Technology: A Useful Servant but a Dangerous Master – Parenting Practices for Young Children in Chitral and the School Improvement Program’s Educational Approach” – By: Kirran Khan
The School Improvement Program (SIP) project, under the Aga Khan Rural Support Program (AKRSP), is dedicated to enhancing the quality of public education in the Chitral district (both Upper and Lower) and Gilgit Baltistan. SIP focuses on building the capacity of teachers through training, establishing mini libraries in schools and communities, and providing funds for essential repairs in many needy schools.
In Upper Chitral, AKRS’s SIP project collaborates with 143 public and community-based schools. Each year, SIP conducts awareness sessions for parents to educate them about their responsibilities and the holistic development of their young children. This year, the Field Education Officers (FEOs) of AKRSP emphasized the increased use of school and community libraries and the responsible use of technology, highlighting its impact on early childhood development.
The focus on technology arises because in Chitral, nearly every third household has an adult using digital technology. Like any innovation, digital technology presents both opportunities and challenges, which this paper will explore. On the positive side, digital technology has allowed us to stay connected with loved ones across the globe through phone calls, WhatsApp video calls, messages, Zoom meetings, Facebook, and email. It has provided a platform for entrepreneurs and learners to develop new skills—such as cooking, computer literacy, fashion, and tailoring—while helping parents assist their children with school assignments and learning new concepts. Young children can develop basic interpersonal and communication skills and gain exposure to diverse perspectives. Additionally, technology offers opportunities to learn new languages and play musical instruments. While these benefits are noteworthy, the challenges associated with digital technology are significant and concerning, as highlighted by the FEOs.
In our community, it is common to see parents handing their smartphones to very young children. When asked why, many parents explain that their children are only watching cartoons, which keeps them occupied and allows the parents to manage household chores or work. However, research in early childhood development indicates that the age range from 0 to 8 years is critical for rapid brain development. This period is essential for lifelong learning, which is best supported through interaction with concrete objects and exploration. Child development experts warn that excessive exposure to digital technology negatively affects social skills and the ability to build relationships. Children need practice and interaction to develop these essential social skills. A child who becomes accustomed to video games or watching cartoons may experience isolation and weakened relationships with friends and family.
Excessive screen time, especially from birth to age 3, poses significant risks to brain development. This period is crucial as neurons form connections for foundational skills such as vision, hearing, and thinking—skills that do not develop through screen interactions. For example, when children watch videos instead of listening to adults’ read books and engage in critical discourse, their ability to think and process events is impaired because screens present everything directly to them, blocking their critical thinking skills.
Finally, I pose these questions to parents and guardians in Chitral: Should we create a structured schedule for our preschoolers’ use of digital technology? Do we monitor our children’s activities when they engage with digital devices? Have we considered discussing the topic of cyberbullying with our children?
By: Kirran Khan
(AKRSP Area Office Booni Upper Chitral)
