3 fears about screen time for kids -- and why they're not true | Sara DeWitt

Prevodilac: Milenka Okuka Lektor: Mile Živković

I want us to start by thinking about this device,

Želim da započnem razmišljanjem o ovom uređaju,

the phone that's very likely in your pockets right now.

telefonu, koji vam je najverovatnije trenutno u džepu.

Over 40 percent of Americans check their phones

Preko 40 procenata Amerikanaca proverava svoje telefone

within five minutes of waking up every morning.

u roku od pet minuta nakon buđenja svakog jutra.

And then they look at it another 50 times during the day.

A potom ga proveravaju dodatnih 50 puta u toku dana.

Grownups consider this device to be a necessity.

Odrasli ovaj uređaj smatraju nužnošću.

But now I want you to imagine it in the hands of a three-year-old,

Ali sad želim da ga zamislite u rukama trogodišnjaka,

and as a society, we get anxious.

i, kao društvo, postajemo nespokojni.

Parents are very worried

Roditelji su veoma zabrinuti

that this device is going to stunt their children's social growth;

da će ovaj uređaj da zakoči društveni rast njihove dece;

that it's going to keep them from getting up and moving;

da će da ih spreči da se podignu i pokrenu;

that somehow,

da će nekako

this is going to disrupt childhood.

ovo da im poremeti detinjstvo.

So, I want to challenge this attitude.

Pa, ja želim da dovedem u pitanje ovaj stav.

I can envision a future

Mogu da zamislim budućnost

where we would be excited to see a preschooler interacting with a screen.

u kojoj smo uzbuđeni što vidimo predškolca kako interaguje s ekranom.

These screens can get kids up and moving even more.

Ovi ekrani mogu da podignu i pokrenu decu još više.

They have the power to tell us more about what a child is learning

Imaju moć da nam saopšte više o tome šta dete uči

than a standardized test can.

od standardizovanih testova.

And here's the really crazy thought:

A evo uistinu blesave misli:

I believe that these screens have the power

verujem da ovi ekrani imaju moć

to prompt more real-life conversations

da pokrenu više stvarnih razgovora

between kids and their parents.

između dece i njihovih roditelja.

Now, I was perhaps an unlikely champion for this cause.

Sad, možda sam bila neočekivan pionir ovog cilja.

I studied children's literature

Studirala sam dečju književnost

because I was going to work with kids and books.

jer je trebalo da radim sa decom i knjigama.

But about 20 years ago,

No, pre oko 20 godina,

I had an experience that shifted my focus.

jedno iskustvo je preusmerilo moju pažnju.

I was helping lead a research study about preschoolers and websites.

Pomagala sam u sprovođenju istraživanja o predškolcima i vebsajtovima.

And I walked in and was assigned a three-year-old named Maria.

I, ušetala sam i dodeljena mi je trogodišnjakinja po imenu Marija.

Maria had actually never seen a computer before.

Marija zapravo nikad pre nije videla kompjuter.

So the first thing I had to do was teach her how to use the mouse,

Pa sam prvo morala da je naučim kako da koristi miš,

and when I opened up the screen, she moved it across the screen,

a kada sam podigla ekran, prevukla je miša preko ekrana

and she stopped on a character named X the Owl.

i zaustavila se na liku po imenu Sova Iks.

And when she did that,

A kada je to uradila,

the owl lifted his wing and waved at her.

sova je podigla krilo i mahnula joj.

Maria dropped the mouse, pushed back from the table, leaped up

Marija je ispustila miša, odgurnula se od stola, poskočila

and started waving frantically back at him.

i počela mahnito da joj maše.

Her connection to that character

Njena povezanost s tim likom

was visceral.

je bila intuitivna.

This wasn't a passive screen experience.

Nije se radilo o pasivnom iskustvu s ekranom.

This was a human experience.

Radilo se o ljudskom iskustvu.

And it was exactly appropriate for a three-year-old.

I bilo je krajnje prikladno za trogodišnjakinju.

I've now worked at PBS Kids for more than 15 years,

Sada već više od 15 godina radim za PBS Kids,

and my work there is focused on harnessing the power of technology

i moj posao tamo je usredsređen na prikupljanje snage tehnologije

as a positive in children's lives.

kao nečeg pozitivnog u dečjim životima.

I believe that as a society, we're missing a big opportunity.

Verujem da kao društvo propuštamo veliku šansu.

We're letting our fear and our skepticism

Dozvoljavamo strahu i skepsi

about these devices

prema ovim uređajima

hold us back from realizing their potential

da nas sputavaju da uvidimo njihov potencijal

in our children's lives.

u životima naše dece.

Fear about kids and technology is nothing new;

Strah zbog dece i tehnologije nije novina;

we've been here before.

već smo ga doživeli.

