Prefrontal Cortex Development, Early Education, and “iPad Kids”

 The Prefrontal Cortex (PFC) is a part of the frontal lobe of the brain which is implicated in higher cognitive functions including those that children would use in school, such as inhibition control, language, and emotional processing. The electroencephalogram (EEG) is a technique used to visualize postsynaptic potentials of a group of neurons firing simultaneously. In the paper titled “Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children’s early academic skills,” the maturation of the frontal lobe was shown to be a significant indicator of children’s intellectual development. In class, Dr. Martha Ann Bell highlighted the importance of early childhood PFC development in relation to inhibitory control (IC), which was found to contribute to a child’s ease of transition into the routine of early education. This prompts a highly topical question: How is early childhood PFC development impacted by the overuse of technology? With a growing number of children entering education with years’ worth of internet addictions (colloquially called “iPad kids”), this knowledge would help ease the transition into early childhood education as our society becomes increasingly technology-dependent. 

In a 2023 publication titled “How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review,” the authors outline that one of the most sensitive areas to both the positive and negative impacts of technology use during infant development is the PFC. According to the review, some of the positive effects that have been found include a heightened sense of autonomous learning, increased digital literacy skills, and an ability to build community online. The negative impacts that have been found include attention problems, hyperactivity, and weaker inhibition control. Both papers highlight the role of PFC development in inhibitory control and cognitive function in young children, and both papers indicate that reduced inhibitory control is associated with reduced PFC development. If a whole generation of children experiencing decreased inhibitory control from technology overuse is entering school, this implies that there would be negative consequences on their academic abilities and their ease of transition into early education routines. For instance, if a child has decreased inhibitory control, they are more likely to be categorized as “troublemakers” who have trouble remaining focused or adhering to school rules. Additionally, children with decreased inhibitory control, an essential aspect of social interactions, would experience difficulty with becoming socially immersed in their new environments. In many ways such as these, the links between technology use, PFC development, and IC will affect childrens’ early academic experiences. 

Though PFC development has been discussed in the context of parental attachment styles, environmental conditions, and socioeconomic statuses, it is crucial that the role of technology is considered in early childhood PFC development. With the growing integration of technology into homes and schools, there have been marked impacts on the cognitive abilities of students which calls for new considerations when teaching young children. 

References

Whedon, Margaret, et al. “Relations between Frontal EEG Maturation and Inhibitory Control in Preschool in the Prediction of Children’s Early Academic Skills.” Brain and Cognition, vol. 146, Dec. 2020, p. 105636, https://doi.org/10.1016/j.bandc.2020.105636. Accessed 11 Dec. 2020.

Wu, Dandan, et al. “How Early Digital Experience Shapes Young Brains during 0-12 Years: A Scoping Review.” Early Education and Development, 16 Nov. 2023, pp. 1–37, https://doi.org/10.1080/10409289.2023.2278117. Accessed 23 Nov. 2023.