Technology is the reason we get old enough to complain about technology.
It’s worth remembering that there is good news out there, if you know where to look.
Nostalgia overload! New Argos site lets you browse 45 years of winter catalogues
For many, flicking through the Argos catalogue was, and possibly still is, a pre-Christmas tradition. Immersing yourself in that weighty tome and imagining how nice it would be to get that special present for Christmas, perhaps even circling it, was all part of the big build up.
Now, the retail giant has created the ultimate tool for wistful nostalgia with its new Book Of Dreams website. Whether you want to look for the toys you never got for Christmas, see how much prices have changed or show your kids the sort of things you dreamt of unwrapping on December 25, you can take a very long stroll down memory lane.
For Proust, it was a madeleine. For me, it was those silly Kodak disc cameras and teak effect cassette storage cabinets from the 1982/83 Argos catalogue.
I wonder if the archive took its name from this Bill Bailey routine…
Lots of attention, rightly, on the school climate strikes today.
Greta Thunberg is leading kids and adults from 150 countries in a massive Friday climate strike
It’s a big moment for Thunberg and the legions of youth and adult activists and leaders she’s inspired since August 2018, when she began skipping school on Fridays to protest outside the Swedish Parliament. Thousands of young people in the movement, called Fridays for Future, now strike every Friday to demand more aggressive action from their governments and the international community. The last large-scale coordinated climate strike on May 24 drew participants from 130 countries.
The huge youth climate strike is about courage, not hope
As children and young people in more than 150 countries skip school, university, or work, to strike against climate inaction, they aren’t just creating a new form of activism. They are also creating a platform that presents a united front to a multi-pronged global problem.
It’s not just for teenagers this time.
Global climate strike: how you can get involved
The global climate strike kicks off on Friday and will ripple across the world in more than 4,000 locations, the start of a weeklong movement to train international attention on the climate emergency. It’s the latest of a succession of strikes on Fridays led by schoolchildren – but this time adults are invited to join in.
The scale of the problem can feel a little overwhelming, but here’s a possible way forward.
Greta Thunberg and George Monbiot make short film on the climate crisis
Environmental activists Greta Thunberg and George Monbiot have helped produce a short film highlighting the need to protect, restore and use nature to tackle the climate crisis. Living ecosystems like forests, mangroves, swamps and seabeds can pull enormous quantities of carbon from the air and store them safely, but natural climate solutions currently receive only 2% of the funding spent on cutting emissions. The film’s director, Tom Mustill of Gripping Films, said: ‘We tried to make the film have the tiniest environmental impact possible. We took trains to Sweden to interview Greta, charged our hybrid car at George’s house, used green energy to power the edit and recycled archive footage rather than shooting new.’
(Speaking of videos that are trying to change hearts and minds, have you seen the absolutely heart-wrenching film from Sandy Hook Promise, Back-To-School Essentials?)
The most interesting links of the day, I think, are all these from The Conversation, bringing together climate science with economics, culture and the media.
Five things every government needs to do right now to tackle the climate emergency
I would never argue against setting climate targets. They are necessary – but far from sufficient. We must guard against politicians hiding behind distant and possibly empty promises, and demand climate policy that impacts the carbon ledger here and now.
I stand with the climate striking students – it’s time to create a new economy
My research area remains marginal, and its results neglected, because to accept it would require a fundamental transformation of the prevailing economic philosophy. We would need to pay less attention to growth and profit as the measures of prosperity, and replace them with sufficiency and equity – a fair division of resources to provide what is sufficient for well-being and not more. After centuries of entrenchment, that’s no easy feat.
How getting rid of ‘shit jobs’ and the metric of productivity can combat climate change
But suppose we stopped chasing productivity growth. What might happen? It would make it easier to decarbonise. We’d no longer be stuck on the production-consumption treadmill. It would mean less stuff too. But do we need all the crap we have?
Humanity and nature are not separate – we must see them as one to fix the climate crisis
Scholars such as Timothy Morton and Bruno Latour remind us that viewing the natural world as separated from humans is not only ethically problematic but empirically false. Microorganisms in our gut aid digestion, while others compose part of our skin. Pollinators such as bees and wasps help produce the food we eat, while photosynthetic organisms such as trees and phytoplankton provide the oxygen that we need in order to live, in turn taking up the carbon dioxide we expel.
Climate change: children are carving out a place in politics – now adults must listen and act
It’s not enough to put children on the covers of newspapers and call them “heroes”. It’s not even enough to listen to the concerns they’re raising through the global strikes for climate action. Adults in positions of authority need to give young people the means to change the world and create their own visions for the future.
Why is climate change still not top of the news agenda?