Over 50 years ago, the debate was raging about the newly dominant media:

Pre više od 50 godina, besnela je debata zbog novog dominantnog medija:

the television.

televizije.

That box in the living room?

Te kutije u dnevnom boravku?

It might be separating kids from one another.

Možda razdvaja dete od deteta.

It might keep them away from the outside world.

Možda ih drži podalje od spoljnog sveta.

But this is the moment when Fred Rogers,

Ali to je trenutak kada je Fred Rodžers,

the long-running host of "Mister Rogers' Neighborhood,"

dugogodišnji voditelj "Komšiluka gospodina Rodžersa",

challenged society to look at television as a tool,

izazvao društvo da posmatraju televiziju kao oruđe,

a tool that could promote emotional growth.

oruđe koje može da promoviše emocionalni rast.

Here's what he did:

Evo šta je uradio:

he looked out from the screen, and he held a conversation,

posmatrao nas je sa ekrana i vodio razgovor

as if he were speaking to each child individually

kao da govori svakom detetu ponaosob

about feelings.

o osećanjima.

And then he would pause

A potom bi zastao

and let them think about them.

i pustio decu da razmisle o tome.

You can see his influence across the media landscape today,

Možete da vidite njegov uticaj širom današnjeg medijskog prostora,

but at the time, this was revolutionary.

ali u to vreme, ovo je bilo revolucionarno.

He shifted the way we looked at television in the lives of children.

Preokrenuo je način na koji smo posmatrali televiziju u očima dece.

Today it's not just one box.

Danas se ne radi o jednoj kutiji.

Kids are surrounded by devices.

Deca su okružena uređajima.

And I'm also a parent -- I understand this feeling of anxiety.

I ja sam roditelj - razumem to osećanje nespokoja.

But I want us to look at three common fears

Ali želim da razmotrimo tri uobičajena straha

that parents have,

koja imaju roditelji,

and see if we can shift our focus

i da vidimo možemo li da usmerimo pažnju

to the opportunity that's in each of them.

na mogućnosti koje su u svakom od njih.

So.

Dakle.

Fear number one:

Prvi strah:

"Screens are passive.

"Ekrani su pasivni.

This is going to keep our kids from getting up and moving."

Sprečavaju našu decu od ustajanja i pokretanja."

Chris Kratt and Martin Kratt are zoologist brothers

Kris Kret i Martin Kret su braća zoolozi

who host a show about animals called "Wild Kratts."

koji vode emisiju o životinjama pod nazivom "Pustolovine s Braćom Kret".

And they approached the PBS team to say,

A prišli su PBS-ovoj ekipi kako bi rekli:

"Can we do something with those cameras

"Možemo li da uradimo nešto s tim kamerama

that are built into every device now?

koje su sad ugrađene u svaki uređaj?

Could those cameras capture a very natural kid play pattern --

Mogu li te kamere da zabeleže krajnje prirodan obrazac dečje igre -

pretending to be animals?"

pretvaranje da su životinje?"

So we started with bats.

Pa smo započeli sa šišmišima.

And when kids came in to play this game,

A kad su deca došla da igraju ovu igru,

they loved seeing themselves on-screen with wings.

svidelo im se da vide sebe sa krilima na ekranu.

But my favorite part of this,

Međutim, moj omiljeni deo

when the game was over and we turned off the screens?

je kad je igra završena i kad smo isključili ekrane.

The kids kept being bats.

Deca su nastavila da budu šišmiši.

They kept flying around the room,

Nastavila su da lete prostorijom,

they kept veering left and right to catch mosquitoes.

nastavila su da skreću levo i desno kako bi hvatali komarce.

And they remembered things.

I pamtili su stvari.

They remembered that bats fly at night.

Zapamtili su da šišmiši lete po noći.

And they remembered that when bats sleep,

I zapamtili su da kad šišmši spavaju,

they hang upside down and fold their wings in.

vise naopačke sa sklopljenim krilima.

This game definitely got kids up and moving.

Igra je definitivno podigla i pokrenula decu.

But also, now when kids go outside,

Takođe, sad kad deca izađu napolje,

do they look at a bird and think,

da li će da vide pticu i pomisle:

"How does a bird fly differently than I flew

"Kako se razlikuje let ptice od mog leta

when I was a bat?"

kad sam bila šišmiš?"

The digital technology prompted embodied learning

Digitalna tehnologija je ubrzala otelotvoreno učenje

that kids can now take out into the world.

koje deca sad mogu da primene na spoljni svet.

Fear number two:

Drugi strah:

"Playing games on these screens is just a waste of time.

"Igranje igrica na tim ekranima je puko gubljenje vremena.

It's going to distract children from their education."

