TED2017
Sara DeWitt: 3 fears about screen time for kids -- and why they're not true
Sara Devit (Sara DeWitt): Tri straha o vremenu koje deca provode ispred ekrana - i zašto nisu istinita
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1,657,690 views
Proveravamo telefone preko 50 puta dnevno - međutim, kad se naša deca poigravaju njima, postajemo nespokojni. Da li ekrani uništavaju detinjstvo? Ne, sudeći prema ekspertkinji za dečje medije, Sari Devit. U govoru zbog koga ćete osećati manju grižu savesti zbog dodavanja tableta detetu dok spremate večeru, Devit zamišlja budućnost u kojoj smo uzbuđeni što vidimo decu da interaguju s ekranima i pokazuje nam uzbudljive načine na koje nova tehnologija može zapravo da im pomogne da rastu, uče i povezuju se.
Sara DeWitt - Children’s media expert
Inspired by Mister Rogers, Sara DeWitt strives to make every child feel special by charting the forefront of new digital mediums where kids spend their time. Full bio
Inspired by Mister Rogers, Sara DeWitt strives to make every child feel special by charting the forefront of new digital mediums where kids spend their time. Full bio
Double-click the English transcript below to play the video.
00:13
I want us to start
by thinking about this device,
by thinking about this device,
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Želim da započnem
razmišljanjem o ovom uređaju,
razmišljanjem o ovom uređaju,
00:16
the phone that's very likely
in your pockets right now.
in your pockets right now.
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telefonu, koji vam je najverovatnije
trenutno u džepu.
trenutno u džepu.
00:19
Over 40 percent of Americans
check their phones
check their phones
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Preko 40 procenata Amerikanaca
proverava svoje telefone
proverava svoje telefone
00:22
within five minutes
of waking up every morning.
of waking up every morning.
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u roku od pet minuta
nakon buđenja svakog jutra.
nakon buđenja svakog jutra.
00:26
And then they look at it
another 50 times during the day.
another 50 times during the day.
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A potom ga proveravaju
dodatnih 50 puta u toku dana.
dodatnih 50 puta u toku dana.
00:29
Grownups consider this device
to be a necessity.
to be a necessity.
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Odrasli ovaj uređaj smatraju nužnošću.
00:34
But now I want you to imagine it
in the hands of a three-year-old,
in the hands of a three-year-old,
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Ali sad želim da ga zamislite
u rukama trogodišnjaka,
u rukama trogodišnjaka,
00:39
and as a society, we get anxious.
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i, kao društvo, postajemo nespokojni.
Roditelji su veoma zabrinuti
00:43
Parents are very worried
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00:44
that this device is going to stunt
their children's social growth;
their children's social growth;
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da će ovaj uređaj da zakoči
društveni rast njihove dece;
društveni rast njihove dece;
00:47
that it's going to keep them
from getting up and moving;
from getting up and moving;
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da će da ih spreči
da se podignu i pokrenu;
da se podignu i pokrenu;
00:50
that somehow,
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da će nekako
00:51
this is going to disrupt childhood.
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ovo da im poremeti detinjstvo.
00:56
So, I want to challenge this attitude.
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Pa, ja želim da dovedem
u pitanje ovaj stav.
u pitanje ovaj stav.
01:00
I can envision a future
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Mogu da zamislim budućnost
01:02
where we would be excited to see
a preschooler interacting with a screen.
a preschooler interacting with a screen.
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u kojoj smo uzbuđeni što vidimo
predškolca kako interaguje s ekranom.
predškolca kako interaguje s ekranom.
01:08
These screens can get kids
up and moving even more.
up and moving even more.
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Ovi ekrani mogu da podignu
i pokrenu decu još više.
i pokrenu decu još više.
01:14
They have the power to tell us more
about what a child is learning
about what a child is learning
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Imaju moć da nam saopšte
više o tome šta dete uči
više o tome šta dete uči
01:17
than a standardized test can.
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od standardizovanih testova.
01:19
And here's the really crazy thought:
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A evo uistinu blesave misli:
01:21
I believe that these screens
have the power
have the power
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verujem da ovi ekrani imaju moć
01:23
to prompt more real-life conversations
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da pokrenu više stvarnih razgovora
01:26
between kids and their parents.
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između dece i njihovih roditelja.
01:30
Now, I was perhaps
an unlikely champion for this cause.
an unlikely champion for this cause.
