TED2017
Sara DeWitt: 3 fears about screen time for kids -- and why they're not true
萨拉·德威特: 关于孩子整天对着屏幕的3种担忧 —— 为什么它们并没那么可怕
Filmed:
Readability: 3.9
1,657,690 views
我们每天看自己的手机至少50次，但一旦我们的孩子开始玩手机，我们就开始紧张了。电子屏幕真的会毁了孩子们的童年吗？儿童媒体专家萨拉·德威特并不这么认为。看完这个演讲之后，当你再在做晚饭的时候，把平板电脑递给孩子，可能就不会感到那么愧疚了。德威特为我们描绘了一种未来：我们会乐于看到孩子们跟屏幕互动。她告诉我们，新技术其实可以帮助孩子成长、与人相处以及学习。
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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首先，我们都来想想这台设备，
00:16
the phone that's very likely
in your pockets right now.
in your pockets right now.
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你口袋里现在很有可能
就有这么一部手机。
就有这么一部手机。
00:19
Over 40 percent of Americans
check their phones
check their phones
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超过40%的美国人
会在每天醒来后的五分钟内
查看他们的手机。
查看他们的手机。
00:22
within five minutes
of waking up every morning.
of waking up every morning.
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00:26
And then they look at it
another 50 times during the day.
another 50 times during the day.
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之后在当天剩下的时间里
还会再看50次。
还会再看50次。
00:29
Grownups consider this device
to be a necessity.
to be a necessity.
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成年人将手机视为生活必需品。
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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但现在我要你们想象一下，
如果这部手机在三岁小孩的手里，
如果这部手机在三岁小孩的手里，
00:39
and as a society, we get anxious.
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整个社会是不是都会焦虑起来。
00:43
Parents are very worried
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父母们非常担心
00:44
that this device is going to stunt
their children's social growth;
their children's social growth;
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手机会阻碍孩子们的社交进程，
00:47
that it's going to keep them
from getting up and moving;
from getting up and moving;
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会让他们越来越少站起来活动，
00:50
that somehow,
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他们认为，
00:51
this is going to disrupt childhood.
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这会毁了孩子的童年。
00:56
So, I want to challenge this attitude.
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但是，我想来反驳这种观点。
01:00
I can envision a future
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我能想象的未来是
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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我们乐于见到学龄前的孩子
与屏幕进行互动。
与屏幕进行互动。
01:08
These screens can get kids
up and moving even more.
up and moving even more.
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而这些屏幕能让孩子们
更多地起来活动。
更多地起来活动。
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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它们比标准化的考试
更能向我们反映出
更能向我们反映出
01:17
than a standardized test can.
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孩子们学到了什么。
01:19
And here's the really crazy thought:
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我甚至还有一种疯狂的想法：
01:21
I believe that these screens
have the power
have the power
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我相信这些屏幕有能力
01:23
to prompt more real-life conversations
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促进孩子和父母有更多地
01:26
between kids and their parents.
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进行生活日常的交流。
01:30
Now, I was perhaps
an unlikely champion for this cause.
an unlikely champion for this cause.
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当然，我在这件事上
也许没什么发言权。
也许没什么发言权。
01:33
I studied children's literature
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我过去研究过儿童文学，
01:35
because I was going to work
with kids and books.
with kids and books.
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因为我本想跟孩子和书籍打交道。
01:38
But about 20 years ago,
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但是20年前，
01:40
I had an experience that shifted my focus.
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我经历了一件事，改变了我的初衷。
01:44
I was helping lead a research study
about preschoolers and websites.
about preschoolers and websites.
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我领导了一项研究，
是关于学龄前儿童和网站的。
是关于学龄前儿童和网站的。
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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我被分配到一个
3岁的孩子，叫玛丽亚。
3岁的孩子，叫玛丽亚。
01:52
Maria had actually never seen
a computer before.
a computer before.
