This resource will examine the four potential risks to the developing child; visual problems, postural and skeletal problems, dangers of radiation, and the displacement of normal physical activities of childhood and adolescence.
 

Eliminate sources of light and glare which may come from lights or sunlight. It is best to assess glare with the monitor turned off. Most classrooms are too bright for computer work, but reducing lighting will cause other problems if students are doing other work. Place computers at right angles to windows and install blinds if glare persists. Tipping the monitor down slightly from a horizontal position may help.

Hoods can be purchased to put over screens or a file folder can be an inexpensive substitute.

Try using a larger font, and avoid screen clutter.

Children should take frequent "eye breaks." Fifteen minutes off for every hour of use is good. Teach kids to look away from the monitor to a distant object for ten seconds every five minutes.

Staring strains eyes. Children need to be reminded to blink frequently. Computer users tend to stare at screens seldom blinking which reduces eye lubrication and causes strain.

Students should view the screen at ten to twenty degrees below the horizontal plane of eye level. Many elementary kids sit in small chairs which causes strain looking up at the screen.

Clean the screen regularly. Dust and oily smudges accumulate. The use of an antistatic spray and lint free cloth are best.

Children who use computes regularly should have a yearly eye exam.

Some authorities believe that visual stress may increase the body's need for nutritional elements. We all know that everyone needs a good diet for maximum learning readiness.

• Encourage children to use good posture while sitting at the computer.
• It is good to have adjustable workstations and chairs.
• If the student's feet do not reach the floor, try boxes, books, etc. as a footrest.
• Is the work surface large enough to hold papers and reference books? Avoid having the child use their laps to hold materials.
• Sometimes a posture cushion to support the back can be helpful.
• The child should be encouraged to change positions frequently. A quick walk around the room is helpful. Stretching is good as well.
• Don't allow the child to be "glued" to the screen for long periods. Teach deep breathing exercises and relaxation techniques.
• Use the times when the computer is booting, loading a program or whatever to look away from the screen and stretch.
• Encourage the consumption of water.

Conroe ISD is now purchasing low emission monitors to reduce radiation hazards to students and staff.
 

• Current thinking is to keep a distance of 30-36 inches from the screen and four feet from the sides and back of monitors. Magnetic field strength diminishes rapidly as distance increases so every inch helps.
• Backs and sides of computers generate most of the hazards. If a child is within four feet of the back of a monitor, changes need to be made. As the long term of computer emitted radiation is not conclusive, it is better to be safe than sorry. (Don't wait for the child to glow in the dark before taking precautions.)
• Magnetic fields penetrate walls. Some experts advise not putting a child's bed on the other side of a wall from the back of a computer (or refrigerator!). Consider this when locating computers in classrooms.
• When purchasing new computers check for the emissions ratings.
• It may be a good idea to turn off the monitor when not in use. After a period of inactivity, many computers "go to sleep," which reduces radiation.

• Many parents believe children learn more at a computer than at PE or playing in the backyard. Health experts join developmental psychologists in expressing concern about this trend. Physical activity- preferably outdoors- is vital for health, good sleep patterns, dissipation of excess energy, and socialization. Current brain research suggests physical activity is essential for optimal brain development.
• In the United States, children are getting less fit each year. Obesity rates among the young are increasing even more rapidly than among their parents. (New York Times, August 25, 1996, p.14.)
• Exercise oxygenates the brain. Chemicals secreted by the brain during and after exercise enable it to deal better with stress and anxiety. Scientists suggest that the type of exercise most likely to achieve positive effects is "un-forced," the type of spontaneous play in which children just naturally engage. (APA Monitor, July, 1996, p. 18.)
• In reality, there is currently not a great deal of wide spread concern about children and the use of computers. Unless a problem is "right in front of us." we may not give it much attention. Waiting until a problem is evident with our children, may not be prudent. As people responsible for child development, teachers and parents should give thought to how the children are using computers.
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