Observing Media Patterns of Children

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"The 21st century will not be a dark age. Neither will it deliver to most people the bounties promised by the most extraordinary technological revolution in history.

Rather, it may well be characterized by informed bewilderment."

Castells (1999)

Author of the book, “Rise of the Network Society” Manuel Castells in his interview with Gestner of ABC mentioned that, “The information technology revolution is about how we generate and process information. And information is the key substance of all human activity, and is directly related to culture, to institutions, to experience. So for the first time there is a direct connection between what we think, what we believe, and how and what we produce. Minds become the direct productive forces, and minds are rooted in culture and in social relationships. So there is interactive connection, for the first time, in real time, between nature and culture, through information processing enacted at the speed of light”.

21^st Century infants soon as they develop some basic motor skills begin to patter on mobile devices, haptic experiences of babies and toddlers have been nurtured by tablet touch screens. By the time, children start school they begin to meaningfully use media devices using their smart phones to vote, to play, to chat or to find information. Modern day children are embedded into new media technologies and are setting the trends of media consumption patterns. You Tube mash-ups, Minecraft building blocks and Wikipedia information are already shaping the modern pedagogy. In times when the boundaries between recreation and information are blurring, children are not only consuming media but also actively creating media content.

I have often noticed two extreme sets of discourse toward children’s media consumption patterns. On the one hand there is a pessimistic discourse wherein, children + media = parent anxieties in terms of medias adverse effects on the child’s health, safety and security. On the other hand, often driven by commercial interests, children are idealized as a source of hope and progress whose imagination and creativity are the foundation of the future of a society.

I am however interested a third strand of discourse which is neither pessimistic not idealistic but encourages the young to be included in the discussion and to be taken seriously in terms of how media experiences are offered to them or preferred by them which transpires the culture of the society to be able to be develop them into ‘well-rounded-individuals’.

I propose to take up this subject toward a long doctoral thesis, however my primary motivation for understanding these patterns builds on an everyday struggle with my 10 year old that depends on social media and technology for a majority of her chores. She learns to play the musical notes of her favourite songs on the Keyboard through You-tube videos, finds information regarding her favourite movie stars and pop singers through imdb or Shazam, creates movie videos with her favourite toys on imovies and makes cyber buddies and pen pals through her Vlog channel, she also practices her Mathematic equations through an internet site, Matheletics and researches for her school projects through Google. After a long stroll on the beach or an involved summer afternoon in a park watching the ducklings, she soon comes back to her ipad to find out more regarding the changing tides or the different varieties of swans and ducks. Curiosity of today’s child need parents with the knowledge base of Google and Yahoo, so perhaps if she is not referring to it directly eventually we parents are directing her to find her answers on the internet. With such an overwhelming influence of the media on today’s children, it may be vital to consider its presence not in the background of their lives but rather embedded into their lives. 

Often marketers have used the term ‘catch them young’ to grasp the pristine and undivided attention of children and adolescents toward capitalistic and brand building motives. In the digital age additionally children are exposed to a variety of windows, which can make them wiser faster and/or can also expose them to a variety of threats and challenges in an effort to keep up with the pressures of the fast changing world. Digital media has become part of their academic curriculum and online games and digital apps have become integral to learning pedagogy. Most parents have to perform a tight-ropewalk between maintaining the digital media diet and allowing a healthy growth of knowledge and media skills. These are times for both parents and the young ones to tread the cyberspace with an informed and a poised comportment. By alienating children from such decision-making however is beneficial to neither. Hence, my constant endeavor is to understand the world of children as they are experiencing it and not just by proxy of what the parents choose for them.