Professor Priya Driscoll teaches at Mills College and serves as the director of early childhood education there. Her research uses mixed-method designs to examine cognitive and linguistic development in young children. She is interested in Communicative, social, and cognitive development in a diversity of learning environments, translating early childhood research into practice; the role of culture and experience in children’s attention and learning, and the role of technology in children’s learning. At ROYBI, Prof. Driscoll advises us on creating our lessons and teaching method.
• Discussions about the topic of screen time in early childhood
• Parents must be involved in using technology with their children! Also, discuss children’s independence
• Quality vs Quantity: How to evaluate the types of technology children are using and why/how they are using them.
Q1: Why should screen time be limited for children?
Q2: If I would have asked about screen time pre-pandemic, how much screen time would you have recommended parents to allow their children? And now, with our limited social interaction, how much screen time should parents allow their children per day?
Q3: If play is the real teacher and the best babysitter, how do we limit children’s exposure when TVs, tablets, and smartphones are everywhere? What are the best ways of keeping children away from screens? Should you discuss the harmful effects? Or using distraction methods would be more effective?
Q4: Often children watch cartoons with specific messages and storylines. Should parents continue discussing those topics with children? How can technology get incorporated into children’s daily schedule?
Should the harmful effects be taught?
Q5: What kind of technology can be beneficial for children’s learning (passive vs. responsive/contingent)