ABSTRACT
The study examined Influence of Social Media on Children’s Social Development in Kaduna South Local Government Area of Kaduna State. Objectively, three research questions were formulated. The survey design was used in the study. The sample size was 152. 152 questionnaires were administered to the respondents and returned answered correctly. So 152 questionnaires were used in the study. The data gathered were analysed using simple percentage frequency and mean. The findings revealed that the types of social media networking sites frequently used by children in Kaduna South Local Government Area of Kaduna State are Facebook, twitter, WhatsApp, YouTube, and messenger; the positive influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State are that social media platforms encourage children to communicate with peers and family members, which can help improve their written communication skills; social media can help children get connected with people from diverse backgrounds and cultures; social media allows children to showcase their creativity and talents; social media helps children to have access to educational content; children can access research material; children can access tutorial; and that social media can raise awareness about important social issues; the negative influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State are that social media exposes children to pornography; engaging in academic forums on yahoo reduces rate of understanding; social media can contribute to increased levels of and loneliness among children and adolescents; social media can contribute to increased levels of anxiety and depression among children and adolescents; the use of social media late at night can disrupt sleep patterns in children; excessive time spent on social media may reduce the time children spend on physical activities; and that excessive social media use can be a distraction from schoolwork and academic responsibilities. Based on the findings, conclusion was drawn and recommendations given that parents and teachers should monitor what teenagers and youth of school age are doing with their mobile phones; parents, guidance/teachers should ensure that teenagers and youth exposure to social media is for basically academic purpose.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The introduction of digital technology into children’s daily life interferes with numerous developmental milestones that kids should reach. Their daily activities are made simpler and more effective by technology. Television, the internet, video games, iPods, iPads, and other entertainment technology have developed so quickly that families are essentially ignorant of the enormous influence and lifestyle changes in their families (Rowan, 2017). Even young children are now able to utilize goods of technical complexity due to the sophistication and simplicity of operation of technology. In the process of learning numerous things, technology brings ease and diversity. Technology that allows for sound and visual stimuli at the same time makes children able to learn many things at a time. Especially since the advent of multifunctional smartphones with more affordable prices has resulted in more people being able to have them, even in certain families, gadgets may have been owned by schoolchildren ranging from elementary to middle and high school, including those who are still under five (Alia Tesa and Irwansyah, 2018).
Social media can have both positive and negative effects on the social and emotional development of children. On the positive side, it provides opportunities for socialization, helping children connect with friends and family, fostering relationships, and allowing for emotional expression. However, it also exposes children to cyberbullying, unrealistic beauty standards, and the fear of missing out, which can lead to negative emotional outcomes such as anxiety and low selfesteem. The impact of social media on the cognitive development of children is multifaceted. While it can offer access to educational content and diverse information sources, excessive screen time and potential distractions can hinder attention spans and academic performance (Kowalski et al. 2018). It’s crucial to strike a balance between utilizing social media for learning and ensuring children do not become overwhelmed by its distractions. Children’s use of social media and their physical development are mostly impacted by screen time and sedentary behavior. A sedentary lifestyle, which can result in health problems including obesity, can be facilitated by prolonged usage of social media. Furthermore, late-night use might interfere with sleep cycles, which has an impact on both physical health and cognitive performance (Lenhart, 2019). Supporting children’s physical development requires promoting physical exercise and sound sleep practices while judiciously regulating screen time. Social media may have an impact on how kids behave. It gives people the confidence to take part in action and advocacy, which helps to advance good social change (Perloff, 2018). However, exposure to harmful content or interactions can lead to risky behaviors. Therefore, it is against the background that the study seeks to examine the influence of social media on children’s development in Kaduna South Local Government Area of Kaduna State.