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Sad, možda sam
bila neočekivan pionir ovog cilja.
bila neočekivan pionir ovog cilja.
01:33
I studied children's literature
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Studirala sam dečju književnost
01:35
because I was going to work
with kids and books.
with kids and books.
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jer je trebalo da radim
sa decom i knjigama.
sa decom i knjigama.
01:38
But about 20 years ago,
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No, pre oko 20 godina,
01:40
I had an experience that shifted my focus.
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jedno iskustvo je preusmerilo moju pažnju.
01:44
I was helping lead a research study
about preschoolers and websites.
about preschoolers and websites.
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Pomagala sam u sprovođenju istraživanja
o predškolcima i vebsajtovima.
o predškolcima i vebsajtovima.
01:49
And I walked in and was assigned
a three-year-old named Maria.
a three-year-old named Maria.
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I, ušetala sam i dodeljena mi je
trogodišnjakinja po imenu Marija.
trogodišnjakinja po imenu Marija.
01:52
Maria had actually never seen
a computer before.
a computer before.
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Marija zapravo nikad pre
nije videla kompjuter.
nije videla kompjuter.
01:56
So the first thing I had to do
was teach her how to use the mouse,
was teach her how to use the mouse,
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Pa sam prvo morala da je naučim
kako da koristi miš,
kako da koristi miš,
02:00
and when I opened up the screen,
she moved it across the screen,
she moved it across the screen,
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a kada sam podigla ekran,
prevukla je miša preko ekrana
prevukla je miša preko ekrana
02:05
and she stopped on a character
named X the Owl.
named X the Owl.
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i zaustavila se na liku po imenu Sova Iks.
02:09
And when she did that,
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A kada je to uradila,
02:10
the owl lifted his wing and waved at her.
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sova je podigla krilo i mahnula joj.
02:14
Maria dropped the mouse,
pushed back from the table, leaped up
pushed back from the table, leaped up
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Marija je ispustila miša,
odgurnula se od stola, poskočila
odgurnula se od stola, poskočila
02:17
and started waving
frantically back at him.
frantically back at him.
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i počela mahnito da joj maše.
02:21
Her connection to that character
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Njena povezanost s tim likom
02:24
was visceral.
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je bila intuitivna.
02:25
This wasn't a passive screen experience.
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Nije se radilo
o pasivnom iskustvu s ekranom.
o pasivnom iskustvu s ekranom.
02:29
This was a human experience.
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Radilo se o ljudskom iskustvu.
02:32
And it was exactly appropriate
for a three-year-old.
for a three-year-old.
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I bilo je krajnje prikladno
za trogodišnjakinju.
za trogodišnjakinju.
02:37
I've now worked at PBS Kids
for more than 15 years,
for more than 15 years,
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Sada već više od 15 godina
radim za PBS Kids,
radim za PBS Kids,
02:40
and my work there is focused on
harnessing the power of technology
harnessing the power of technology
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i moj posao tamo je usredsređen
na prikupljanje snage tehnologije
na prikupljanje snage tehnologije
02:45
as a positive in children's lives.
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kao nečeg pozitivnog u dečjim životima.
02:48
I believe that as a society,
we're missing a big opportunity.
we're missing a big opportunity.
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Verujem da kao društvo
propuštamo veliku šansu.
propuštamo veliku šansu.
02:51
We're letting our fear and our skepticism
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Dozvoljavamo strahu i skepsi
02:54
about these devices
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prema ovim uređajima
02:55
hold us back from realizing
their potential
their potential
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da nas sputavaju
da uvidimo njihov potencijal
da uvidimo njihov potencijal
02:58
in our children's lives.
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u životima naše dece.
03:00
Fear about kids and technology
is nothing new;
is nothing new;
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Strah zbog dece i tehnologije nije novina;
03:03
we've been here before.
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već smo ga doživeli.
03:05
Over 50 years ago, the debate was raging
about the newly dominant media:
about the newly dominant media:
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Pre više od 50 godina, besnela je debata
zbog novog dominantnog medija:
zbog novog dominantnog medija:
03:10
the television.
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televizije.
03:12
That box in the living room?
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Te kutije u dnevnom boravku?
03:14
It might be separating kids
from one another.
from one another.
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Možda razdvaja dete od deteta.
03:16
It might keep them away
from the outside world.
from the outside world.
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Možda ih drži podalje od spoljnog sveta.