Odvraća pažnju dece od njihovog obrazovanja."

Game developers know

Tvorci igara znaju

that you can learn a lot about a player's skill

da možete mnogo da naučite o spretnosti igrača

by looking at the back-end data:

posmatrajući podatke u pozadini:

Where did a player pause?

gde je igrač napravio pauzu?

Where did they make a few mistakes before they found the right answer?

Gde su napravili nekoliko grešaka pre nego što su našli pravi odgovor?

My team wanted to take that tool set and apply it to academic learning.

Moja ekipa je želela da uzme taj skup oruđa i da to primeni na akademsko učenje.

Our producer in Boston, WGBH,

Naš producent iz Bostona, WGBH,

created a series of Curious George games

napravio je serijal igara "Znatiželjni Džrdž"

focused on math.

koje su fokusirane na matematiku.

And researchers came in and had 80 preschoolers play these games.

A istraživači su došli i doveli 80 predškolaca da igraju ove igre.

They then gave all 80 of those preschoolers

Potom je svih 80 predškolaca dobilo

a standardized math test.

standardizovani test iz matematike.

We could see early on

Mogli smo rano da vidimo

that these games were actually helping kids

kako ove igre zapravo pomažu deci

understand some key skills.

da razumeju neke ključne veštine.

But our partners at UCLA wanted us to dig deeper.

Međutim, naši partneri sa Univerziteta Kalifornija su želeli da zađemo dublje.

They focus on data analysis and student assessment.

Usredsredili su se na analizu podataka i na procenu đaka.

And they wanted to take that back-end game-play data

A želeli su da uzmu podatke iz pozadine igranja

and see if they could use it to predict a child's math scores.

i da vide da li mogu da ih koriste da predvide dečje rezultate iz matematike.

So they made a neural net -- they essentially trained the computer

Pa su napravili nervnu mrežu - u suštini su obučili kompjuter

to use this data,

da koristi ove podatke,

and here are the results.

a evo rezultata.

This is a subset of the children's standardized math scores.

Ovo je podskup dečjih ocena na standardizovanom testu iz matematike.

And this

A ovo

is the computer's prediction of each child's score,

je predviđanje kompjutera za ocenu svakog deteta,

based on playing some Curious George games.

zasnovano na igranju nekoliko igara "Znatiželjni Džordž".

The prediction is astonishingly accurate,

Predviđanje je zapanjujuće precizno,

especially considering the fact that these games weren't built

naročito uzimajući u obzir činjenicu da ove igre nisu napravljene

for assessment.

radi procenjivanja.

The team that did this study believes that games like these

Ekipa koja je radila ovo istraživanje veruje da slične igre

can teach us more about a child's cognitive learning

mogu više da nas nauče o dečjem kognitivnom učenju

than a standardized test can.

od standardizovanih testova.

What if games could reduce testing time in the classroom?

Šta ako bi igre mogle da umanje vreme testiranja u učionici?

What if they could reduce testing anxiety?

Šta ako bi mogle da umanje tremu od testiranja?

How could they give teachers snapshots of insight

Kako bi mogle da pruže nastavnicima tračke razumevanja

to help them better focus their individualized learning?

kako bi im pomogle da se bolje usredsrede na individualizovano učenje?

So the third fear I want to address

Dakle, treći strah kojim želim da se bavim

is the one that I think is often the biggest.

je onaj koji mislim da je često najveći.

And that's this:

A on glasi:

"These screens are isolating me from my child."

"Ovi ekrani me odvajaju od mog deteta."

Let's play out a scenario.

Zamislimo scenario.

Let's say that you are a parent,

Recimo da ste roditelj,

and you need 25 minutes of uninterrupted time

i potrebno vam je 25 minuta vremena bez ometanja,

to get dinner ready.

kako biste spremili večeru.

And in order to do that, you hand a tablet to your three-year-old.

A kako biste to uradili, dodajete tablet vašem trogodišnjaku.

Now, this is a moment where you probably feel very guilty

Sad, ovo je trenutak u kom verovatno osećate veliku krivicu

about what you just did.

zbog toga što ste uradili.

But now imagine this:

No, sad zamislite ovo:

Twenty minutes later, you receive a text message.

dvadeset minuta kasnije, stiže vam tekstualna poruka

on that cell phone that's always within arm's reach.

na telefon koji vam je uvek na dohvat ruke.

And it says: "Alex just matched five rhyming words.

A ona glasi: "Aleks je upravo spojio pet reči koje se rimuju.

Ask him to play this game with you.

Zatražite mu da igra igru s vama.

Can you think of a word that rhymes with 'cat'?

Možete li da se setite reči koja se rimuje sa 'mačka'?

Or how about 'ball'?"

Ili pak 'lopta'?

