With the iPhone being hailed as one of the best baby-sitters ever and a firm favourite with many young kids, is there a need for the developers and marketers of such products to be issuing advice on appropriate use for younger audiences?
In the case of online time, child development experts tell us that too much time playing with technology devices prevents growing minds from other valuable life experiences and such time should be limited. And with more high tech products and devices coming to market, naturally, more time is going to be spent on them.
Certainly in many other categories there is an implicit moral responsibility to support safe and appropriate use of products. So what of the case of the iPhone, which many children love every stolen second of. My own children like nothing more than commandeering my phone, and, as a mum, it was one of the main benefits I extolled to others almost immediately after getting one.
Not since the invention of the television has there been a device so easy to distract children with. But, for example, during a car trip perhaps I should be using the journey as an educational opportunity, rather than simply being happy that they are happy. On the other hand, the learning opportunities provided by a device like the iPhone are also rich. So parents face yet another challenge and plenty of potential criticism.
To date, there appears to be little credible research done in this area and one assumes the lead needs to be taken by those who are developing such products. For now I am more than happy to occasionally allow my iPhone to be commandeered, but rest assured, we will continue to play I Spy and 21 Questions as well.
It’s Safety New Zealand Week. This morning I was reading in the Dominion Post of a renewed campaign to alert us to dangers at home. Apparently last year more than 650,000 of us were injured in the home – one every 48 seconds. Staggering!

Given the public discussion around the Kelston Boys vs. Auckland Grammar rugby game brawl it has been interesting to see the marked difference between how the two schools have reacted through their communication with their pupils and the wider public.