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Abstract This research assesses the effects of modern media technologies on the parent-child relationship whether positive or negative. Technological solutions are intended for improving the quality of life on the planet by easing day to day tasks. Modern media technologies have pervaded almost every aspect of the human experience today including behavior. This has resulted in both desirable and undesirable impacts on the aspects of life that are affected by these technologies. An apt example of an instance where the use of modern media technologies has impacted profoundly is upon the parent-child relationship. The aim is to highlight possible benefits and detriments which usage of these technologies has had within the household as far as parent-child relationships. This study will be qualitative conducted through analysis of relevant and recent literature due to the dynamic nature of this field of research, participant observation and questionnaires will also be used. The study will also use snowballing to increase the scope of literature used. Theoretical Framework The term parent-child relationship implies the bond between a care giver and the child. Parents and children interact with one another in many ways including physically, socially and emotionally (Valkenburg & Piotrowski, 2017). The relationship between parents and children is important in shaping the character and life of the child and how they related with others. Albert Bandura’s social learning theory focuses on the importance of observation and modeling behaviors, attitudes and emotional reaction people through apprenticeship and learning (Bandura, 1977). The interaction between humans lead to the development of certain behaviors as encouraged through cognitive, behavioral and environmental influences. The components of observational learning include; Attention, Retention, Motor reproduction and Motivation (Bandura, 1977). It is through this that we find it important in the study as the children and
parents are both influenced by the use of modern media technologies to behavior in a certain manner which can be positive or negative and eventually affects the parent-child relationship. Problem Statement In the present day, it is commonplace for children of between 3 to 12 years to be provided technological gadgets such as tablets and smart-phones with disregard to how this may impact upon the development of the child’s relationship with the parent (Ofcom, 2017). As a result, there is deterioration of face to face interaction between parents and children as more children and parents spend time on these technologies while eschewing the traditional family setup. However, there are also benefits that come with the use of modern media technologies such as communication which also builds relationships between parents and children (Tartari, 2015). By highlighting the effects of these technologies, this study seeks to determine the effect on relationships between parents and children as a result of using these technologies and possibly contribute social interaction and to the growth of social sciences. Hypothesis H0- The use of modern media technologies has no significant effects on parent-child relationships. H1- The use of modern media technologies has significant effects on parent-child relationships. Introduction Modern media technologies use Modern media technologies include television, smart phones, tablets and computers (Valkenburg & Piotrowski, 2017). Their usage is primarily for entertainment and communication. It is worth noting that the use of modern media technologies within the household has also had positive impacts according to Hook et al. (2018). Additionally, these media technologies are used for communicative purposes and are especially convenient when the
personalized outlook (Contreras, 2016). They enable both children and adults to view images and videos discreetly and this is especially important considering that they may access content that is outside the confines of societal approval (Contreras, 2016). It is this discretion which can plausibly contribute to friction within the parent-child relationship as the parent conversely seeks to assert control over the child’s media use while using these technologies in the ways they do not vouch for (Yan, 2018). Parental restrictions affect parent-child relationship Parent-child relationship is the bond and interaction between a child and the parent (Abar, 2015). It is very important for the child’s development. Fostering parent-child relationships lead to the development of open relations between the two and a healthy relationship which ensure that the child develops into a better socially responsible individual (Abar, 2015). Between the ages of 3 and 12, it is plausible that usage of social media is still within the fledgling stages as evidenced by most people this age having no online social media profiles (Ofcom, 2017). According to Ofcom (2017), only 23% of people within this age group have active social media profiles or online presences that they use regularly. Much of their media use is attributable to playing games, watching television, or watching YouTube (Ofcom, 2017). It is also worth noting that more people within this age group are going online compared to any other time in history with increases of more than ten percentage points within the last two years (Ofcom, 2017). Nevertheless, parental concerns remain due to increasing awareness of the potential dangers of these modern media technologies and this has contributed immensely to the ruination of parent-child relationships in several households (Nikken & Schols, 2015). Parents’ perception of media technologies is such that it pressures the children to present themselves in an idealized manner (Nikken & Schols, 2015). Within this age group, tensions are primarily caused
by parental restrictions to use as growing sense of the self becomes more noticeable in the individual according to Nikken and Schols (2015). Modern media technology effect on children Strasburger et al., (2010) point towards other effects of these media technologies as being possible contributors to the deterioration of parent-child relationships. More specifically, they cite increased aggression, disordered eating, and academic difficulties as possible consequences of unregulated media use and causes of tension among parents and their children (Abar, 2015; Strasburger et al., 2010). Between the ages of 3 and 12, the external environment contributes greatly to learning and media technologies serve this role as well (Strasburger et al., 2010). Children within this age group are susceptible to falling victim to advertisements and other persuasive content on the internet thus highlighting the inherent danger which parents are seemingly keen to avoid (Abar, 2015). These technologies influence both behavior and cognitive activities on the part of the child and this may be in a way that the parent disapproves of – in this way, the use of modern media technologies causes deterioration of parent-child relationships (Strasburger et al., 2010). In general, parents are unlikely to tolerate any antisocial behaviors from the child acquired through use of these technologies (Abar, 2015). The use of these implements undoubtedly has an impact on the cognition and behavior of children who are exposed to them at early ages and parents as well. The primary cause of tensions among parents and children with regard to use of media technologies is difficulty in finding a balance between strictness and a nurturing stance that is more accommodative. This is further convoluted by children perceiving their media use as private / personal and outside the domains of conventional parenting. The technologies have a significant effect on parent-child relationships which is why this research is important, to identify these problems and find solutions currently society is experiencing a shift where by interaction with technology is more
data obtained will be analyzed through content analysis of the literature collected and studied. Participant observation will be used in environments consisting of parents and their children and questionnaires will also be administered randomly to children and parents.
References Abar, C. C. ( 2018 ) “Relationships between parent-child social media interactions and health behaviors”. Journal of Substance Use, Vol. 23(3) Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Contreras, D. A. (2016). Distracted Parenting: How Social Media Affects Parent-Child. Attachment. California State University
Hook, J. V., McHale, S. M. & King, V. (2018). Families and Technology. New York, NY: Springer Nikken, P. & Schols, M. ( 2015 ) “How and Why Parents Guide the Media Use of Young Children”. Journal of Child and Family Studies, 24(11), 3423- Ofcom. (2017). Children and Parents: Media Use and Attitudes Report Strasburger, V. C., Jordan, A. B. & Donnerstein, E. ( 2010 ) “Health Effects of Media on Children and Adolescents”. Pediatrics, 125, 756- Tartari, E. ( 2015 ) “Benefits and Risks of Children and Adolescents Using Social Media”. European Scientific Journal, Vol. 11(13), 321- Valkenburg, P. M. & Piotrowski, J. T. (2017). Plugged in: How Media Attract and Affect Youth. London, UK: Yale University Press Yan, Z. ( 2018 ) “Child and Adolescent Use of Mobile Phones: An Unparalleled Complex Developmental Phenomenon”. Child Development, Vol. 89, No.1, 5-
