[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585213-105":59,"doc-detail-585213-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-family-tech-cycle-foreword-technology-parenting-cycle","THE FAMILY TECH CYCLE - Foreword - Technology Parenting Cycle","","The report reframes technology parenting as a continuous cycle rather than isolated, acquisition-driven decisions. It describes how families repeatedly decide on devices and platforms, manage setup and expectations, and handle ongoing use as children grow and technologies change. Insights come from co-design with children and families, highlighting unmet needs such as reducing cognitive load, supporting developmental differences, and strengthening rather than straining family relationships. It offers guidance for research, industry, education, policy, and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-family-tech-cycle-foreword-technology-parenting-cycle/585213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-family-tech-cycle-foreword-technology-parenting-cycle/585213.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report call the technology parenting pattern?","Question",{"text":112,"@type":113},"It calls the repeated steps of deciding, setting expectations, and managing technology over time the “technology parenting cycle.”","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the report’s insights developed?",{"text":117,"@type":113},"The insights were grounded in co-design with children and families, working alongside families to understand priorities, frustrations, and ideas.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the purpose of the co-design sessions mentioned in the executive summary?",{"text":121,"@type":113},"To learn about challenges facing kids and parents and brainstorm resources and activities that support acquisition and management of devices with playfulness, strong family relationships, and healthy digital habits.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585213,1792208971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The  \n Family  \nTech  \nCycle  \nThe Joan Ganz Cooney Center at Sesame Workshop  \nTHE FAMILY TECH CYCLE  \n2  \nTable of Contents  \nTHE FAMILY TECH CYCLE  \n3  \n Foreword  \nConversations about children and technology tend to cluster around moments of acquisition: When shoulda child get a phone? Is this app appropriate? Is it too early—or already too late? These questions are important but can obscure a deeper challenge that families experience more continuously. Parenting around technology is not episodic or occasional; it is constant.  \nToday’s families are navigating a world in which digital tools have entered nearly every aspect of childhood, offering opportunities for learning, play, creativity, and social connection. A smartwatch might be a precursor to a phone; a game opens the door to a social network; a classroom tool comes home. Each transition creates real stakes for children’s development and family relationships, requiring parents to develop (or reassess) boundaries and expectations. Meanwhile, the technology itself keeps changing—adding new features, new risks, and new pressures—often faster than families can reasonably adapt.  \nThis is the context in which we undertook the work behind this report. Across our research, the idea of“tech parenting” has surfaced again and again. It appears less tied to a particular product or platform than a defining feature of modern family life. Parents are increasingly asked to invest more cognitive and emotional labor on behalf of children who are themselves growing, changing, and seeking independence. The defining term we heard repeatedly is “exhaustion”—because the systems they are navigating were not designed with family needs at the center.  \nTHE FAMILY TECH CYCLE  \n4  \nThis report offers a reframing that helps make sense of that experience. Rather than treating technology decisions as isolated moments, it introduces the technology parenting cycle as a way to understand what families are actually living through. The cycle captures the repeated rhythm of deciding whether to introduce a device or platform, navigating the complexity of setup and expectations, and managing use over time as children develop and technologies evolve. Even within the same household, what works for one child may not work for another.  \nBy naming this cycle, we can better see the mismatch between how products are typically designed and how they are actually used in family life. Parents take on diverse roles including translator, moderator, and steward of their children’s digital experiences. Children, for their part, are active learners, negotiators, and meaning-makers who care deeply about fairness, autonomy, and connection.  \nThe insights in this report are grounded in co-design with children and families themselves. We worked alongside families to understand their priorities, frustrations, and ideas. What emerged are not polished product concepts but rather signals about families’unmet needs: for defaults that reduce cognitive load, for tools that grow with children’s capacities, for designs that acknowledge developmental differences, and for experiences that strengthen—rather than strain—family relationships.  \nThis report is intended for a broad audience across research, industry, education, policy, philanthropy, and the next generation of practitioners entering these fields. While each of these communities brings different levers and responsibilities, they share a common challenge: translating what we know about children’s development and family dynamics into systems that actually help in practice. That “last mile” is where good intentions often falter—and where thoughtful design can make a meaningful difference.  \nOur invitation is not to prescribe a single approach or set of solutions, but to encourage a shift in perspective. What would it mean to design technologies that assume families are navigating a cycle, not a moment? How might products, policies, and practices take pressure off families rath","cbCaioSQf2xVGzQW","https://ap.wps.com/l/cbCaioSQf2xVGzQW","pdf",3226957,36,"English","# Foreword\n## Technology parenting as a continuous cycle\n## Parents’ roles and children’s perspectives\n# Executive Summary\n## The technology parenting cycle stages\n## Co-design sessions and goals","[{\"question\":\"What does the report call the technology parenting pattern?\",\"answer\":\"It calls the repeated steps of deciding, setting expectations, and managing technology over time the “technology parenting cycle.”\"},{\"question\":\"How were the report’s insights developed?\",\"answer\":\"The insights were grounded in co-design with children and families, working alongside families to understand priorities, frustrations, and ideas.\"},{\"question\":\"What is the purpose of the co-design sessions mentioned in the executive summary?\",\"answer\":\"To learn about challenges facing kids and parents and brainstorm resources and activities that support acquisition and management of devices with playfulness, strong family relationships, and healthy digital habits.\"}]","THE FAMILY TECH CYCLE - Foreword - Technology Parenting Cycle | PDF",1792054064,91]