaker 2: bathroom or the doctor, or or restaurant in peace and
• 11:44
  Speaker 2: every now and again the screen's going.
• 11:46
  Speaker 3: To be okay. So that's our first study.
• 11:48
  Speaker 2: We spend a lot of time on it, but I
• 11:50
  Speaker 2: think that it's really worth spending that time on it
• 11:52
  Speaker 2: because so many parents struggle with the dissonance associated with
• 11:55
  Speaker 2: screen time.
• 11:59
  Speaker 4: My second study look at social media and how it's
• 12:01
  Speaker 4: linked to body image issues that our children are having,
• 12:07
  Speaker 4: and this urge for platforms to actually take some responsibility.
• 12:10
  Speaker 2: This is a really important piece of writing, and I'm
• 12:13
  Speaker 2: just going to share a couple of paragraphs and then
• 12:16
  Speaker 2: we'll move on to our third study because time will
• 12:17
  Speaker 2: get the better of us. We've linked to all of
• 12:19
  Speaker 2: the studies that I'm talking about in the show notes.
• 12:22
  Speaker 2: So this is a new article published in the journal
• 12:24
  Speaker 2: Body Image. A team of psychology researchers outline a mountain
• 12:28
  Speaker 2: of evidence the links social media use to body image issues,
• 12:35
  Speaker 2: and the researchers essentially describe how algorithms are probably, well
• 12:40
  Speaker 2: not probably, are intensifying the link between social media and
• 12:43
  Speaker 2: body image challenges, and they're saying, as a social media corporation,
• 12:47
  Speaker 2: you need to take action. So appearance based social media
• 12:51
  Speaker 2: platforms like Instagram and TikTok seem to be the most
• 12:55
  Speaker 2: harmful to use as body image. On platforms like this,
• 12:59
  Speaker 2: the team and not just in ages, all of us
• 13:01
  Speaker 2: are exposed to continually exposed to filtered and edited content
• 13:07
  Speaker 2: that presents literally unrealistic body standards, and the evidence shows
• 13:12
  Speaker 2: that this distorted environment increases users risk of body dissatisfaction
• 13:18
  Speaker 2: and harmful conditions like body dysmorphia and eating disorders. So
• 13:22
  Speaker 2: I think that's probably enough to highlight social media platforms
• 13:27
  Speaker 2: are aware of this. We've had whistleblower cases come out
• 13:30
  Speaker 2: of a couple of different places now, including Facebook, showing
• 13:34
  Speaker 2: that they know this is happening, but they're not doing
• 13:36
  Speaker 2: anything about it because they need to have attention. They
• 13:40
  Speaker 2: need people to be listening or watching or viewing and
• 13:43
  Speaker 2: giving their focus.
• 13:44
  Speaker 3: So it's just horrible.
• 13:46
  Speaker 2: The article is called the Dangers of the rabbit Hole,
• 13:49
  Speaker 2: reflections on social media as a portal into a distorted
• 13:52
  Speaker 2: world of edits and bodies and eating disorder, risk and
• 13:57
  Speaker 2: the role of algorithms.
• 14:00
  Speaker 4: T Number three looks at the amount of screen time
• 14:02
  Speaker 4: a children have and the link between that and language
• 14:05
  Speaker 4: development and our young kids.
• 14:07
  Speaker 2: Okay, so we started by talking about the long study
• 14:10
  Speaker 2: talking about kids and their access to devices, little kids, preschoolers, toddlers.
• 14:15
  Speaker 2: Then we went to body image, so we're talking about teenagers.
• 14:17
  Speaker 2: But now we're going back to the beginning with little
• 14:19
  Speaker 2: kids again. This is from the University of Helsinki in Finland,
• 14:23
  Speaker 2: and what the research has found is.
• 14:25
  Speaker 3: And I can summarize this just in a couple of sentences.
• 14:28
  Speaker 2: They looked at the extent to which kids are using screen
• 14:30
  Speaker 2: time alone, the extent which their mum is on a
• 14:33
  Speaker 2: screen and the extent which they're having combined joint screen
• 14:38
  Speaker 2: time and in a nutshell, the researchers found that the
• 14:41
  Speaker 2: connections between children's and mother's screen time and children's language skills.