Journalists with a better grasp of the science (and indeed social science) of climate change would be less reliant on press releases, reducing the impact of corporate lobbyists and the need to include their public relations activity as part of the news. However, these suggestions are optimistic considering the wider power structures that constrain how journalists operate.
#ShowYourStripes: how climate data became a cultural icon
Helping science to make this leap from the lab to social media is crucial to changing mindsets. My research has often focused on communicating the impacts of climate change to new audiences. The more people that see and understand this huge problem, the better chance we have of solving it.
Imagining both utopian and dystopian climate futures is crucial – which is why cli-fi is so important
When now is the time that we need to act, the rarer utopian form of cli-fi is perhaps more useful. These works imagine future worlds where humanity has responded to climate change in a more timely and resourceful manner. They conjure up futures where human and non-human lives have been adapted, where ways of living have been reimagined in the face of environmental disaster. Scientists, and policy makers – and indeed the public – can look to these works as a source of hope and inspiration.
Our first child was always a good sleeper, all down to our fantastic parenting skills, or so we thought. Child #2 arrived and we set off with the same routines in mind. She had other ideas, however. She didn’t properly sleep through the night until she was 4. That was a challenge, to say the least. She had her 14th birthday last week: I think we’ve just about caught up with all that missed sleep now.
Here you can see a more normal sleep pattern emerge from the fabric of a baby blanket.
A father transformed data of his son’s first year of sleep into a knitted blanket
As Lee neared completion of the blanket, he shared, “All the disparate pieces felt really fragile but as I seamed it together, wove in loose ends, and removed stitch markers, it felt more and more sturdy. Something that I’d been handling like a delicate bird egg started to just feel like a blanket.”
Feeling sleepy? Have a nap.
The practice may be winding down in Spain—60% of Spaniards say they never siesta, perhaps because high unemployment means workers want to show their bosses that they’re pulling long hours. But other countries still participate, including Greece, the Philippines, Costa Rica, Ecuador, Nigeria, Italy, and China, where “heads down” time after lunch is considered a constitutional right.
The science of sleep: dreaming, depression, and how REM sleep regulates negative emotions
The more severe the depression, the earlier the first REM begins. Sometimes it starts as early as 45 minutes into sleep. That means these sleepers’ first cycle of NREM sleep amounts to about half the usual length of time. This early REM displaces the initial deep sleep, which is not fully recovered later in the night. This displacement of the first deep sleep is accompanied by an absence of the usual large outflow of growth hormone.
People are getting a little twitchy about GCSE results day tomorrow, I think.
Poorer pupils twice as likely to fail key GCSEs
Russell Hobby, the chief executive of the education charity Teach First, which carried out the research, said: “A child’s postcode should never determine how well they do at school, yet today we’ve found huge disparities based on just that. Low attainment at GCSE is a real cause for concern as it can shut doors to future success and holds young people back from meeting their aspirations.”
Pupils ‘refusing to sit GCSE exams in new tougher format’
“Making exams harder doesn’t make kids smarter or more employable. It does make them more stressed, anxious and depressed – especially those from disadvantaged backgrounds,” one senior teacher told ASCL.
Another said it was “soul-destroying” to see well-prepared students struggle to cope: “The difficulty of reformed GCSEs places undue stresses upon students and staff. The sheer volume of examinations in such a short space of time leads to tired and weary students.”
GCSE results: further decline in arts and technical subjects
This is a story echoed elsewhere, in the decline in arts GCSE and A-levels and the steady but steep decline in BTEC vocationally related qualifications. And it seems to blame for these changes is the arrival of the English Baccalaureate (Ebacc) – a set of subjects at GCSE that are said to keep “young people’s options open for further study and future careers” – but which appears to do the opposite.
The GOV.UK website is enormous, and with new publications and announcements being released every day, it’s easy to miss something important. Thankfully, most topics, departments and even ministers have a ‘get e-mail alerts’ link that’s really helpful. I’ve signed up for e-mail alerts from the Department of Education. Here are a few recent publications that caught my eye.
Advice for schools on how to prepare for Brexit
Including: Informing pupils and staff from the EU about the EU Settlement Scheme; EU pupils and staff arriving after Brexit; School places for EU nationals and UK pupils returning to England from the EU after Brexit; Data Protection; Food supplies; Medical supplies.
Teacher workload advisory group report and government response
This report from the Teacher workload advisory group sets out recommendations and principles to reduce the unnecessary workload associated with data and evidence collection. The government has accepted all the recommendations in full.
Understanding child and adolescent wellbeing: a system map
A report on the factors that influence children and young people’s (CYP) wellbeing from the perspective of CYP practitioners. This research used system mapping to capture the perceptions of the 21 children and young people’s (CYP) practitioners who participated in the study.
