Many of us have taken note of media reports on the impact of screen time on children’s vision and eye health.  Most of us may believe, as taught by past generations, that reading in poor light, sitting too close to a TV, and the blue light emitted from screens may be harmful for vision.   Inadequate reading light or sitting close to a screen can cause eye fatigue or strain, but they don’t do any permanent damage or result in long-term eye problems, said Sarah Clark, of the University of Michigan Health.

According to a poll on children’s health, undertaken by the University, some parents may have inaccurate perceptions of activities that affect their child’s eye health and vision and how to minimise risks.

Some experts have pointed to the combination of increased screen time and less time outdoors as factors that may put children at higher risk for developing myopia, or nearsightedness, which can lead to serious eye problems in the future. The rate of nearsightedness in children has increased dramatically in the past 30 years.

Research is ongoing but studies suggest outdoor time protects against myopia.

“Parents should encourage at least one to two hours of outdoor time per day because exposure to natural light benefits eye development,” Clark said.

Some research has also indicated associations between working up close—like reading or using a tablet—increasing the odds of myopia.

“It’s important time to think about myopia risks for children because kids with this condition often become more nearsighted over time,” said Olivia Killeen, M.D., ophthalmologist at U-M Health Kellogg Eye Center who consulted on the report.

“The age of myopia onset is the most significant predictor of severe myopia later in life.”

Using eyewear to minimize risks to children’s eyes

Another overlooked area of eye health—protecting little eyes from intense sunlight.

Less than a third of parents polled say wearing sunglasses when outdoors has a major impact on children’s vision and eye health, with just two in five having their child wear eyewear when outdoors.

In fact, when children are outdoors, they should wear sunglasses or wide-brimmed hats to decrease the risks of ultraviolet radiation damage, which can contribute to eye problems in older age, Clark says.

“While parents often make sure their children’s skin is protected with sunscreen, they may not think about protecting their eyes from the sun as well,” Clark said.

Many parents polled also skip steps that help minimize eye injuries during activities that include a risk of objects hitting the child’s eye at high speed or force, with less than a third of parents saying their child wears protective glasses or goggles during contact sports. 

However, most parents polled say children and teens wear protective glasses or goggles when doing activities that pose a risk of eye injuries, including working with tools and playing shooting games like Nerf guns or paintball.

Less than a third of parents say children wear glasses that block blue light emitted from TV and computer screens. While the amount of blue light does not damage eyes, it may impact circadian rhythms and make it harder for children to fall asleep. Experts recommend children stop blue light screen use at least one hour before bedtime.

And don’t forget the importance of vision tests.  “Children should get vision tests at least every two years to make sure eyes are developing properly,” Clark said.

“It’s important to identify and treat vision problems as early as possible, because undiagnosed issues can lead to serious eye conditions in the future, including permanent vision loss.”

 

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.