• 14:47
  Speaker 2: The more the children use screen time alone or the
• 14:49
  Speaker 2: greater the amount of the mother's screen time, the weaker
• 14:52
  Speaker 2: the children's lexical and general language abilities were. After taking
• 14:58
  Speaker 2: into account the child's age, how well educated the mum was,
• 15:01
  Speaker 2: and even birth order, and what they essentially found is
• 15:04
  Speaker 2: that there's a cumulative negative association cumulative meaning there's a
• 15:08
  Speaker 2: dose response. The more screen time there is, the stronger
• 15:11
  Speaker 2: the effect is found to be. So there's a cumulative
• 15:14
  Speaker 2: negative association between kids lexical and general language abilities when
• 15:20
  Speaker 2: they're amount of screen time alone and the amount of
• 15:22
  Speaker 2: the mother's screen time is simultaneously included in the statistical models.
• 15:26
  Speaker 2: So the more you are on screens as a parent,
• 15:29
  Speaker 2: and the more your kids are on screens alone, the
• 15:32
  Speaker 2: worse the outcomes are for their verbal fluency, for their
• 15:35
  Speaker 2: capacity to develop language and communicate effectively.
• 15:40
  Speaker 4: It seems so logical because what's happening is the screens
• 15:44
  Speaker 4: are displacing that physical element of communication.
• 15:49
  Speaker 2: Yes, yeah, the engagement, the interaction, the looking into one
• 15:53
  Speaker 2: another's eyes, watching each other's mouth.
• 15:55
  Speaker 4: And I remember there was a study and I think
• 15:57
  Speaker 4: we may have even shared it on the podcast around
• 16:00
  Speaker 4: children's screen time as in TV watching and the impact
• 16:04
  Speaker 4: that that has on their linguistic development. Right, And at
• 16:09
  Speaker 4: that point in time, it actually blew me away and
• 16:10
  Speaker 4: blew others away because they're listening to people talk. They're
• 16:14
  Speaker 4: actually it's actually filled with dialogue, but it's a.
• 16:18
  Speaker 2: Passive, right, And it's so funny ussumption because I was
• 16:21
  Speaker 2: going to say the high quality communication is active. Yes, yeah,
• 16:25
  Speaker 2: that's a critical thing. So that's our doctor's desk for today.
• 16:27
  Speaker 2: It's really all about screens with a reminder. Yes they're ubiquitous,
• 16:32
  Speaker 2: they're everywhere, and they're in aescapable and that's not always
• 16:35
  Speaker 2: a bad thing, but we've really got to monitor the
• 16:38
  Speaker 2: extent which they're pulling us in and pulling our kids in,
• 16:40
  Speaker 2: because the research consistently highlights that there are issues with
• 16:44
  Speaker 2: being on screens too much, whether the kids a little
• 16:47
  Speaker 2: or whether they're big, and whether we are on screens
• 16:50
  Speaker 2: too much as well. It all has an impact as
• 16:52
  Speaker 2: we move towards the summer holidays, only a few weeks away.
• 16:54
  Speaker 2: Now there is a risk that the kid's going to
• 16:56
  Speaker 2: be on their screens a whole lot, and to the
• 16:58
  Speaker 2: extent that we can, we want to have healthy parameters
• 17:02
  Speaker 2: around screen involvement. And that's it for today's podcast episode.
• 17:05
  Speaker 2: Thanks so much for listening.
• 17:06
  Speaker 3: We hope that you've.
• 17:07
  Speaker 2: Enjoyed it and found it helpful and curiosity provoking. We
• 17:11
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• 17:13
  Speaker 2: it as much as we hope, can you go to
• 17:15
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• 17:19
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• 17:20
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• 17:22
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• 17:25
  Speaker 2: the People's Choice Australian Podcast Award. We would be stoked
• 17:29
  Speaker 2: even if we've got an honorable mention, so please vote away, Vote, Vote, Vote.
• 17:33
  Speaker 2: The Happy Families podcast is produced by Justin Rowlan from
• 17:35
  Speaker 2: Bridge Media. Craig Bruce is our executive producer. For more
• 17:38
  Speaker 2: and follow about making your family happier, please visit us
• 17:40
  Speaker 2: at Happyfamilies dot com dot au.