Being at school can be stressful, as this study from Ireland shows, and students’ well-being seems to steadily decline as they make their way to their final exams. But are some children better at maintaining good mental health than others? The key might lie with whether students are in touch with their character strengths.
Well-being of students starts to decline from the moment they enter secondary school
But our study also found that the biggest predictor of lower levels of well-being was when students did not regularly use their greatest strengths of character. Strengths of character can be measured using a survey like this one by VIA. The survey identifies teenagers’ top strengths that they can use during their daily lives.
But just because someone’s top strengths might be honesty, prudence and perseverance, does not mean that they use these strengths frequently. Those who scored the highest for using their strengths daily, also had the highest scores on their levels of well-being. Therefore, using character strengths every day could help secondary school pupils to maintain higher levels of well-being.
You can learn about your character strengths through questionnaires like this one, from the VIA Institute on Character.
Bring your character strengths to life & live more fully – VIA Institute
When you discover your greatest strengths, you learn to use them to handle stress and life challenges, become happier, and develop relationships with those who matter most to you. What are your strengths?
I worry sometimes that I’m too cynical with such things. Is the secret to better emotional health and well-being really as straightforward as completing a 10-minute questionnaire, being told what your strengths are (or rather, what you want them to be), and acting on them?
Maybe I should give this a go. This emphasis on strengths of character does chime with what I’ve been learning about Stoicism, after all.
We’re all busy at work, with tasks to complete, reports to write, deadlines to meet and so on. And busy in a different way at home with the family; juggling various commitments and schedules, managing budgets and dealing with feisty adolescents.
Here’s an article on how some people are trying to manage the latter using the tools of the former. (I can just see James Bridle shaking his head at this latest example of, ‘Technology and software to the rescue!’)
The Slackification of the American home
Children’s free-play time has been on the decline for more than 50 years, and their participation in extracurricular activities has led to more schedule-juggling for parents. Parents are busier too, especially those whose jobs demand ever more attention after hours: 65 percent of parents with a college degree have trouble balancing work and family, a 2015 Pew Research Center report found, compared with about half of those without a college degree. In an effort to cope, some families are turning to software designed for offices. Parents are finding project-management platforms such as Trello, Asana, and Jira, in addition to Slack, a workplace communication tool (its slogan is “Where work happens”), particularly useful in their personal lives. In other words, confronted with relentless busyness, some modern households are starting to run more like offices.
Julie Berkun Fajgenbaum, a mom of three children ages 8 to 12, uses Google Calendar to manage her children’s time and Jira to keep track of home projects. Ryan Florence, a dad in Seattle, set up a family Slack account for his immediate and extended family to communicate more easily. And Melanie Platte, a mom in Utah, says Trello has transformed her family life. After using it at work, she implemented it at home in 2016. “We do family meetings every Sunday where we review goals for the week, our to-do list, and activities coming up,” she says. “I track notes for the meeting [in Trello]. I have different sections, goals for the week, a to-do list.” Her oldest son started high school last year, and Platte says that without productivity and task-management software, she doesn’t know how he could manage it all. Trello allows her son to track responsibilities and deadlines, and set incremental goals.
I would prefer not to.
Bringing up children has never been very easy, but are we making it harder for ourselves these days?
Now some families are hiring coaches to help them raise phone-free children
In Chicago, Cara Pollard, a parent coach, noticed most adults have gotten so used to entertaining themselves with phones, they forgot that they actually grew up without them. Clients were coming to her confused about what to do all afternoon with their kids to replace tablets. She has her clients do a remembering exercise.
“I say, ‘Just try to remember what you did as a kid,’” Ms. Pollard said. “And it’s so hard, and they’re very uncomfortable, but they just need to remember.”
You could be putting your child off reading – here’s how to change that
From my interviews with the children, I also discovered that it was common practice for teachers and parents to ask children questions about the books they read and that reading aloud done by teachers at school was usually accompanied by questions. While this might seem like a useful learning technique, it’s not one that goes down well with the kids.
All the children I spoke with said they did not like being asked questions after reading – and that it took away the fun from reading. One boy said that knowing he would be asked questions about the reading “kind of makes me feel like they’re going to give us an exam or a test afterwards”.
As part of our ongoing CPD programme, I recently completed an online refresher course on child sexual exploitation; the different grooming models, how to spot the signs, where to go for guidance, and so on. It’s all as horrible as you’d expect.
Parents against Child Sexual Exploitation (Pace) UK
Pace is the lead national charity working with parents and carers of exploited children.
And then, coincidentally, I spotted this article on the paintings and sculptures of ballerinas by Edgar Degas.
La Petite Danseuse de Quatorze Ans
I’ve seen many representations of ballet dancers in Degas’ work over the years, but this time around was different because I had read Julia Wolkoff’s The Sordid Truth behind Degas’s Ballet Dancers last year.