03:20
But this is the moment when Fred Rogers,
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Ali to je trenutak kada je Fred Rodžers,
03:23
the long-running host
of "Mister Rogers' Neighborhood,"
of "Mister Rogers' Neighborhood,"
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dugogodišnji voditelj
"Komšiluka gospodina Rodžersa",
"Komšiluka gospodina Rodžersa",
03:26
challenged society
to look at television as a tool,
to look at television as a tool,
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izazvao društvo
da posmatraju televiziju kao oruđe,
da posmatraju televiziju kao oruđe,
03:31
a tool that could promote
emotional growth.
emotional growth.
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oruđe koje može da promoviše
emocionalni rast.
emocionalni rast.
03:34
Here's what he did:
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Evo šta je uradio:
03:35
he looked out from the screen,
and he held a conversation,
and he held a conversation,
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posmatrao nas je sa ekrana
i vodio razgovor
i vodio razgovor
03:39
as if he were speaking
to each child individually
to each child individually
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kao da govori svakom detetu ponaosob
03:44
about feelings.
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o osećanjima.
03:45
And then he would pause
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A potom bi zastao
03:48
and let them think about them.
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i pustio decu da razmisle o tome.
03:51
You can see his influence
across the media landscape today,
across the media landscape today,
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Možete da vidite njegov uticaj
širom današnjeg medijskog prostora,
širom današnjeg medijskog prostora,
03:54
but at the time, this was revolutionary.
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ali u to vreme,
ovo je bilo revolucionarno.
ovo je bilo revolucionarno.
03:58
He shifted the way we looked at television
in the eyes of children.
in the eyes of children.
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Preokrenuo je način na koji smo posmatrali
televiziju u očima dece.
televiziju u očima dece.
04:05
Today it's not just one box.
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Danas se ne radi o jednoj kutiji.
04:07
Kids are surrounded by devices.
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Deca su okružena uređajima.
04:10
And I'm also a parent -- I understand
this feeling of anxiety.
this feeling of anxiety.
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I ja sam roditelj - razumem
to osećanje nespokoja.
to osećanje nespokoja.
04:15
But I want us to look
at three common fears
at three common fears
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Ali želim da razmotrimo
tri uobičajena straha
tri uobičajena straha
04:19
that parents have,
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koja imaju roditelji,
04:20
and see if we can shift our focus
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i da vidimo možemo li da usmerimo pažnju
04:23
to the opportunity that's in each of them.
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na mogućnosti koje su u svakom od njih.
04:26
So.
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Dakle.
04:28
Fear number one:
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Prvi strah:
04:29
"Screens are passive.
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"Ekrani su pasivni.
04:31
This is going to keep our kids
from getting up and moving."
from getting up and moving."
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Sprečavaju našu decu
od ustajanja i pokretanja."
od ustajanja i pokretanja."
04:35
Chris Kratt and Martin Kratt
are zoologist brothers
are zoologist brothers
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Kris Kret i Martin Kret su braća zoolozi
04:39
who host a show about animals
called "Wild Kratts."
called "Wild Kratts."
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koji vode emisiju o životinjama
pod nazivom "Pustolovine s Braćom Kret".
pod nazivom "Pustolovine s Braćom Kret".
04:42
And they approached the PBS team to say,
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A prišli su PBS-ovoj ekipi kako bi rekli:
04:45
"Can we do something with those cameras
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"Možemo li da uradimo nešto s tim kamerama
04:47
that are built into every device now?
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koje su sad ugrađene u svaki uređaj?
04:49
Could those cameras capture
a very natural kid play pattern --
a very natural kid play pattern --
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Mogu li te kamere da zabeleže
krajnje prirodan obrazac dečje igre -
krajnje prirodan obrazac dečje igre -
04:54
pretending to be animals?"
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pretvaranje da su životinje?"
04:57
So we started with bats.
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Pa smo započeli sa šišmišima.
05:00
And when kids came in to play this game,
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A kad su deca došla da igraju ovu igru,
05:02
they loved seeing themselves
on-screen with wings.
on-screen with wings.
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svidelo im se da vide sebe
sa krilima na ekranu.
sa krilima na ekranu.
05:06
But my favorite part of this,
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Međutim, moj omiljeni deo
05:07
when the game was over
and we turned off the screens?
and we turned off the screens?
