Technology and Nature: Today's Kids Need Both



You have no doubt read that kids these days spend too much time on screens, and too little time outdoors. Articles and books arguing the evils of screen time quote studies linking screen time to obesity and diabetes as well as depression and lack of vitamin D (which can lead to cancer).

Then there are the equally compelling articles and blogs that posit that playing computer games is actually really good for our children. They learn hand-eye coordination, three-dimensional design, problem solving, and even social skills. They are exposed to math concepts, story arcs, and consequences. 

Which perspective is to be believed? I think it's both. Kids benefit greatly from screen time, and they need to also spend lots of quality time in nature. 

I suspect that the problems of screen time arise not from the computer or TV itself, but from circumstances outside the screen bubble, like poor nutrition and lack of attention from caregivers. I also sense that the debate - too much screen time? too little nature time? too much testing? - about what kids should really be doing with their time has more to do with our adult compulsion to control things than about kids themselves. The fact is, we cannot control the future. Sure, we can give our kids good nutrition, and that will give them a huge leg up in future health. We can make sure they learn to read, speak clearly and assertively, and perform math skills so that they can  follow whatever field they wish. But we don't know what jobs will exist in the future. We don't know what discoveries and experiences they will have that will lead them into a certain field. We also don't know what the changing planet will mean for them, although we have some ideas.

Climate change is here, as evidenced by crazy weather, acidifying seas, and melting ice caps. Because we refuse to turn off the CO2 machine, it's only going to get worse (and in fact, even turning off the machine wouldn't help for 100s of years, as we've already crossed the threshold of CO2 levels in the atmosphere). This is one reason why it is imperative that kids get to know the natural world. "If sustainability depends on transforming the human relationship with nature, the present day gap between kids and nature emerges as one of the greatest and most overlooked crises of our time, threatening people and countless other species. Helping children fall in love with nature deserves to be a top national priority, on par with reducing greenhouse gas emissions and preserving species and wild places," writes Scott Sampson in How to Raise a Wild Child: The Art and Science of Falling in Love with Nature. 

But, consider the skills a child learns while exploring biomes in Minecraft, building houses and fighting zombies. She learns, in short, to craft and defend a world. She learns to keep trying when she is doomed. She learns to ask questions about how to solve problems, and learns how to find answers to those questions. These skills will help our children save our warming planet or learn to adapt to it just as much as a love of nature will. 

So I encourage parents, educators, and policy makers to stop arguing about the evils of screen time and whining about how little time kids get outside, and seek a powerful balance. Take kids outside. Let them use the same skills they so love in video games as they explore, question, and discover. Give them time to fall in love with nature. Then encourage them to do the same on a computer. What they create will go beyond anything we as adults could try to craft or force through their carefully controlled educations.

I believe it will be young people who love nature and are really skilled at well-created video games who will create technologies, policies, and plans that will bring our species into the next phase of human life on Earth, one that responds to the changing planet in a positive way. We can support them in this by bringing them outside and supporting their love of technology. It isn't an either/or situation, it's both-and. Nature and technology, engineering and love.

Comments

Post a Comment

Popular posts from this blog

Autism Community Store Review

Image
We visited the Autism Community Store today. It's just east of Iliff and Quebec. They do a good job of creating a calm, not overwhelming environment despite being jam packed with all manner of resources. My son especially enjoyed the hanging swing and the "sensory cave," a closet-sized space with soft cushions, soothing lights, weighted blankets, and a lava lamp filled with bubbles and (plastic) fish. I perused the book shelves, which includes a lending library as well as titles for sale,  and spent a good long time gathering cards and flyers for local resources to support my hive of homeschooling families. Looks like they make their own weighted blankets, beanbag animals, and weighted vests. We picked out a blue swirly chewelry and a stand for our exercise ball to replace our broken office chair. As I helped my son put his shoes back on before we headed out the door, I giggled at a sign right in front of us: "No shoes, no shirt, no skirt, no problem." He
Read more

Math for the Reluctant Artist

Image
My daughter, currently eleven years old, believes she is "bad at math" because computation steps don't stick in her head. We've gone over long division and adding fractions repeatedly, and it just doesn't stick. It doesn't make sense to her, and she's the kind of learner who wants to understand the Why of something before she'll understand the How or What. In most areas of our homeschooling journey, we unschool. This means I keep a gentle pulse on what my children are learning through experience and play. But like many unschooling mamas, I wonder about math. How much is "enough"? When we sit down to "do a little math," it often ends (at least with my daughter) in tears, anger, and frustration. It doesn't matter that I explain that she actually is skilled at math - her numeracy skills are fabulous and her ability to see patterns and relationships is quite advanced. It doesn't matter that I point out the math she uses in Min
Read more

Art in Children's Literature:

Image
This past school year I taught an art class to grades 1-6 at a homeschool enrichment program. Each class was based on a children's book; we either learned about replicating the style or created something based on the story. We studied the techniques used by the artist to explore the Elements of Art and various aspects of art like warm and cool colors. I tried to expose students to a variety of mediums, and to using mediums in interesting ways. Students were encouraged to do the project suggested, but creative exploration was always encouraged. I loosely followed the seasons and some holidays with my choices, but not always. Here is a list of most of the projects we did in our art class. Links on titles take you to Goodreads. More ideas can be found on my Pinterest board. Projects from Art with Literature Let's Paint by Gabriel Alborozo   We painted using liquid watercolor and tools other than brushes: pipettes, cotton balls, paper towels, etc.
Read more