The formerly upright ballet had taken on the role of unseemly cabaret; in Paris, its success was almost entirely predicated on lecherous social contracts. Sex work was a part of a ballerina’s reality, and the city’s grand opera house, the Palais Garnier, was designed with this in mind. A luxuriously appointed room located behind the stage, called the foyer de la danse, was a place where the dancers would warm up before performances. But it also served as a kind of men’s club, where abonnés — wealthy male subscribers to the opera — could conduct business, socialize, and proposition the ballerinas.
Sounds a little like child sexual exploitation to me. As well as prompting you to look at the sculpture of the little fourteen-year-old dancer with fresh eyes, he asks you to reconsider this painting, The Rehearsal of the Ballet Onstage.
What might look at first glance like a depiction of the beauty of dance takes on a more sinister nature when you notice the men on the right side of the painting, perhaps a pair of wealthy subscribers getting a special preview of that night’s ballet and their choice of ballerinas. You might never look at another of Degas’ ballet paintings the same way again.
Some good local news for a change.
Leeds becomes first UK city to lower its childhood obesity rate
Almost a third (28%) of all children aged two to 15 in England are overweight or obese. … The obesity rates there and across the country have not shifted. “For England it’s absolutely flat,” said Jebb, who added that the dropping rate in Leeds appeared to be a trend. “This is four years, not one rogue data point,” she said at the European Congress on Obesity in Glasgow where she presented the research, also published in the journal Paediatric Obesity. “Everybody is going around saying Amsterdam is doing something amazing. Well, actually, Leeds is too.”
Jebb, a former government adviser, says they cannot be sure what has turned the tide in Leeds – but it could involve a programme called Henry that the city introduced as the core of its obesity strategy in 2009, focusing particularly on the youngest children and poorest families. Henry (Health, Exercise, Nutrition for the Really Young) supports parents in setting boundaries for their children and taking a firm stance on issues from healthy eating to bedtimes.
Here’s some more about that, from GOV.UK.
Health, exercise, nutrition for the really young (HENRY)
In Leeds, where HENRY is part of the city-wide obesity strategy and delivered in children’s centres across the city, obesity rates at reception stage have fallen from 10.3% to 8.7% over a 7-year period. The national trends have remained almost static. The gap between obesity rates at age 5 in the least deprived and most deprived areas of Leeds is narrowing, with obesity rates dropping from 13.8% to 9.7% in the most deprived areas over the last 5 years.
So today marks the start of National Stationery Week.
National Stationery Week
People of the world rejoice and wave your favourite pen in the air! National Stationery Week is the perfect time to celebrate your stationery pot, a colourful pencil case or your favourite pen.
Yes, it could be seen as a glorified advert for office supplies, but it raises some interesting questions too about the changing nature of communication and expression.
Does writing by hand still matter in the digital age?
The decline of writing by hand – particularly among young people and children – has been in the news. Last month, paediatric doctors warned that children were finding it difficult to hold pencils due to excessive use of technology. Letters to Santa are increasingly sent by email, and Cambridge University is piloting the use of laptops instead of pen and paper for selected exams after requests from students. Some academics have noted the “downward trend” in students’ handwriting.
But what of the role that handwriting plays in learning and development? And with technology changing how we live and work, what place does handwriting have in the modern classroom? These were the questions put to the teachers, academics and specialists in education and technology at the Guardian’s roundtable event on 27 February.
I sit opposite computer screens all day at work, but am happy to stick with my pen and scraps of paper when making notes.
School’s tough. Maths is especially tough.
‘Maths anxiety’ causing fear and despair in children as young as six
Children as young as six feel fear, rage and despair as a result of “mathematics anxiety”, a condition which can cause physical symptoms and behaviour problems in class, according to a study.
Report examines origins and nature of ‘math anxiety’
A report out today examines the factors that influence ‘maths anxiety’ among primary and secondary school students, showing that teachers and parents may inadvertently play a role in a child’s development of the condition, and that girls tend to be more affected than boys.
More info on the research from the Nuffield Foundation…
Understanding mathematics anxiety
Learning mathematics can be challenging; however, not all mathematics difficulties result from cognitive difficulties. Some children and adults have mathematics anxiety (MA) which severely disrupts their performance.
… and from University of Cambridge’s Centre for Neuroscience in Education.
What is Mathematics Anxiety?
Does mathematics anxiety affect mathematics performance? When trying to figure out how Mathematics Anxiety relates to mathematics performance, we are faced with a problem similar to that of the chicken and the egg … which comes first? What we know is that people with higher levels of mathematics anxiety tend to perform more poorly on assessments of mathematics skills whilst those with better performance in mathematics tend to report lower levels of mathematics anxiety. What we don’t know is which causes which.