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玛丽亚以前从未见过电脑。
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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于是我的首要任务是教她用鼠标，
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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在我点亮屏幕之后，
她在屏幕上移动光标，
她在屏幕上移动光标，
02:05
and she stopped on a character
named X the Owl.
named X the Owl.
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并把它停在一个名叫
”猫头鹰X“的角色上面。
”猫头鹰X“的角色上面。
02:09
And when she did that,
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她刚做完这个操作，
02:10
the owl lifted his wing and waved at her.
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猫头鹰挥动翅膀，冲她打招呼。
玛丽亚丢下鼠标，
把自己推离桌子，跳下椅子
把自己推离桌子，跳下椅子
02:14
Maria dropped the mouse,
pushed back from the table, leaped up
pushed back from the table, leaped up
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02:17
and started waving
frantically back at him.
frantically back at him.
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然后向猫头鹰疯狂地挥手。
02:21
Her connection to that character
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她跟猫头鹰这个角色的联系
02:24
was visceral.
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是出于本能的。
02:25
This wasn't a passive screen experience.
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这不是一种消极的屏幕体验。
02:29
This was a human experience.
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而是一种人性的体验。
02:32
And it was exactly appropriate
for a three-year-old.
for a three-year-old.
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对于一个3岁的孩子来说
是非常合适的。
是非常合适的。
02:37
I've now worked at PBS Kids
for more than 15 years,
for more than 15 years,
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我在公共电视网儿童频道
工作15年多了，
工作15年多了，
02:40
and my work there is focused on
harnessing the power of technology
harnessing the power of technology
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我的工作重点是利用技术的力量
02:45
as a positive in children's lives.
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给孩子的生活带来积极的影响。
02:48
I believe that as a society,
we're missing a big opportunity.
we're missing a big opportunity.
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我认为，从整个社会的层面来讲，
我们正在错失一个巨大的机会。
我们正在错失一个巨大的机会。
02:51
We're letting our fear and our skepticism
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我们对于电子设备的恐惧和怀疑
02:54
about these devices
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蒙蔽了我们，
02:55
hold us back from realizing
their potential
their potential
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让我们看不到这些设备
02:58
in our children's lives.
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在孩子们生活中的潜力。
03:00
Fear about kids and technology
is nothing new;
is nothing new;
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我们对孩子和技术的担忧
并不是新事物，
并不是新事物，
03:03
we've been here before.
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之前就已经经历过了。
03:05
Over 50 years ago, the debate was raging
about the newly dominant media:
about the newly dominant media:
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50多年前，我们就有过激烈的讨论，
关于一种新兴的、占主导地位的媒体：
关于一种新兴的、占主导地位的媒体：
03:10
the television.
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电视。
03:12
That box in the living room?
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那个放在客厅的盒子？
03:14
It might be separating kids
from one another.
from one another.
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它可能会造成孩子间的疏远。
03:16
It might keep them away
from the outside world.
from the outside world.
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可能会让孩子天天待在家里。
03:20
But this is the moment when Fred Rogers,
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就在那个时候，弗雷德·罗杰斯，
他是常青节目
《罗杰斯先生的邻居们》的主持人，
《罗杰斯先生的邻居们》的主持人，
03:23
the long-running host
of "Mister Rogers' Neighborhood,"
of "Mister Rogers' Neighborhood,"
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03:26
challenged society
to look at television as a tool,
to look at television as a tool,
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他呼吁社会将电视看作一种工具，
03:31
a tool that could promote
emotional growth.
emotional growth.
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一种可以促进情感成长的工具。
03:34
Here's what he did:
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他是这么做的：
03:35
he looked out from the screen,
and he held a conversation,
and he held a conversation,
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他面向电视机前的小朋友聊天时
03:39
as if he were speaking
to each child individually
to each child individually
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就像他逐个在和每个孩子
03:44
about feelings.
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聊他们的感受。
03:45
And then he would pause
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之后他会稍作停顿，
03:48
and let them think about them.