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je kad je igra završena
i kad smo isključili ekrane.
i kad smo isključili ekrane.
05:11
The kids kept being bats.
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Deca su nastavila da budu šišmiši.
05:13
They kept flying around the room,
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Nastavila su da lete prostorijom,
05:15
they kept veering left and right
to catch mosquitoes.
to catch mosquitoes.
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nastavila su da skreću levo i desno
kako bi hvatali komarce.
kako bi hvatali komarce.
05:18
And they remembered things.
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I pamtili su stvari.
05:21
They remembered that bats fly at night.
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Zapamtili su da šišmiši lete po noći.
05:24
And they remembered that when bats sleep,
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I zapamtili su da kad šišmši spavaju,
05:26
they hang upside down
and fold their wings in.
and fold their wings in.
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vise naopačke sa sklopljenim krilima.
05:30
This game definitely got kids
up and moving.
up and moving.
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Igra je definitivno
podigla i pokrenula decu.
podigla i pokrenula decu.
05:33
But also, now when kids go outside,
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Takođe, sad kad deca izađu napolje,
05:37
do they look at a bird and think,
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da li će da vide pticu i pomisle:
05:39
"How does a bird fly
differently than I flew
differently than I flew
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"Kako se razlikuje let ptice od mog leta
05:42
when I was a bat?"
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kad sam bila šišmiš?"
05:44
The digital technology prompted
embodied learning
embodied learning
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Digitalna tehnologija je ubrzala
otelotvoreno učenje
otelotvoreno učenje
05:47
that kids can now take out into the world.
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koje deca sad mogu
da primene na spoljni svet.
da primene na spoljni svet.
05:52
Fear number two:
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Drugi strah:
05:55
"Playing games on these screens
is just a waste of time.
is just a waste of time.
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"Igranje igrica na tim ekranima
je puko gubljenje vremena.
je puko gubljenje vremena.
05:59
It's going to distract children
from their education."
from their education."
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Odvraća pažnju dece
od njihovog obrazovanja."
od njihovog obrazovanja."
06:04
Game developers know
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Tvorci igara znaju
06:05
that you can learn a lot
about a player's skill
about a player's skill
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da možete mnogo da naučite
o spretnosti igrača
o spretnosti igrača
06:07
by looking at the back-end data:
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posmatrajući podatke u pozadini:
06:09
Where did a player pause?
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gde je igrač napravio pauzu?
06:12
Where did they make a few mistakes
before they found the right answer?
before they found the right answer?
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Gde su napravili nekoliko grešaka
pre nego što su našli pravi odgovor?
pre nego što su našli pravi odgovor?
06:15
My team wanted to take that tool set
and apply it to academic learning.
and apply it to academic learning.
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Moja ekipa je želela da uzme taj skup
oruđa i da to primeni na akademsko učenje.
oruđa i da to primeni na akademsko učenje.
06:21
Our producer in Boston, WGBH,
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Naš producent iz Bostona, WGBH,
06:24
created a series of Curious George games
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napravio je serijal igara
"Znatiželjni Džrdž"
"Znatiželjni Džrdž"
06:27
focused on math.
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koje su fokusirane na matematiku.
06:29
And researchers came in and had
80 preschoolers play these games.
80 preschoolers play these games.
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A istraživači su došli i doveli
80 predškolaca da igraju ove igre.
80 predškolaca da igraju ove igre.
06:35
They then gave all 80
of those preschoolers
of those preschoolers
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Potom je svih 80 predškolaca dobilo
06:38
a standardized math test.
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standardizovani test iz matematike.
06:40
We could see early on
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Mogli smo rano da vidimo
06:41
that these games
were actually helping kids
were actually helping kids
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kako ove igre zapravo pomažu deci
06:43
understand some key skills.
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da razumeju neke ključne veštine.
06:46
But our partners at UCLA
wanted us to dig deeper.
wanted us to dig deeper.
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Međutim, naši partneri sa Univerziteta
Kalifornija su želeli da zađemo dublje.
Kalifornija su želeli da zađemo dublje.
06:50
They focus on data analysis
and student assessment.
and student assessment.
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Usredsredili su se na analizu podataka
i na procenu đaka.
i na procenu đaka.
06:54
And they wanted to take
that back-end game-play data
that back-end game-play data
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A želeli su da uzmu podatke
iz pozadine igranja
iz pozadine igranja
06:57
and see if they could use it
to predict a child's math scores.
to predict a child's math scores.