And here’s a link to the report itself.
Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students
Abstract: The project investigated individuals’ attitudes towards mathematics because of what could be referred to as a “mathematics crisis” in the UK. Evidence suggests that functional literacy skills amongst working-age adults are steadily increasing but the proportion of adults with functional maths skills equivalent to a GCSE grade C has dropped from 26% in 2003 to only 22% in 2011 (National Numeracy, 2014). This number is strikingly low compared with the 57% who achieved the equivalent in functional literacy skills (National Numeracy, 2014).
This all looks far from straightforward. Here’s a very interesting, critical look at what seems to me to be a overly simplistic response to these issues — the growth mindset theory.
The growth mindset problem
According to the theory, if students believe that their ability is fixed, they will not want to do anything to reveal that, so a major focus of the growth mindset in schools is shifting students away from seeing failure as an indication of their ability, to seeing failure as a chance to improve that ability. As Jeff Howard noted almost 30 years ago: ‘Smart is not something that you just are, smart is something that you can get.’
Despite extraordinary claims for the efficacy of a growth mindset, however, it’s increasingly unclear whether attempts to change students’ mindsets about their abilities have any positive effect on their learning at all. And the story of the growth mindset is a cautionary tale about what happens when psychological theories are translated into the reality of the classroom, no matter how well-intentioned. …
Growth mindset theory has had a profound impact on the ground. It is difficult to think of a school today that is not in thrall to the idea that beliefs about one’s ability affect subsequent performance, and that it’s crucial to teach students that failure is merely a stepping stone to success. Implementing these ideas has been much harder, however, and attempts to replicate the original findings have not been smooth, to say the least. A recent national survey in the United States showed that 98 per cent of teachers feel that growth mindset approaches should be adopted in schools, but only 50 per cent said that they knew of strategies to effectively change a pupil’s mindset.
The truth is we simply haven’t been able to translate the research on the benefits of a growth mindset into any sort of effective, consistent practice that makes an appreciable difference in student academic attainment. In many cases, growth mindset theory has been misrepresented and miscast as simply a means of motivating the unmotivated through pithy slogans and posters. A general truth about education is that the more vague and platitudinous the statement, the less practical use it has on the ground. ‘Making a difference’ rarely makes any difference at all. …
All of this indicates that using time and resources to improve students’ academic achievement directly might well be a better agent of psychological change than psychological interventions themselves. In their book Effective Teaching (2011), the UK education scholars Daniel Muijs and David Reynolds note: ‘At the end of the day, the research reviewed has shown that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.’
Many interventions in education have the causal arrow pointed the wrong way round. Motivational posters and talks are often a waste of time, and might well give students a deluded notion of what success actually means. Teaching students concrete skills such as how to write an effective introduction to an essay through close instruction, specific feedback, worked examples and careful scaffolding, and then praising their effort in getting there, is probably a far more effective way of improving confidence than giving an assembly about how unique they are, or indeed how capable they are of changing their own brains. The best way to achieve a growth mindset might just be not to mention the growth mindset at all.
There’s a lot of talk about today’s children oversharing on social media. But what kind of example are the parents setting?
When kids realize their whole life is already online
While many kids may not yet have accounts themselves, their parents, schools, sports teams, and organizations have been curating an online presence for them since birth. The shock of realizing that details about your life—or, in some cases, an entire narrative of it—have been shared online without your consent or knowledge has become a pivotal experience in the lives of many young teens and tweens.
It seems we’re all on our screens, all the time. That plural is key, though, isn’t it? It used to be that there was only the one screen at home — the TV in the living room — but now everyone has their own screen and we sit and watch them all separately.
Here’s a report on research Ofcom carried out on what children are watching, and what they’re watching it on.
Life on the small screen: What children are watching and why
The evidence gives a sense of what attracts them to online video rather than traditional TV – and just how much has changed in the course of a generation.
We’ve got a couple of teenagers in the house, and so some of these conclusions struck a nerve. Here’s an extract about live TV.
What role does live TV play in children’s lives?
• Most children viewed live TV as a family ritual, often watching programmes routinely every year (e.g. Strictly Come Dancing, I’m a Celebrity…Get Me Out of Here!)
• Parents welcomed live TV as an opportunity for “family time”, and were often actively encouraging their children to join them for communal TV watching
• Children were often using live TV as ’background noise’ while doing another task or to fill time while they were waiting for something
• Most live TV viewing was on a communal screen or device and therefore usually it was a compromised choice between those watching (e.g. parents and siblings) …
The children loved being able to find whatever they wanted, whenever they liked. As YouTube responds to demand, it can offer a seemingly limitless choice of content. YouTube offers everything they could possibly want, and then allows them to easily access more of what they like the most. …
Live TV is explicitly thought of by the children and their parents as an opportunity for “family time”, when they all sit down to watch something together. However, the children tended to feel that they weren’t choosing the content themselves, or it was a compromised choice. At other times children put live TV on for a few minutes as a ‘time filler’ while they were waiting for something or had a few minutes to spare. Overall, children seem most attracted to content that they can view on their own device, over which they can exercise maximum choice, and which directly feeds the things that interest them.