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让孩子们自己思考。
03:51
You can see his influence
across the media landscape today,
across the media landscape today,
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如今，他对媒体界的影响力
随处可见，
随处可见，
但在当时，这是具有革命性的。
03:54
but at the time, this was revolutionary.
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03:58
He shifted the way we looked at television
in the eyes of children.
in the eyes of children.
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他改变了我们如何看待电视
在儿童成长中起的作用。
在儿童成长中起的作用。
04:05
Today it's not just one box.
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现在不光只有电视。
04:07
Kids are surrounded by devices.
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孩子们被各种设备包围。
04:10
And I'm also a parent -- I understand
this feeling of anxiety.
this feeling of anxiety.
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我也有孩子，
我理解这种焦虑的心情。
我理解这种焦虑的心情。
04:15
But I want us to look
at three common fears
at three common fears
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但我想来分析一下
最常见的3种担忧，
最常见的3种担忧，
04:19
that parents have,
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父母们都会有，
04:20
and see if we can shift our focus
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看我们是不是有办法
04:23
to the opportunity that's in each of them.
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把关注点放在
其中可能出现的机会上面。
其中可能出现的机会上面。
04:26
So.
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那么，
04:28
Fear number one:
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第一种担忧是：
04:29
"Screens are passive.
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“电子屏幕都是消极的。
04:31
This is going to keep our kids
from getting up and moving."
from getting up and moving."
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这会让我们的孩子久坐不起。”
04:35
Chris Kratt and Martin Kratt
are zoologist brothers
are zoologist brothers
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克里斯·克拉特和马丁·克拉特
俩兄弟都是动物学家，
俩兄弟都是动物学家，
04:39
who host a show about animals
called "Wild Kratts."
called "Wild Kratts."
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他们主持一档关于动物的节目，
叫“野生克拉特”。
叫“野生克拉特”。
04:42
And they approached the PBS team to say,
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他们找到公共电视网，说，
04:45
"Can we do something with those cameras
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“我们能不能利用一下
04:47
that are built into every device now?
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如今每台设备上都有的摄像头。
04:49
Could those cameras capture
a very natural kid play pattern --
a very natural kid play pattern --
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能不能让摄像头拍下
孩子们玩耍的动作
孩子们玩耍的动作
04:54
pretending to be animals?"
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比如：扮动物？”
04:57
So we started with bats.
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我们从蝙蝠开始。
05:00
And when kids came in to play this game,
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孩子们开始玩这个游戏，
05:02
they loved seeing themselves
on-screen with wings.
on-screen with wings.
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他们看到自己在屏幕上
长出翅膀的样子特别开心。
长出翅膀的样子特别开心。
05:06
But my favorite part of this,
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但最让我开心的是，
05:07
when the game was over
and we turned off the screens?
and we turned off the screens?
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当游戏结束，我们关掉屏幕，
05:11
The kids kept being bats.
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孩子们依然在扮蝙蝠。
05:13
They kept flying around the room,
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他们在房间里飞来飞去，
05:15
they kept veering left and right
to catch mosquitoes.
to catch mosquitoes.
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左右变向来抓蚊子。
05:18
And they remembered things.
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他们能学到东西。
05:21
They remembered that bats fly at night.
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他们能记住蝙蝠只在夜里飞行。
05:24
And they remembered that when bats sleep,
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能记住蝙蝠在睡觉的时候，
05:26
they hang upside down
and fold their wings in.
and fold their wings in.
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是倒挂着的，翅膀会收回来。
05:30
This game definitely got kids
up and moving.
up and moving.
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这个游戏绝对会让孩子们动起来。
05:33
But also, now when kids go outside,
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不仅如此，当孩子们出门的时候，
05:37
do they look at a bird and think,
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他们看到鸟儿的时候会想，
05:39
"How does a bird fly
differently than I flew
differently than I flew
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“鸟儿飞的时候跟我变成蝙蝠的时候
05:42
when I was a bat?"