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i da vide da li mogu da ih koriste
da predvide dečje rezultate iz matematike.
da predvide dečje rezultate iz matematike.
07:02
So they made a neural net --
they essentially trained the computer
they essentially trained the computer
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Pa su napravili nervnu mrežu -
u suštini su obučili kompjuter
u suštini su obučili kompjuter
07:05
to use this data,
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da koristi ove podatke,
07:07
and here are the results.
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a evo rezultata.
07:08
This is a subset of the children's
standardized math scores.
standardized math scores.
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Ovo je podskup dečjih ocena
na standardizovanom testu iz matematike.
na standardizovanom testu iz matematike.
07:13
And this
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A ovo
07:15
is the computer's prediction
of each child's score,
of each child's score,
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je predviđanje kompjutera
za ocenu svakog deteta,
za ocenu svakog deteta,
07:19
based on playing
some Curious George games.
some Curious George games.
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zasnovano na igranju
nekoliko igara "Znatiželjni Džordž".
nekoliko igara "Znatiželjni Džordž".
07:23
The prediction is astonishingly accurate,
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Predviđanje je zapanjujuće precizno,
naročito uzimajući u obzir činjenicu
da ove igre nisu napravljene
da ove igre nisu napravljene
07:26
especially considering the fact
that these games weren't built
that these games weren't built
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07:29
for assessment.
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radi procenjivanja.
07:30
The team that did this study
believes that games like these
believes that games like these
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Ekipa koja je radila ovo istraživanje
veruje da slične igre
veruje da slične igre
07:33
can teach us more
about a child's cognitive learning
about a child's cognitive learning
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mogu više da nas nauče
o dečjem kognitivnom učenju
o dečjem kognitivnom učenju
07:37
than a standardized test can.
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od standardizovanih testova.
07:40
What if games could reduce
testing time in the classroom?
testing time in the classroom?
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Šta ako bi igre mogle da umanje
vreme testiranja u učionici?
vreme testiranja u učionici?
07:44
What if they could reduce testing anxiety?
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Šta ako bi mogle da umanje
tremu od testiranja?
tremu od testiranja?
07:48
How could they give teachers
snapshots of insight
snapshots of insight
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Kako bi mogle da pruže nastavnicima
tračke razumevanja
tračke razumevanja
07:52
to help them better focus
their individualized learning?
their individualized learning?
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kako bi im pomogle da se bolje usredsrede
na individualizovano učenje?
na individualizovano učenje?
07:58
So the third fear I want to address
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Dakle, treći strah kojim želim da se bavim
08:01
is the one that I think
is often the biggest.
is often the biggest.
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je onaj koji mislim da je često najveći.
08:04
And that's this:
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A on glasi:
08:06
"These screens are isolating me
from my child."
from my child."
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"Ovi ekrani me odvajaju od mog deteta."
08:11
Let's play out a scenario.
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Zamislimo scenario.
08:13
Let's say that you are a parent,
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Recimo da ste roditelj,
08:15
and you need 25 minutes
of uninterrupted time
of uninterrupted time
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i potrebno vam je 25 minuta
vremena bez ometanja,
vremena bez ometanja,
08:18
to get dinner ready.
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kako biste spremili večeru.
08:20
And in order to do that,
you hand a tablet to your three-year-old.
you hand a tablet to your three-year-old.
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A kako biste to uradili,
dodajete tablet vašem trogodišnjaku.
dodajete tablet vašem trogodišnjaku.
08:24
Now, this is a moment
where you probably feel very guilty
where you probably feel very guilty
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Sad, ovo je trenutak
u kom verovatno osećate veliku krivicu
u kom verovatno osećate veliku krivicu
08:27
about what you just did.
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zbog toga što ste uradili.
08:29
But now imagine this:
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No, sad zamislite ovo:
08:31
Twenty minutes later,
you receive a text message.
you receive a text message.
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dvadeset minuta kasnije,
stiže vam tekstualna poruka
stiže vam tekstualna poruka
08:34
on that cell phone
that's always within arm's reach.
that's always within arm's reach.
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na telefon koji vam je uvek
na dohvat ruke.
na dohvat ruke.
08:37
And it says: "Alex just matched
five rhyming words.
five rhyming words.
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A ona glasi: "Aleks je upravo spojio
pet reči koje se rimuju.
pet reči koje se rimuju.
