Aarushi Bhandari, Davidson College

In the trailer for “Toy Story 5,” a little girl named Bonnie is playing with her toys when a package arrives in the mail.

She opens it to find Lilypad, a tablet for children.

The iconic toys from the series – Woody, Buzz Lightyear, the Potato Heads, Forky and Slinky Dog – then watch in dismay as Bonnie casts them all aside in favor of the bright tablet screen. Rex the dinosaur exclaims, “What? Extinction? Not again!”

The film zeros in on a uniquely 21st-century phenomenon: the “iPad kid,” a term used – often disparagingly – to describe a generation of children who grew up enchanted by screens.

A lot of the discussion around tablet use among kids shames parents, framing it as an example of lazy or bad parenting. Yet factors such as long working hours and lack of access to affordable childcare compel many parents to rely on tablets.

As a scholar of the attention economy – and also as a mom to a 4-year-old – I’ve noticed a disconnect between the resources U.S. society offers parents versus what’s expected of them in the digital age.

’ Woody, Buzz and the gang must prove that traditional toys still matter when Bonnie becomes captivated by a high-tech tablet named Lilypad.

The pandemic and the ‘square au pair’

When the first “Toy Story” came out in 1995, many single-income families could still afford to comfortably raise multiple kids. It was more common for new parents to live near their extended families, such as grandparents, to provide childcare support. Federal policies provided some low-income families with cash assistance that helped ease the cost of transition to parenthood.

Since then, parenting has become a lot more challenging. Single-income households with kids under 18 have steadily declined as wages have stagnated, forcing both parents into the workforce. At the same time, it’s harder to qualify for government benefits.

And even when moms do earn a paycheck, working moms experience what sociologists call the “motherhood penalty” – career disadvantages, such as lower wages and promotion barriers, due to childbirth – even as U.S. parental leave policies remain weak.

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So it’s hardly a surprise that fewer Americans are choosing to become parents under these conditions. But those who did have kids in the years leading up to 2020 ran smack into the COVID-19 pandemic.

The lockdown that started in March 2020 following the outbreak of the pandemic led to closures of schools and many workplaces. Many parents either worked from home or provided critical work in grocery stores and hospitals. Kids stayed home and schools transitioned to remote-learning models.

It’s important to remember that many institutions with social legitimacy and authority encouraged the use of tablets during the COVID-19 pandemic lockdowns.

School systems around the world normalized their use for remote learning. Children as young as 4 were given tablets, which gave their parents space to complete their own remote work and other household tasks, with some moms referring to it as “the square au pair.”

In this sense, the tablet became a form of school-sanctioned childcare.

Economic activity was minimally disrupted. Productivity hummed along. And the kids? Comfortably distracted.

For some households, there’s little choice

When lockdowns ended, tablets remained integrated into the education system. In 2021, 4 in 5 U.S. households with children had a tablet. Beyond schoolwork, kids also use tablets for activities, such as video games and watching TV.

The adverse impacts of excessive screen time in general has been well documented for decades. But scholars have only recently unpacked the specific harms of interactive tablet use among young children.

Children who use tablets are more likely to experience emotional dysregulation and dependency on screens. Researchers have also found tablet use among kids to be significantly associated with ADHD diagnoses.

At the same time, research shows screen time use among children is tied to social class.

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Parents from working- and middle-class households are more likely to rely on screens compared to high-income parents, who can hire childcare services, such as full-time nannies.

Parental education is also a factor. Americans generally have little grasp of digital hygiene – knowledge about best practices to minimize negative effects of screens. But households with parents who didn’t graduate from college are even more in the dark.

And while schools hand out tablets, most of them fail to provide students and families with a comprehensive education on the adverse impacts of excessive screen time.

In other words, this isn’t a Generation Alpha problem. Most people – adults included, with or without children – aren’t properly educated and informed about their choices around technology use. Yet adults continue to be shamed if they hand their kid a tablet. All the while, parents navigate the added burdens of challenging the educational status quo around tablets.