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有没有不同呢？”
05:44
The digital technology prompted
embodied learning
embodied learning
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数字技术促进了具象化学习的发展，
05:47
that kids can now take out into the world.
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孩子们可以应用到现实生活中。
05:52
Fear number two:
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第二种担忧：
05:55
"Playing games on these screens
is just a waste of time.
is just a waste of time.
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“玩游戏是浪费时间。
05:59
It's going to distract children
from their education."
from their education."
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会让孩子们分心，影响学习。”
06:04
Game developers know
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游戏开发者知道，
06:05
that you can learn a lot
about a player's skill
about a player's skill
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可以通过分析后端数据
06:07
by looking at the back-end data:
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来了解玩家的技能：
06:09
Where did a player pause?
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玩家会在什么地方暂停？
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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他们会在什么地方犯错误，
直到找到正确答案？
直到找到正确答案？
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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我的团队想把这套工具
用在学校教育上。
用在学校教育上。
06:21
Our producer in Boston, WGBH,
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我们在波士顿WGBH电视台的
制作人，
制作人，
06:24
created a series of Curious George games
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制作了一系列《好奇猴乔治》的游戏
06:27
focused on math.
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是关于数学的。
06:29
And researchers came in and had
80 preschoolers play these games.
80 preschoolers play these games.
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研究人员让80名
学龄前儿童玩了这些游戏。
学龄前儿童玩了这些游戏。
06:35
They then gave all 80
of those preschoolers
of those preschoolers
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之后他们对这80名孩子
进行了标准化的数学测试。
06:38
a standardized math test.
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06:40
We could see early on
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我们的最初结论是
06:41
that these games
were actually helping kids
were actually helping kids
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这些游戏能帮助孩子们
06:43
understand some key skills.
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理解一些关键的技能。
06:46
But our partners at UCLA
wanted us to dig deeper.
wanted us to dig deeper.
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但我们在加州大学洛杉矶分校的
合作者想要我们研究得更深入一些。
合作者想要我们研究得更深入一些。
06:50
They focus on data analysis
and student assessment.
and student assessment.
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他们专注于数据分析和学生评估。
06:54
And they wanted to take
that back-end game-play data
that back-end game-play data
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他们想分析那些游戏生成的
后端数据，
后端数据，
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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看能不能用来预测
孩子的数学考试分数。
孩子的数学考试分数。
07:02
So they made a neural net --
they essentially trained the computer
they essentially trained the computer
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于是他们搭建了一套神经网络——
简单来说就是训练计算机
简单来说就是训练计算机
07:05
to use this data,
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来使用这些数据，
07:07
and here are the results.
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分析结果如下。
07:08
This is a subset of the children's
standardized math scores.
standardized math scores.
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这是孩子们所做的
标准化数学测试的分数。
标准化数学测试的分数。
07:13
And this
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而这个
07:15
is the computer's prediction
of each child's score,
of each child's score,
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是计算机基于玩《好奇猴乔治》
的游戏数据，
的游戏数据，
07:19
based on playing
some Curious George games.
some Curious George games.
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对孩子们分数的预测。
07:23
The prediction is astonishingly accurate,
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这个预测惊人的精确，
07:26
especially considering the fact
that these games weren't built
that these games weren't built
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尤其要考虑到，
这些游戏，
这些游戏，
07:29
for assessment.
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并不是为了这次评估而设计的。
07:30
The team that did this study
believes that games like these
believes that games like these
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进行这项研究的团队认为，
这样的游戏
这样的游戏
07:33
can teach us more
about a child's cognitive learning
about a child's cognitive learning
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跟那些标准化测试相比，
能让我们掌握更多
关于孩子认知能力学习的信息。
关于孩子认知能力学习的信息。
07:37
than a standardized test can.
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07:40
What if games could reduce
testing time in the classroom?
testing time in the classroom?
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如果游戏能减少孩子们
坐在教室里考试的时间？
坐在教室里考试的时间？
07:44
What if they could reduce testing anxiety?
