Screen Time and Finishing Tasks

Have you ever watched a 2-6 year old who has access to the remote control or a touch screen? He changes channels or quickly flips through programs without engaging in the current screen – seemingly he is bored and is looking for “something” he is interested in that will engage him. (My husband exhibits the same qualities when he uses the TV remote!) But, in actuality, the child is learning to not focus and to only pay attention to what he deems as important; this eventually translates to boredom in learning and a hyperactive mind.

According to Klemm, a professor of neuroscience at Texas A&M University, early on “the brain starts learning how to switch rapidly from one task to another to another. It becomes a habit. But this habit conflicts with focused attentiveness.” As screen time distractions become normal, the brain starts to desire and even require it when it doesn’t exist.  Researchers at Florida State University found it only takes one notification on your phone to weaken your ability to focus on a task. Even when such notifications are short, “they can prompt task-irrelevant thoughts, or mind wandering.” Recent research indicates that the risk of attention problems in children and young adults can double when too much time is spent using electronic.

In Twinge and Campbell’s study of the health and well-being of users of various ages and levels of screen time use, evidence showed a negative correlation between the ability to complete a task and screen time at different age levels. The graph to the right depicts the result of the study relating to unfinished tasks. One finding was that high users between the ages of 14-17 were 66% more likely to not complete a task they started.

From a biblical perspective, several fundamental skills for living are present when you are able to complete a task. As you scan through these qualities, think about which characteristics you desire you and your children to exhibit.

Table 1: Skills related to completing a task

Column A: Skills required to complete a task	Column B: Skills lacking so tasks aren’t completed
Intrinsically motivated	Extrinsically motivated
Future or no gratification	Instant gratification
Organized	Chaotic
Persistence	Indecisiveness
Analytical	Illogical
Goal-oriented	Impulsive
Self-disciplined	Self-indulgent
Effective time management	Inefficient use of time
Focus	Mind wandering, Easily distracted
Decisive	Wavering
Plans	Improvises
Communicates thoughts/ideas	Conceals thoughts/ideas
Patient	Frustrated
Strong work ethic	Lazy

Other empirical evidence shows that our growing obsessions on video screens and their constantly varying images and messages are producing skills that inhibit task completion (column B in Table 1). Although younger brains can process information faster than previous generations, and are better conditioned for constant switching, the research is revealing distinct conclusions that negate these perceived advantages – the ability to focus and learn due to the constant distractions is creating brains that have less ability to focus and learn short attention spans. Could this be what is happening with many of our children today?

Think about how much stimulation you’re exposed to daily, and how much it impacts your world. Between smartphones, iPods, email, TV, DVRs, the internet, social media and more, our brain’s neurons are firing on all cylinders all day long. Our children are experiencing the same stimulation at a time in their lives when, developmentally, they should be learning how to organize information and pay attention.  A child who is seen as “having difficulty focusing” or “bright, but not working to his full potential” may be unable to keep up with the demands of a stimulus-filled environment.

A child who is seen as “having difficulty focusing” or “bright, but not working to his full potential” may be unable to keep up with the demands of a stimulus-filled environment.

Naturally, a parent should be concerned if a child is struggling in school. If your child seems to be having trouble focusing or finishing simple tasks without getting distracted, you may be wondering if it’s because of a mental health condition, such as attention-deficit/hyperactivity disorder. Before jumping to conclusions, take some time to survey your child’s environment. Today’s world is vastly different from the one we grew up in. Both parents and clinicians may be “barking up the wrong tree.” That is, they’re trying to treat what looks like a textbook case of mental disorder, but failing to rule out and address the most common environmental cause of such symptoms—everyday use of electronics.

Ways to Learn How to Focus 

According to  Harvard professor DeGutis, “Focusing on a single complex task improves your ability to focus on other tasks.” With this in mind, I have compiled a list of ideas from various websites and educational resources that can help you and your children learn to focus so you can develop relevant skills needed to finish tasks.

1. Read a book/novel together. In a study at Emory University in Atlanta, subjects read at night and underwent fMRI scans of their brain each morning. The scans showed increased connectivity in the part of the brain associated with language. Most interesting to researchers: The neural changes persisted for five days after participants finished the book.
2. Discuss what you read by asking Aristotle’s ten categories. Utilizing the questions from the categories helps your child “picture in his mind” so he can remember what was read. Such skills are important for working memory.
3. Meditate together or separately. Meditation is not emptying your mind, but filling your mind with a picture of God’s truth and how it applies to you.To meditate is to (1) ponder on what Truth God is trying to teach; (2) picture yourself in the situation by forming a mental image; and (3) pray to God about the Truth His word has taught you.
4. Write without interruption for 15 – 30 minutes. Journal what you learn or think about during your quiet time with God. Have your children keep an I Spy God journal. After reading a chapter in a book together (whether it be a Magic Treehouse book, a classic novel like Heidi, or something from the Bible), have your child/children answer a question in writing about what you read. After 15 minutes, share what you wrote. Add writing time as this task becomes easier. Don’t get discouraged; at first there may be only one sentence!
5. Take 15 minutes every day to practice paying attention. Start out by setting a timer for random intervals (one to three minutes), and ask your child to repeat the last thing you said to them or did. Using the timer will help you become aware of how little time it takes before you and/or your child drift off.
   
   Years ago when I was participating in Rick Warren’s study The Purpose Driven Life, listening quietly to God for 5 minutes was one of the first “assignments.” At first my mind could not stay fixed on God for even 15 seconds! With practice, listening to God became a joyful way to start out the day and it affected my overall ability to listen to others.
6. Engage in digital fasting. Research shows digital fasting results in being more creative and more skilled in receiving and storing information. For children, digital fasting at early stages shows better stability in their emotional and mental development; furthermore, their learning skills develop at a faster rate. According to Victory L. Dunckley, M.D., your child’s brain can be “reset” by instituting a month-long fast from electronics. The title of her book, Reset Your Child’s Brain: A Four-Week Plan to End Meltdowns, Raise Grades, and Boost Social Skills by Reversing the Effects of Electronic Screen-Time, describes some benefits of digital fasting.
7. Teach delayed gratification. We live in an era where instant gratification is the norm. When kids don’t immediately receive what they think they want or need, they lose focus and attention, and they grow impatient. According to Ruth Beechick, a Christian educator, instant gratification is based on the pleasure principle, which currently is the most popular behavioral theory in education and child-rearing. Everything that the child does is fun with immediate rewards. Learning never goes far; love of learning and self-discipline are not produced. The opposite is the reality principle – the child works for delayed rewards. Such an approach develops self-discipline, a work ethic to complete the tasks, and the development of a godly heart-set.

Paul says (Philippians 3:14): “I press on toward the goal for the prize of the upward call of God in Christ Jesus.” If we do not teach our children to complete simple tasks because they lose focus or are not disciplined enough to complete a simple task, how can we or our children finish the race God has set?  Can your child complete a focus on simple tasks? Does he have a short attention span? Is he easily distracted? Does he require continual stimulation? Does he carry through on following directions?  If the answers are “yes” to any of these questions, give heed to the use of electronic media before you jump to the wrong solutions to the problem.

You are invited to comment below. I would love to hear your “story” and about how you encourage your child to focus and develop the skills it takes to complete a task.

Next time I will discuss the emotional effects of too much screen time.