| istortion of a child’s development by video | | | | making and judgment the videogame industry is |
| games has been the subject of many research | | | | devoid of any real educational benefit to the child. |
| topics in both North America and Europe. These | | | | Purdue University |
| studies focused on what it is about the interaction | | | | The data that has come back from one certain |
| between the video games and the children | | | | decade-long research endeavor at Purdue |
| through a variety of phases and time intervals. | | | | University concluded that videogame play if |
| What has been proven to be factual is that there | | | | absent from a child’s life would show a |
| are certain time frames in which the videogame | | | | much improved general overall learning matrix in |
| stops being just a pleasant and fun activity and | | | | that child. What’s important about studies |
| turns it into an inhibitor to learning and | | | | such as the Purdue one is that contrary to the |
| development in the child. Many studies have also | | | | markets indicators that video games are at best |
| supported the videogame industry to be quite | | | | an unofficial neutral instigator to the child’s |
| neutral and have said time and time again that up | | | | early developmental learning system, the use of |
| to three hours of video game play every day | | | | Xbox as PlayStations and even Wii to a certain |
| showed little to no effect on the learning disability | | | | degree, has been seen as demonstrative to the |
| and the child’s development as a whole. It | | | | child. |
| is a fine line between fun and negative learning | | | | Child is Given the Opportunity to Learn |
| skills in the video game world. | | | | It is of great importance that a child is given the |
| Liars Chair | | | | opportunity to learn and not have that golden |
| Children’s toys have always been seen as | | | | chance masqueraded in the form of a video |
| pre-occupiers of both time and space in a young | | | | game. There needs to be a return to the basic |
| child’s life. While these toys and | | | | structure of children’s play in outdoor |
| associations can and do normally fulfill a very | | | | natural activities or interior play sets. The time |
| great need in the child’s daily activities, the | | | | that your own children are spending in and with |
| notion that video games are not destructive to a | | | | their game-playing activities through video games |
| child’s developmental learning pattern is | | | | is something that needs to be discussed as a |
| nonsensical at best. The videogame industry has | | | | family and with all the proper data back from the |
| bombarded the media and has the fat pockets to | | | | research groups as support. It is only then that |
| do this quite well with biased stories and false | | | | the unique decision on whether or not to allow the |
| research claiming that video games actually are | | | | younger children of the family to even visualize |
| beneficial to a child’s early learning years. | | | | the video games will be unique to that |
| Other than hand-eye coordination issues and | | | | family’s core learning values. |
| some learning in the form of quick decision | | | | |