08:42
Ask him to play this game with you.
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Zatražite mu da igra igru s vama.
08:44
Can you think of a word
that rhymes with 'cat'?
that rhymes with 'cat'?
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Možete li da se setite reči
koja se rimuje sa 'mačka'?
koja se rimuje sa 'mačka'?
08:47
Or how about 'ball'?"
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Ili pak 'lopta'?
08:50
In our studies, when parents receive
simple tips like these,
simple tips like these,
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U našim istraživanjima, kad roditelji
dobiju slične jednostavne savete,
dobiju slične jednostavne savete,
08:54
they felt empowered.
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osećaju se osnaženo.
08:56
They were so excited
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Toliko su uzbuđeni
08:57
to play these games
at the dinner table with their kids.
at the dinner table with their kids.
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što igraju ove igre
sa svojom decom tokom večere.
sa svojom decom tokom večere.
09:00
And the kids loved it, too.
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A i deca su ih volela.
09:02
Not only did it feel like magic
that their parents knew
that their parents knew
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Ne samo da se činilo čarobnim
to što njihovi roditelji znaju
to što njihovi roditelji znaju
09:05
what they had been playing,
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šta su igrali,
09:06
kids love to play games
with their parents.
with their parents.
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već i deca vole da igraju igre
sa svojim roditeljima.
sa svojim roditeljima.
09:11
Just the act of talking to kids
about their media
about their media
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Sami čin razgovaranja sa decom
o njihovim medijima
o njihovim medijima
09:15
can be incredibly powerful.
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može da bude neverovatno moćan.
09:17
Last summer, Texas Tech University
published a study
published a study
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Prošlog leta, Univerzitet Tek iz Teksasa
je objavio istraživanje
je objavio istraživanje
09:21
that the show "Daniel Tiger's
Neighborhood" could promote
Neighborhood" could promote
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koje je pokazalo da emisija "Komšiluk
tigra Danijela" može da podstakne
tigra Danijela" može da podstakne
09:24
the development of empathy among children.
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razvoj empatije među decom.
09:27
But there was a really important
catch to this study:
catch to this study:
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Međutim, postojala je veoma važna
kvaka u ovom istraživanju:
kvaka u ovom istraživanju:
09:30
the greatest benefit was only
when parents talked to kids
when parents talked to kids
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najveća korist je bila
tek kad bi roditelji razgovarali s decom
tek kad bi roditelji razgovarali s decom
09:35
about what they watched.
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o onome što su gledali.
09:37
Neither just watching
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Niti puko posmatranje,
09:39
nor just talking about it was enough;
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ni puki razgovor o tome
nisu bili dovoljni;
nisu bili dovoljni;
09:41
it was the combination that was key.
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ključna je bila kombinacija.
09:45
So when I read this study,
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Kad sam pročitala ovu studiju,
09:46
I started thinking about
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počela sam da razmišljam
09:48
how rarely parents of preschoolers
actually talk to kids about the content
actually talk to kids about the content
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o tome koliko retko roditelji predškolaca
zapravo razgovaraju s decom o sadržaju
zapravo razgovaraju s decom o sadržaju
09:53
of what they're playing
and what they're watching.
and what they're watching.
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onoga što deca igraju i gledaju.
Pa sam odlučila da to isprobam
sa mojim četvorodišnjakom.
sa mojim četvorodišnjakom.
09:55
And so I decided to try it
with my four-year-old.
with my four-year-old.
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09:58
I said,
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Rekla sam:
10:00
"Were you playing a car game
earlier today?"
earlier today?"
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"Da li si igrao igru s autima
ranije danas?"
ranije danas?"
10:03
And Benjamin perked up and said,
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A Bendžamin je kočoperno ustao i rekao:
10:05
"Yes! And did you see
that I made my car out of a pickle?
that I made my car out of a pickle?
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"Da! I jesi li videla
da sam napravio auto od kornišona?
da sam napravio auto od kornišona?
10:09
It was really hard to open the trunk."
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Bilo je zaista teško otvoriti gepek."
10:11
(Laughter)
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(Smeh)
10:13
This hilarious conversation
about what was fun in the game
about what was fun in the game
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Ovaj urnebesni razgovor
o tome šta je zabavno kod igre
o tome šta je zabavno kod igre
10:17
and what could have been better
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i šta je moglo da bude bolje
10:18
continued all the way
to school that morning.
to school that morning.
