Children need boundaries for cellphone use: U of A study

A recent University of Alberta study suggests setting constructive boundaries with cellphone use early in childhood is the key to curbing problematic use as adults.

The study, conducted by U of A education researcher David Chorney, surveyed 264 Grade 5 students across the Edmonton Catholic Schools division before the COVID-19 pandemic. Chorney says 54 per cent of children surveyed had their own cellphone, with the rest expecting one within one year.

“I was surprised to find out how many students said they had gotten their first cellphones as early as Grade 2 or 3. I think if people understand the impact that these devices have on kids — which are mostly in my opinion negative for this age group — more can and should be done to think about the necessity of a 10- or 11-year-old having a cellphone.”

The survey subjects noted that while the main reason they were given a phone was to keep in contact with their parents, they primarily used the phones to play games and use social media apps. Chorney believes that access to these kinds of distractions at a young age sets a problematic precedent for cellphone use in the future.

“As the kids get older, a higher percentage have cellphones and constant access to it, which leads to potential issues in school, where they're distracted and don't learn to socialize. We want kids focused and on-task in the classroom.”

` MIDDLE GROUND'

Despite his reservations, Chorney is a former teacher himself and his experiences have given him the perspective that barring cellphone use in schools is not the answer.

“I can see both sides of it. An outright ban could work, but it would take a lot of undue effort and fight between kids and their parents. I think we can find a middle ground,” Chorney said.

Ultimately, Chorney hopes his study will spark a wider conversation about setting constructive boundaries around digital devices — one that includes teachers, school administrators, parents and the young people themselves.

“If teachers want to integrate cellphones into their pedagogical practices, they will,” Chorney said. “Hopefully they've thought it all through and asked if this is the best utilization of the technology for these assignments. Beyond that, it's important for parents to get more attuned to what their kids are doing with their phones.”