I think I miss that “family time”. It feels less natural now than it did when the kids were little.
Each six months Andy Kirk of Visualising Data highlights some of the significant developments in data visualisation. It’s a great collection, but this one in particular caught my eye.
10 significant visualisation developments: July to December 2018
2. ‘Human Terrain’: A genuinely captivating project from Matt Daniels of ThePudding, ‘Human Terrain’ is a staggeringly detailed, explorable prism map of the world’s population that can trap you into browsing for far longer than you can realistically afford. It evokes memories of a classic graphic from 2006, created by Joe Lertola for Time magazine. There is also a wonderful companion piece, ‘Population Mountains‘, where Matt walks through ‘a story about how to perceive the population of cities’.
When you fly from one part of the world to another, it becomes very quickly apparent just how crowded some places must be, compared to others.
Human Terrain: visualizing the world’s population, in 3D
Kinshasa is now bigger than Paris. Guangzhou, Hong Kong, and Shenzhen are forming an epic, 40 million-person super city. Over the past 30 years, the scale of population change is hard to grasp. How do you even visualize 10 million people?
It puts those incredibly dense housing schemes in Hong Kong I mentioned earlier into context, doesn’t it?
Population growth, like charity, starts in the home, so here’s an animated chart on family sizes in the US.
How many kids we have and when we have them
The chart above shows 1,000 timelines, based on data from the National Survey of Family Growth. Each moving dot is a mother. Age is on the horizontal, and with each live birth, the dot moves down a notch. The green bubbles represent the total counts for a given age.
It’s interesting to watch the chart populate. You’ve got to wonder about the stories behind those outliers though.
The Children’s Commissioner for England, Anne Longfield, has issued a challenge to Facebook, Instagram, Snapchat and others that I think may be beyond them.
Social media urged to take ‘moment to reflect’ after girl’s death
In an open letter to Facebook, Instagram, WhatsApp, YouTube, Pinterest and Snapchat, Anne Longfield said the suicide of 14-year-old Molly Russell has highlighted the “horrific” material that children were able to easily access online.
Here’s the letter, on the Children’s Commissioner website.
A public call for online platforms to do more to tackle social media content which is harmful to children
I do not think it is going too far to question whether even you, the owners, any longer have any control over their content. If that is the case, then younger children should not be accessing your services at all, and parents should be aware that the idea of any authority overseeing algorithms and content is a mirage. […]
The potential disruption to all user experiences should no longer be a brake on making the safety and wellbeing of young people a top priority. Neither should hiding behind servers and apparatus in other jurisdictions be an acceptable way of avoiding responsibility.
The recent tragic cases of young people who had accessed and drawn from sites that post deeply troubling content around suicide and self-harm, and who in the end took their own lives, should be a moment of reflection. I would appeal to you to accept there are problems and to commit to tackling them – or admit publicly that you are unable to. […]
It is your responsibility to support measures that give children the information and tools they need growing up in this digital world – or to admit that you cannot control what anyone sees on your platforms.
I really hope something comes of this. The social media companies say they’re working hard to create safe spaces, free from harmful content and disinformation, but where’s the evidence of that? Imagine if they did publicly admit they were unable to “accept there are problems and to commit to tackling them.”
A response from Instagram.
Instagram to launch ‘sensitivity screens’ after Molly Russell’s death
Adam Mosseri, who took over Instagram after the app’s founders departed suddenly in 2018, has promised a series of changes following the death of the British teenager Molly Russell, whose parents believe she took her own life after being exposed to graphic images of self-harm and suicide on Instagram and Pinterest.
Screentime, I mean.
I know I’ve asked this more than once or twice before, but the answer still seems to be ‘it depends’. Take this article, for example, on the trend for music concerts to impose a no phones rule. It sounds eminently sensible.
The simple joy of “No Phones Allowed”
The no-phones policy illuminated something about smartphone use that’s hard to see when it’s so ubiquitous: our phones drain the life out of a room. They give everyone a push-button way to completely disengage their mind from their surroundings, while their body remains in the room, only minimally aware of itself. Essentially, we all have a risk-free ripcord we can pull at the first pang of boredom or desire for novelty, and of course those pangs occur constantly.