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je tog jutra nastavljen
čitavim putem do škole.
čitavim putem do škole.
10:24
I'm not here to suggest to you
that all digital media is great for kids.
that all digital media is great for kids.
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Nisam tu da vam nagovestim
da su svi digitalni mediji sjajni za decu.
da su svi digitalni mediji sjajni za decu.
10:29
There are legitimate reasons
for us to be concerned
for us to be concerned
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Postoje legitimni razlozi
da budemo zabrinuti
da budemo zabrinuti
10:32
about the current state
of children's content
of children's content
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zbog trenutnog stanja sadržaja za decu
10:35
on these screens.
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na ovim ekranima.
10:37
And it's right for us
to be thinking about balance:
to be thinking about balance:
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I u pravu smo
kad razmišljamo o ravnoteži:
kad razmišljamo o ravnoteži:
10:39
Where do screens fit
against all the other things
against all the other things
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gde se ekrani uklapaju
naspram svih drugih stvari
naspram svih drugih stvari
10:43
that a child needs to do
to learn and to grow?
to learn and to grow?
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koje deca moraju da urade
kako bi učila i rasla?
kako bi učila i rasla?
10:48
But when we fixate on our fears about it,
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No, kad se usredsredimo
na strahove od njih,
na strahove od njih,
10:51
we forget a really major point,
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zaboravljamo zaista važnu stvar,
10:53
and that is, that kids are living
in the same world that we live in,
in the same world that we live in,
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a to je da deca žive
u istom svetu kao i mi,
u istom svetu kao i mi,
10:58
the world where the grownups
check their phones
check their phones
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u svetu u kom odrasli
proveravaju svoje telefone
proveravaju svoje telefone
11:00
more than 50 times a day.
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više od 50 puta na dan.
11:03
Screens are a part of children's lives.
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Ekrani su deo dečjih života.
11:08
And if we pretend that they aren't,
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A ako se pretvaramo da nisu
11:11
or if we get overwhelmed by our fear,
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ili nas ophrve sopstveni strah,
11:14
kids are never going to learn
how and why to use them.
how and why to use them.
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deca nikad neće naučiti
kako i zašto da ih koriste.
kako i zašto da ih koriste.
11:19
What if we start raising our expectations
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Šta ako počnemo da povećavamo očekivanja
11:23
for this media?
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od ovog medija?
11:25
What if we start talking to kids regularly
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Šta ako počnemo redovno
da razgovaramo s decom
da razgovaramo s decom
11:27
about the content on these screens?
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o sadržaju na ovim ekranima?
11:30
What if we start looking
for the positive impacts
for the positive impacts
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Šta ako počnemo da tragamo
za pozitivnim uticajem
za pozitivnim uticajem
11:33
that this technology can have
in our children's lives?
in our children's lives?
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koji ova tehnologija može da ima
u životima naše dece?
u životima naše dece?
11:38
That's when the potential of these tools
can become a reality.
can become a reality.
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Tada će potencijal ovog oruđa
da postane stvarnost.
da postane stvarnost.
11:43
Thank you.
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Hvala vam.
11:44
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Sara DeWitt - Children’s media expertInspired by Mister Rogers, Sara DeWitt strives to make every child feel special by charting the forefront of new digital mediums where kids spend their time.
Why you should listen
Sara DeWitt's work in the children's digital space was first inspired by Mister Rogers's approach to television. Just as he strove to make every child feel special through that new medium, her vision is to make each interaction with a game, stream and view an opportunity for children, parents, and teachers to learn and delight in new discoveries.
Over the last 18 years, DeWitt has worked at the forefront of new platforms, in an effort to be everywhere kids are: from websites and mobiles apps to streaming video, augmented reality, 3D-rendered experiences, and wearable technologies. She oversees the Kidscreen- and Webby-award winning pbskids.org website, PBS KIDS streaming video services and the PBS KIDS portfolio of educational apps for children. In 2014, she was named one of the top 42 Women Leading in Education by the USC Rossier School of Education and one of the Top Women in Digital by Cynopsis Media in 2016.
Before her career in public media, DeWitt worked as a preschool teacher, a management researcher and studied media habits of children in rural areas of the United States. She is a military spouse who has moved with her husband and two young sons four times in the last five years. They currently live in Alexandria, Virginia.
Sara DeWitt | Speaker | TED.com