In our studies, when parents receive simple tips like these,

U našim istraživanjima, kad roditelji dobiju slične jednostavne savete,

they felt empowered.

osećaju se osnaženo.

They were so excited

Toliko su uzbuđeni

to play these games at the dinner table with their kids.

što igraju ove igre sa svojom decom tokom večere.

And the kids loved it, too.

A i deca su ih volela.

Not only did it feel like magic that their parents knew

Ne samo da se činilo čarobnim to što njihovi roditelji znaju

what they had been playing,

šta su igrali,

kids love to play games with their parents.

već i deca vole da igraju igre sa svojim roditeljima.

Just the act of talking to kids about their media

Sami čin razgovaranja sa decom o njihovim medijima

can be incredibly powerful.

može da bude neverovatno moćan.

Last summer, Texas Tech University published a study

Prošlog leta, Univerzitet Tek iz Teksasa je objavio istraživanje

that the show "Daniel Tiger's Neighborhood" could promote

koje je pokazalo da emisija "Komšiluk tigra Danijela" može da podstakne

the development of empathy among children.

razvoj empatije među decom.

But there was a really important catch to this study:

Međutim, postojala je veoma važna kvaka u ovom istraživanju:

the greatest benefit was only when parents talked to kids

najveća korist je bila tek kad bi roditelji razgovarali s decom

about what they watched.

o onome što su gledali.

Neither just watching

Niti puko posmatranje,

nor just talking about it was enough;

ni puki razgovor o tome nisu bili dovoljni;

it was the combination that was key.

ključna je bila kombinacija.

So when I read this study,

Kad sam pročitala ovu studiju,

I started thinking about

počela sam da razmišljam

how rarely parents of preschoolers actually talk to kids about the content

o tome koliko retko roditelji predškolaca zapravo razgovaraju s decom o sadržaju

of what they're playing and what they're watching.

onoga što deca igraju i gledaju.

And so I decided to try it with my four-year-old.

Pa sam odlučila da to isprobam sa mojim četvorodišnjakom.

I said,

Rekla sam:

"Were you playing a car game earlier today?"

"Da li si igrao igru s autima ranije danas?"

And Benjamin perked up and said,

A Bendžamin je kočoperno ustao i rekao:

"Yes! And did you see that I made my car out of a pickle?

"Da! I jesi li videla da sam napravio auto od kornišona?

It was really hard to open the trunk."

Bilo je zaista teško otvoriti gepek."

(Laughter)

(Smeh)

This hilarious conversation about what was fun in the game

Ovaj urnebesni razgovor o tome šta je zabavno kod igre

and what could have been better

i šta je moglo da bude bolje

continued all the way to school that morning.

je tog jutra nastavljen čitavim putem do škole.

I'm not here to suggest to you that all digital media is great for kids.

Nisam tu da vam nagovestim da su svi digitalni mediji sjajni za decu.

There are legitimate reasons for us to be concerned

Postoje legitimni razlozi da budemo zabrinuti

about the current state of children's content

zbog trenutnog stanja sadržaja za decu

on these screens.

na ovim ekranima.

And it's right for us to be thinking about balance:

I u pravu smo kad razmišljamo o ravnoteži:

Where do screens fit against all the other things

gde se ekrani uklapaju naspram svih drugih stvari

that a child needs to do to learn and to grow?

koje deca moraju da urade kako bi učila i rasla?

But when we fixate on our fears about it,

No, kad se usredsredimo na strahove od njih,

we forget a really major point,

zaboravljamo zaista važnu stvar,

and that is, that kids are living in the same world that we live in,

a to je da deca žive u istom svetu kao i mi,

the world where the grownups check their phones

u svetu u kom odrasli proveravaju svoje telefone

more than 50 times a day.

više od 50 puta na dan.

Screens are a part of children's lives.

Ekrani su deo dečjih života.

And if we pretend that they aren't,

A ako se pretvaramo da nisu

or if we get overwhelmed by our fear,

ili nas ophrve sopstveni strah,

kids are never going to learn how and why to use them.

deca nikad neće naučiti kako i zašto da ih koriste.

What if we start raising our expectations

Šta ako počnemo da povećavamo očekivanja

for this media?

od ovog medija?

What if we start talking to kids regularly

Šta ako počnemo redovno da razgovaramo s decom

about the content on these screens?

o sadržaju na ovim ekranima?

What if we start looking for the positive impacts

Šta ako počnemo da tragamo za pozitivnim uticajem

that this technology can have in our children's lives?

koji ova tehnologija može da ima u životima naše dece?

That's when the potential of these tools can become a reality.

Tada će potencijal ovog oruđa da postane stvarnost.

Thank you.

Hvala vam.

(Applause)

(Aplauz)