Every time someone in a group of people deploys a screen, the whole group is affected. Each disengaged person in a crowd is like a little black hole, a dead zone for social energy, radiating a noticeable field of apathy towards the rest of the room and what’s happening there. […]
I imagine that in another decade or two we’ll look at 2010s-era device use something like we do now with cigarette smoking. I was born in 1980, and I remember smoking sections on planes, which is unthinkable today. I wonder if today’s kids will one day vaguely remember the brief, bizarre time when people didn’t think twice about lighting up a screen in the middle of a darkened concert hall.
Yes, but what about the children, I hear you cry. How much screen time should we let them have?
A philosophy professor argues kids should use more technology, not less
Kids aren’t losing themselves in their devices, but potentially finding themselves. What’s more, they’re doing exactly what generations of kids have long done: Immersing themselves in the toys and objects of the moment that reflect the society they inhabit, and which will help prepare them for the future.
Shapiro, an assistant professor of philosophy at Temple University and a respected thinker on education, childhood and technology, presents his case in the new book The New Childhood: Raising Kids to Thrive in a Connected World.
Ok well never mind the philosophy professors, what do the real experts say?
Screen time not intrinsically bad for children, say doctors
Spending time looking at screens is not intrinsically bad for children’s health, say the UK’s leading children’s doctors, who are advising parents to focus on ensuring their children get enough sleep, exercise and family interaction rather than clamping down on phones and laptops.
The Royal College of Paediatrics and Child Health has produced the first guidance for parents on how long children should spend on their laptops and phones, which throws the ball firmly back into the parents’ court.
Worry less about children’s screen use, parents told
It said there was no good evidence that time in front of a screen is “toxic” to health, as is sometimes claimed. The review of evidence found associations between higher screen use and obesity and depression. But the college looked at this and said it was not clear from the evidence if higher screen use was causing these problems or if people with these issues were more likely to spend more time on screens. […]
Dr Max Davie, officer for health promotion for the RCPCH, said phones, computers and tablets were a “great way to explore the world”, but parents were often made to feel that there was something “indefinably wrong” about them. He said: “We want to cut through that and say ‘actually if you’re doing OK and you’ve answered these questions of yourselves and you’re happy, get on and live your life and stop worrying’.
Stop worrying? That’s not a phrase you come across in the news very often.
Stop scaremongering about kids spending time on their phones
Still, the screen time scaremongering continues. Partly it’s the fault of scientists and journals, for doing and encouraging shoddy, shocking science; and partly it’s the media’s fault for overhyping weak and uncertain results. “It’s a lot easier,” says David Ellis, a psychologist at Lancaster who specialises in the psychological impacts of technology, “to get the press to cover something about how tech is having a bad effect, than something which says it’s having very little effect.” The RCPCH’s guidelines are a refreshing change.
So we need more research on the quality of the research?
Screens might be as bad for mental health as … potatoes
“Researchers will essentially torture the data until it gives them a statistically significant result that they can publish,” Przybylski says. (Not all researchers who report such results do so with the intention to deceive. But researchers are people; science as an institution may strive for objectivity, but scientists are nevertheless susceptible to biases that can blind them to their misuse of data.) “We wanted to move past this kind of statistical cherry-picking. So we decided to look for a data-driven method to collect the whole orchard, all at once.” […]
To put it in perspective, the researchers compared the link between technology use and adolescent well-being to that of other factors examined by the large-scale data sets. “Using technology is about as associated with well-being as eating potatoes,” Przybylski says. In other words: hardly at all. By the same logic, bullying had an effect size four times greater than screen use. Smoking cigarettes? 18 times. Conversely, getting enough sleep and eating breakfast were positively associated with adolescent well-being at a magnitude 44 and 30 times that of technology use, respectively.
The kids (who use tech) seem to be all right
“This is an incredibly important paper,” says Candice Odgers, a psychologist studying adolescent health and technology at the University of California, Irvine, who wasn’t involved in the research. “It provides a sophisticated set of analyses and is one of the most comprehensive and careful accountings of the associations between digital technologies and well-being to date. And the message from the paper is painstakingly clear: The size of the association documented across these studies is not sufficient or measurable enough to warrant the current levels of panic and fear around this issue.”
I know it’s not strictly screen time that us parents worry about, but will all this stop the scaremongering in the media about too much of it being bad for us and our children? I’ll certainly be glued to my phone, waiting to find out.
As a parent of teens, this news story caught my eye.
Sleepless no more in Seattle — later school start time pays off for teens
“This study shows a significant improvement in the sleep duration of students, all by delaying school start times so they’re more in line with the natural wake-up times of adolescents,” says senior author Horacio de la Iglesia, a University of Washington researcher and professor of biology. The study also found an improvement in grades and a reduction in tardiness* and absences.