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如果游戏能降低考试带来的焦虑？
07:48
How could they give teachers
snapshots of insight
snapshots of insight
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那么游戏是不是可以
让老师更直观的察觉，
让老师更直观的察觉，
07:52
to help them better focus
their individualized learning?
their individualized learning?
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从而帮助他们为孩子们制定
更加个性化的学习策略？
更加个性化的学习策略？
07:58
So the third fear I want to address
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我想说的第三种担忧，
08:01
is the one that I think
is often the biggest.
is often the biggest.
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通常也是最大的一种。
08:04
And that's this:
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就是：
08:06
"These screens are isolating me
from my child."
from my child."
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“这些电子屏幕
让我和我的孩子疏远了。”
让我和我的孩子疏远了。”
08:11
Let's play out a scenario.
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让我们来设想一个场景。
08:13
Let's say that you are a parent,
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你是一名家长，
08:15
and you need 25 minutes
of uninterrupted time
of uninterrupted time
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你需要25分钟不被打断的时间
08:18
to get dinner ready.
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来准备晚餐。
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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为了做到这一点，
你把平板电脑递给了3岁的孩子。
你把平板电脑递给了3岁的孩子。
08:24
Now, this is a moment
where you probably feel very guilty
where you probably feel very guilty
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也许这个时候，
你会觉得非常愧疚，
你会觉得非常愧疚，
08:27
about what you just did.
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对于自己刚刚的所作所为。
08:29
But now imagine this:
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但想象一下：
08:31
Twenty minutes later,
you receive a text message.
you receive a text message.
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20分钟后，你收到一条短信。
08:34
on that cell phone
that's always within arm's reach.
that's always within arm's reach.
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就在你那台永远近在咫尺的手机上。
08:37
And it says: "Alex just matched
five rhyming words.
five rhyming words.
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短信说的是：“亚里克斯
刚刚填对了5个押韵的词。
刚刚填对了5个押韵的词。
让他跟你一起玩这个游戏吧。
08:42
Ask him to play this game with you.
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08:44
Can you think of a word
that rhymes with 'cat'?
that rhymes with 'cat'?
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你能想到一个跟‘猫’押韵的词吗？
08:47
Or how about 'ball'?"
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或者跟‘球’押韵？”
08:50
In our studies, when parents receive
simple tips like these,
simple tips like these,
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我们的研究发现，
如果父母收到这样的小提示，
如果父母收到这样的小提示，
08:54
they felt empowered.
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他们会觉得自己掌控了一切。
08:56
They were so excited
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他们会感到非常高兴
08:57
to play these games
at the dinner table with their kids.
at the dinner table with their kids.
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能够跟孩子们在餐桌上一起玩游戏。
09:00
And the kids loved it, too.
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孩子们也喜欢这样。
09:02
Not only did it feel like magic
that their parents knew
that their parents knew
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他们不仅因为父母居然知道
自己刚刚在玩什么，
自己刚刚在玩什么，
09:05
what they had been playing,
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而感到非常神奇，
09:06
kids love to play games
with their parents.
with their parents.
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而且他们喜欢跟父母一起玩游戏。
09:11
Just the act of talking to kids
about their media
about their media
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仅仅跟孩子们讨论他们使用的媒体，
这件事情本身
这件事情本身
09:15
can be incredibly powerful.
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就有令人难以置信的力量。
09:17
Last summer, Texas Tech University
published a study
published a study
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去年夏天，德州理工大学
公布了一项研究结果，
公布了一项研究结果，
09:21
that the show "Daniel Tiger's
Neighborhood" could promote
Neighborhood" could promote
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证明《小老虎丹尼尔》这档节目
09:24
the development of empathy among children.
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可以促进孩子们的情感成长。
09:27
But there was a really important
catch to this study:
catch to this study:
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但这个研究有一个重要的关键点：
09:30
the greatest benefit was only
when parents talked to kids
when parents talked to kids
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只有当父母跟孩子讨论
他们所看的节目时，
他们所看的节目时，
09:35
about what they watched.