1.2 Statement of the Problem
Children all across the world use social media extensively and they play a significant role in children’s daily life. Many kids begin using social media at a young age, which raises questions about whether these platforms are suitable for kids their age and what impact using them could have on their development at a crucial juncture. Children that use social media may run into a variety of hazards. Research indicates that dangers commonly cluster together, worsening with usage and rendering some more vulnerable than others. In practice, such risks might not always be so clearly distinguished. According to research, children frequently come across harmful content such as cyber hate, information about eating disorders, sexual content, and misinformation. A large portion of this content is influenced by algorithm-based recommendation systems that support the way that content is presented to users on social media platforms. Children may also experience unwelcome communication from adults who are not on their friends list or social network, who may pose serious risks by making extortion and exploitation threats. While studies reveals that children are not always aware of the hazards they may encounter or have the abilities to discern the dangers posed by strangers approaching them, children frequently exhibit confidence in their own capacity to handle such risks when forming new relationships online. Children face particular risks at a formative stage of their development through persistent experiences of bullying in social media environments. Experiences of cyberbullying are commonplace and remain among the most reported topics to helplines. Online bullying is a complex phenomenon that brings together many of the risks considered in the study, including harassment, sharing images without consent, and increased vulnerability to harmful content. The combination of risks may also be especially impactful for certain children at key formative stages. Research shows that support needs to be targeted at the most vulnerable and that support from family and peers, as well as school-based programs that support social emotional learning, mentoring, and education on online safety, can play a positive role. Further aspects of the risks considered include the many wide ranging challenges that children face as a result of the commercialized environment of social media. Children encounter issues such as unfair practices, clickbait strategies, and hidden marketing practices that contravene their rights and are not in their best interests. Research shows that children are often ill prepared with low levels of awareness of commercial practices and lack the critical skills to disaggregate marketing content in the context of their experience of social media.
Social media can have some positive effects on child development when used responsibly and in moderation. It’s important for parents and caregivers to guide and monitor a child’s social media usage to ensure these benefits are maximized.
1.3 Objectives of the Study
The general objective of the study is to examine the influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State.
The specific objectives are to:
- Find out the types of social media networking sites frequently used by children in Kaduna South Local Government Area of Kaduna State.
- Examine the positive influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State.
- Determine the negative influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State.
1.4 Research Questions
The following research questions guided the study:
- What are the types of social media networking sites frequently used by children in Kaduna South Local Government Area of Kaduna State?
- What is the positive influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State?
- What is the negative influence of social media on children’s social development in Kaduna South Local Government Area of Kaduna State?
1.5 Significance of the Study
This study is significant to the teachers, parents and students in tertiary institution.
This study will help the teachers to know the impact that social media has on their students in tertiary institution, so as to assist them to enlighten and create awareness to the students in tertiary institution on the possible impact it has on them.
The study is of significance to parents in the sense that they will know the possible effects these social media usage have on their children, so as to serve as watch-dog to their children on the usage of the social networking site.
The study will enable the children so that they will be aware that, apart from the social benefits of this social networking site, using the sites more than necessary will pose possible dangers to their health. It will be relevant in assisting students in tertiary institution in understanding the diversity of social media. It will provide relevance material for researchers undertaking similar research. The study will help researchers with more information on the Impact of social media on children’s social development.
1.6 Scope of the Study
The study covers Kaduna South Local Government Area of Kaduna. As an academic exercise, the study focuses on the influence of social media on children’s social development in Kaduna North Local Government Area of Kaduna. The study also focuses on the types of social media frequently used by children.
1.7 Operational Definitions of Key Terms
Children: Human beings between the ages of 10 and 25 years. They can be referred to as adolescents and Children in content of this study.
Computer: A computer is a machine that receives or stores or process data quickly according to a stored program (Wikipedia, 2020).
ICT: Information and Communication Technology (Wikipedia, 2020).
Influence: Impact or Effect
Media: Are all those media technologies that are intended to reach a large audience by mass communication. “They are messages communicated through a mass medium to a number of people (Webster Dictionary, 2019).
Social Development: Children learning the values, knowledge and skills that enable them to relate to others.
Social Media: Social media are interactive technologies that facilitate the creation, sharing and aggregation of content, ideas, interests, and other forms of expression through virtual communities and networks.
Social Networking Sites: A website where people put information about them and can send to others (Surowiecki, 2005).