In addition to the 4 in-person meetings, we will also have posts to complete each week. Below is the first task to be completed by Wednesday, 3/19:

Post #1: Please share a quote from Part 1 or 2 that was meaningful to you through your lens as an educator. Then comment on at least three other quotes posted by your colleagues.

"Play is the work of childhood".

“two big mistakes we’ve made: overprotecting children in the real world (where they need to learn from vast amounts of direct experience) and under protecting them online (where they are particularly vulnerable during puberty).”

“Safetyism” is an experience blocker. This prevents children from getting the quantity and variety of real world experiences and challenges they need. Safetyism results in a  lack of  independence, resilience, and ability to handle adversity. The negative consequences contribute to anxiety, decreased problem-solving skills, and a lack of preparedness for real-world challenges.

As Haidt asserts, however, "Over the course of many decades, we found ways to protect children while mostly allowing adults to do what they want. Then quite suddenly, we created a virtual world where adults could indulge any momentary whim, but children were left nearly defenseless" (p. 14). I wonder from a teacher's perspective how we can defend students from a lot of the pressures of the internet, without completely blocking it for everybody.

The first five years are known to be the most fundamental for brain growth. It was eye opening to learn that if there is a major lifestyle change during puberty, different from what a child experienced in their formative years, a child can be more susceptible to mental disorders. I think about the big lifestyle changes that using technology could cause, like reduced sleep, time outdoors, or face-to-face interactions.

As a teacher, I can't help but see this shift from "play-based childhood" to "phone-based childhood" playing out right in front of me every day. When Haidt talks about those three evolutionary drivers—free play, attunement, and social learning—I immediately think about what's slipping away as kids swap outdoor adventures for screen time.  I've watched this transformation affect how kids solve problems, handle emotions, and work together. The tech itself isn't the villain here—but let's be honest, these apps and games weren't designed with child development as the priority.

This passage had me thinking. How do we find the balance where students get those crucial developmental experiences while still living in our digital world?  How will we create spaces where these evolutionary needs aren’t forgotten, even as we help students navigate the tech-heavy future they are continually heading into?

This really resonated with me. I oftentimes find myself so engrossed with whatever is on my phone, that I forget to be present in the moment. I have to frequently remind myself to put the technology away and engage with those around me. I know there are plenty of other adults who face the same struggles, and it makes me think: if we as adults struggle this much, imagine how much harder it is for teens or children whose brains are still in the developmental stages to disengage with the technology and also be present in the moment...

This quote makes me reflect on my own device use, our society, and the example we set as role models for children. If adults cannot go without looking at their phone every time they hear a ping, or cannot stand in line at the supermarket or Dr. office without their phone, how are we teaching our kids to behave any differently?

This quote makes me think about my childhood and how much time I spent outside playing and using my imagination. Many of my friends had video game systems and I remember begging my parents to have them as well. They never let me have video games. Instead, I played in trees and pretended they were rocket ships, I created obstacle courses with my cousins, and played in the barns at my grandparents. As I look back, I am so grateful my parents allowed me to be a kid and play without the distraction of having devices. It never fails to surprise me when I ask my students on a Monday morning what they did over the weekend and they tell me that they played on their tablet or played video games. It truly saddens me that most of the children today are not experiencing a play-based childhood, but rather a phone-based childhood.

When describing virtual world relationships: "They take place within communities that have a low bar for entry and exit, so people can block others or just quit when they are not pleased. Communities tend to be short-lived, and relationships are often disposable.

This quote really resonating with me as the balance for many children and adults is shifting toward virtual world relationships.

I need to put this quote on my desk to remind myself better to give students more grace on the daily.

This really resonated with me as I have spent most of my teaching career teaching Kindergarten students. Over 10 years ago, when I started my teaching career, at least 45 minutes of free play in the classroom a day was built into our classroom schedule. As years have gone on, and the standards that are to be taught, free play is almost impossible to incorporate in an early childhood classroom. In addition to free playing being gone, children's time on devices as increased tremendously. In correlation with that, we are finding students have less and less problem solving skills and more frequent behaviors from frustration (socially and academically). Very interesting how it is all intertwined with one another...

This statement is meaningful for me as an educator because it highlights the responsibility of guiding children in the digital world, much like in a physical learning environment. It suggests that without proper oversight, digital spaces can expose children to risks, emphasizing the need for digital literacy, ethical engagement, and protective measures in education. It underscores the educator’s role in preparing students to navigate the online world safely and critically.

Remembering that children need help learning how to fail is important so they build their frustration tolerance and handle disappointment in a constructive way. It's very easy to try to solve your child's problems or try to control the adversity they may face. We have noticed kindergarten students coming to school anxious, afraid to makes mistakes/take chances, unable to appropriately handle adversity and life's challenges.