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效果才会最好。
09:37
Neither just watching
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仅仅是看节目
09:39
nor just talking about it was enough;
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或者只谈不看，都不够，
09:41
it was the combination that was key.
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两者结合才是关键。
09:45
So when I read this study,
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因此，当我读到这项研究的时候，
09:46
I started thinking about
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我开始思考，
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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学龄前儿童的父母
几乎很少跟孩子们讨论
几乎很少跟孩子们讨论
09:53
of what they're playing
and what they're watching.
and what they're watching.
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他们在玩什么或者他们在看什么。
09:55
And so I decided to try it
with my four-year-old.
with my four-year-old.
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于是我决定跟我4岁的孩子尝试一下。
09:58
I said,
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我说，
10:00
"Were you playing a car game
earlier today?"
earlier today?"
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“你今天是不是
玩了一个汽车的游戏啊？”
玩了一个汽车的游戏啊？”
10:03
And Benjamin perked up and said,
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本杰明振奋起来，说，
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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“是呀！你看到我用腌黄瓜
做的汽车了吗？
做的汽车了吗？
10:09
It was really hard to open the trunk."
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它的后备箱真是很难打开。”
10:11
(Laughter)
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（笑声）
于是那天早上我们聊得很欢，
10:13
This hilarious conversation
about what was fun in the game
about what was fun in the game
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关于这个游戏多么有趣，
怎么才能做得更好，
怎么才能做得更好，
10:17
and what could have been better
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一路聊到他的学校门口。
10:18
continued all the way
to school that morning.
to school that morning.
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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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我今天并不是想说
所有的电子媒体对孩子都好。
所有的电子媒体对孩子都好。
10:29
There are legitimate reasons
for us to be concerned
for us to be concerned
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我们有理由担忧
10:32
about the current state
of children's content
of children's content
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如今的孩子们流连于各种屏幕
10:35
on these screens.
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不能自拔。
10:37
And it's right for us
to be thinking about balance:
to be thinking about balance:
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我们也有理由考虑平衡的问题：
10:39
Where do screens fit
against all the other things
against all the other things
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怎样才能让电子产品融入
10:43
that a child needs to do
to learn and to grow?
to learn and to grow?
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孩子学习和成长所需要的其他事中？
10:48
But when we fixate on our fears about it,
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但是当我们一心担忧的时候，
我们忘记了很重要的一点，
10:51
we forget a really major point,
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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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孩子们跟我们同处一个世界，
10:58
the world where the grownups
check their phones
check their phones
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在这个世界里，成年人看手机
11:00
more than 50 times a day.
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每天超过50次。
11:03
Screens are a part of children's lives.
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电子产品已经是孩子们
生活的一部分。
生活的一部分。
11:08
And if we pretend that they aren't,
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如果我们不愿承认这一点，
11:11
or if we get overwhelmed by our fear,
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或者我们被担忧冲昏了头脑，
11:14
kids are never going to learn
how and why to use them.
how and why to use them.
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孩子们就永远不会明白
使用它们的原因和方法。
使用它们的原因和方法。
11:19
What if we start raising our expectations
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我们何不对这种媒介
11:23
for this media?
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多一点期待？
11:25
What if we start talking to kids regularly
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我们何不经常跟孩子们
11:27
about the content on these screens?
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讨论一下他们看的内容？
11:30
What if we start looking
for the positive impacts
for the positive impacts
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我们何不多考虑一下这种技术
能给孩子们带来的正面影响？
11:33
that this technology can have
in our children's lives?
in our children's lives?
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11:38
That's when the potential of these tools
can become a reality.
can become a reality.
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到那时，这些工具的潜力
才能得以实现。
才能得以实现。
11:43
Thank you.
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谢谢大家。
11:44
(Applause)
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（掌声）
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