It’s a topic that’s been doing the rounds for years, though, as these articles from just the Guardian show. There are no doubt others.
Major study of teenage sleep patterns aims to assess impact on learning
Pupils to start lessons at 10am in effort to see how neuroscience might improve school performance and exam results [October 2014]
Start school day at 11am to let students sleep in, says expert
Paul Kelley says young people are losing 10 hours’ sleep a week, and calls for 8.30am starts for primary pupils and 10 or 11am for teenagers [September 2015]
Children struggling to concentrate at school due to lack of sleep, MPs told
Sleep deprivation highlighted in inquiry into role of education in preventing mental health problems in children [March 2017]
Sleep-deprived pupils need extra hour in bed, schools warned
Shift school day back by an hour to tackle poor results, anxiety and obesity, say experts [January 2019]
The regularity of these articles suggests a lack of motivation to actuality change the system, with the later start time remaining a ‘nice-to-have’, rather than the ‘must-have’. But, as that NPR article says,
while only a handful of school districts nationwide have switched to later start times, that is changing “as counties and cities like Seattle make changes and see positive benefit.”
(* ‘Tardiness’ is such a great word. I remember, when I was a university Deputy Registrar, feeling very pleased with myself that I could use that and the term ‘laggards’ in our procedures around coursework submission and so on.)
The economist and dataviz blogger Jonathan Schwabish took on an unusual challenge, to introduce his son’s primary school classmates to data visualisation.
I wouldn’t know where to start — I’m still not sure of the difference between a histogram and a bar chart — but cleverly, Jonathan begins with examples of diagrams everyone is familiar with. Maps.
Teaching data visualization to kids
I then introduced the term “choropleth” and showed them this map of graveyards in the US and this map of McDonald’s (a couple of kids actually tied the two together!). I also showed them a clip of Aron Koblins’ Flight Patterns project (my son loves this one)—the simple and intuitive animation, and black and white color scheme make it easy to follow. I also showed them a video of Martin Wattenberg and Fernanda Viegas’ Wind Map, again, something I think they could all relate to.
He then asks the children to draw their own maps, of their homes rather than the whole world, and to add in any data they liked.
I then passed out tracing paper and, bringing up the graphs I showed them earlier in which color, dots, lines, and bubbles were placed on top of the map, I asked them to plot any data they liked. … Could they add differently-sized bubbles to their favorite rooms? Could they draw lines showing their paths through the house? What about smiley faces for the most fun room?
What a fantastic idea. I hope others are similarly encouraged to spread the word in this way. As he says in his conclusion, helping children to understand graphs is a good thing for many reasons.
I’d love to see a way to make data visualization education a broader part of the curriculum, both on its own and linked with their math and other classes. Imagine adding different shapes to maps in their Social Studies classes to encode data or using waterfall charts in their math classes to visually demonstrate a simple mathematical equation or developing simple network diagrams in science class. The combination of the scientific approach to data visualization and the creativity it sparks could serve as a great way to help students learn.
As a parent of teenagers, I worry about this topic a lot.
What do we actually know about the risks of screen time and digital media?
The lumping of everything digital into a monolith is a framing that makes Oxford Internet Institute psychologist Andrew Przybylski groan. “We don’t talk about food time,” he points out. “We don’t talk about paper time. But we do talk about screen time.” […]
The new series of papers includes a look at childhood screen use and ADHD, the effects of media multitasking on attention, and the link between violent video games and aggression. The separate papers are a good reminder that these are really separate issues; even if screen time ends up being problematic in one area, it doesn’t mean it can’t have a positive effect in another.
Nothing’s ever straightfoward, is it? Like its conclusion, for instance.
So, is digital media a concern for developing minds? There’s no simple answer, in part because the uses of media are too varied for the question to really be coherent. And, while some research results seem robust, the catalogue of open questions is dizzying. Answering some of those questions needs not just a leap in research quality, but, argues Przybylski, a reframing of the question away from the way we think about tobacco and toward the way we think about information: “What are the most effective strategies parents can employ to empower young people to be proactive and critical users of technology?”
Others have firmly made up their minds, however.
A dark consensus about screens and kids begins to emerge in Silicon Valley
For longtime tech leaders, watching how the tools they built affect their children has felt like a reckoning on their life and work. Among those is Chris Anderson, the former editor of Wired and now the chief executive of a robotics and drone company. He is also the founder of GeekDad.com. “On the scale between candy and crack cocaine, it’s closer to crack cocaine,” Mr. Anderson said of screens.
Technologists building these products and writers observing the tech revolution were naïve, he said. “We thought we could control it,” Mr. Anderson said. “And this is beyond our power to control. This is going straight to the pleasure centers of the developing brain. This is beyond our capacity as regular parents to understand.”