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Computer use by children is common and there is concern over the potential impact of this exposure on child physical development. Recently principles for child-specific evidence-based guidelines for wise use of computers have been published and these included one concerning the facilitation of appropriate physical development. This paper reviews the evidence and presents detailed guidelines for this principle. The guidelines include encouraging a mix of sedentary and whole body movement tasks, encouraging reasonable postures during computing tasks through workstation, chair, desk, display and input device selection and adjustment and special issues regarding notebook computer use and carriage, computing skills and responding to discomfort. The evidence limitations highlight opportunities for future research. The guidelines themselves can inform parents and teachers, equipment designers and suppliers and form the basis of content for teaching children the wise use of computers. Statement of Relevance: Many children use computers and computer-use habits formed in childhood may track into adulthood. Therefore child-computer interaction needs to be carefully managed. These guidelines inform those responsible for children to assist in the wise use of computers. [ABSTRACT FROM AUTHOR]

Computer use by children at home and school is now common in many countries. Child computer exposure varies with the type of computer technology available and the child's age, gender and social group. This paper reviews the current exposure data and the evidence for positive and negative effects of computer use by children. Potential positive effects of computer use by children include enhanced cognitive development and school achievement, reduced barriers to social interaction, enhanced fine motor skills and visual processing and effective rehabilitation. Potential negative effects include threats to child safety, inappropriate content, exposure to violence, bullying, Internet 'addiction', displacement of moderate/vigorous physical activity, exposure to junk food advertising, sleep displacement, vision problems and musculoskeletal problems. The case for child specific evidence-based guidelines for wise use of computers is presented based on children using computers differently to adults, being physically, cognitively and socially different to adults, being in a state of change and development and the potential to impact on later adult risk. Progress towards child-specific guidelines is reported. Finally, a set of guideline principles is presented as the basis for more detailed guidelines on the physical, cognitive and social impact of computer use by children. The principles cover computer literacy, technology safety, child safety and privacy and appropriate social, cognitive and physical development. The majority of children in affluent communities now have substantial exposure to computers. This is likely to have significant effects on child physical, cognitive and social development. Ergonomics can provide and promote guidelines for wise use of computers by children and by doing so promote the positive effects and reduce the negative effects of computer-child, and subsequent computer-adult, interaction. [ABSTRACT FROM AUTHOR]

Abstract: Children now have considerable exposure to new information technologies (IT) such as desktop computers. A reported association between computer use and discomfort in children has prompted concerns about the musculoskeletal stresses associated with computer use. There were no detailed data on children reading and writing, nor any evidence on the variability of postures and muscle activity whilst children use IT. Twenty-four children (10–12 years old; 12 male) performed a reading and writing task using new IT (computer/keyboard/mouse with high display and mid height display) and old IT (book/paper/pen). Spinal and upper limb 3D posture and muscle activity were recorded and estimates of mean and variation calculated. The mean postures for children reading and writing with computers were more neutral than when they read and wrote with old IT. Similarly, mean muscle activity levels were lower during computer use than old IT use. However, new IT use also resulted in less variable, more monotonous postures and muscle activities. Moderate differences in computer display height had little effect on posture and muscle activity variation. Variation in musculoskeletal stresses is considered an important component of the risk of musculoskeletal disorders. Children should therefore be encouraged to ensure task variety when using new IT to offset the greater posture and muscle activity monotony. [Copyright &y& Elsevier]