How does technology/media e.g social media screentime television etc) affect children’s cognitive, emotional, and/or physical development?
Child Psychology (PSYC 3303) Paper Prompt
Write a letter to a congressperson, educator, parent, or practitioner addressing a topic in child psychology covered in the course. You will identify one topic that we have discussed in lecture or in the textbook and discuss its implications for healthy child development.
You will use research from lecture and the textbook to support your assertions or suggestions. Textbook is Child Development A Cultural Approach second edition Pearson Arnett Maynard You may choose from the following topics or develop your own: 1) How does technology/media (e.g., social media, screentime, television, etc.) affect children’s cognitive, emotional, and/or physical development? Your paper should follow this format:
1) First, introduce what the issue is and discuss why it is important in today’s society.
2) Then, describe how it affects children in society.
3) Finally, offer suggestions and recommendations based in material we have covered in lecture or the textbook for what can be done to improve the issue. Organization Use paragraphs to separate your main ideas and organize your paper. Your paper should not be one long paragraph.
Use APA style to cite any research you include. Refer to the APA style handout on Blackboard for help with this. Your grade will be based both on content and your use of research (at least one citation) to support your claims throughout your paper. Anything you cite should come either from lecture, the textbook, or a peer-reviewed journal article. Online blogs, news articles, and/or Wikipedia should not be included as research in this paper. See Dr. Wilson if you have questions about whether an article is appropriate for this paper.
Format 2-3 page paper. I will stop reading after 3 pages, so make sure you are concise in your writing. Double-spaced, 12-point Times New Roman font, 1-inch margins Papers must be printed and stapled.
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