Frankenstein’s village

When work is the only sturdy pillar in a society where government benefits for low-income people, family ties and community institutions have eroded, tablets replace the metaphorical village – the web of social support that helps families thrive.

In pursuit of jobs or affordable housing, many young parents move farther from their extended families and the communities where they grew up. The working parents who are forced to rely on daycare – sending kids as young as a few weeks old – end up spending an exorbitant amount of money on the service.

Meanwhile, the persistence of traditional gender roles ensures that many moms still go home to a second shift: Working women continue to disproportionately cook, clean and care for children. No matter how overworked or exhausted some parents are, they cannot afford to hire help as the inflation and cost-of-living crises hit historic highs.

Big Tech takes advantage of this crisis with a “solution” that ultimately treats children as products, manipulating their emotions and mining their data. As I argue in my book, “Attention and Alienation,” children’s dependency on screens is a key component of the attention economy.

The earlier a life is monetized, the longer it is profitable.

“Toy Story 5” and its critical take on the tablet may be helpful. But it will take more than a blockbuster movie to protect small kids from the harms of too much screen time. Instead, I think it will require strong parental leave policies, expansive and affordable childcare access, fair wages and shared household labor.

In other words, there needs to be a full rehabilitation of the village.

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Aarushi Bhandari, Assistant Professor of Sociology, Davidson College

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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(Feature Impact) The joy of being a kid on summer vacation offers a time to explore with your friends, discover new things about the world and yourself and recharge for a few months before heading back to school in the fall. However, for millions of families, the end of the school year also marks the beginning of a stressful season filled with tough choices, as children can fall behind in the months away from the classroom.

The summer gap begins when the school doors close and many children lose access to the daily routines, educational support and dependable nutrition that help them thrive. For families already juggling tight budgets and demanding schedules, summer can quickly become a season of added pressure and stress.

Summer learning loss – or the decline in academic skills and learning during the school break – can have a lasting impact on academic outcomes. Studies show over the summer, students can forget 20-30% of what they learned during the school year. Without the right support, students often start the new school year playing catchup, which can cause them to fall further behind.

Summer can also intensify food insecurity. Of the more than 22 million kids who rely on free or reduced-priced school meals, many lose access to these vital programs over the summer. When those meals disappear, families must stretch already limited budgets to cover up to 10 additional meals a week per child. In fact, recent United Way Worldwide data from 211 – the free 24/7 helpline that connects people with local resources – identified food access as one of the most pressing needs facing millions of families nationwide.

These overlapping pressures fall especially hard on millions of working families living paycheck to paycheck, including ALICE (Asset Limited, Income Constrained, Employed) households. They earn above the federal poverty level but still struggle to afford basic expenses like housing, medicine, food and transportation.

Addressing the summer gap requires a community-wide approach and solutions that meet hardworking families where they are. For example, United Way Community Schools are community-based hubs that bring together schools, social services agencies, volunteers and other community partners to provide students and families with essential support like tutoring, food access and health and wellness resources.

Families also need easy, practical, daily tips and local resources to make ends meet and help their kids stay on track.

Learning that Fits Your Day

For busy families, low- or no-cost learning moments that fit into packed schedules can make a real difference. Many communities and nonprofits offer dedicated programs to keep children active and learning during the summer, such as:

• Summer art classes, creative writing workshops and digital literacy tutoring at local libraries
• Free monthly book deliveries and reading challenges through Dolly Parton’s Imagination Library – a United Way partner – or book exchanges at Little Free Libraries in high-traffic areas
• Gardening classes, nature appreciation classes and swim lessons through local parks and recreation departments
• Free weekly youth workshops offered by many public museums, zoos and botanical gardens
• Free virtual museum field trips through institutions like the Smithsonian and NASA Glenn Research Center
• Free online courses in topics ranging from coding to art or language learning

Accessing Your Community’s Food Network

Families shouldn’t have to choose between nutritious food and other essentials. Help is available to ensure kids have the nutrition needed to thrive over the summer. While resources vary by community, examples include:

• Youth-serving organizations serving as open summer meal sites, offering free breakfast and lunch to kids and teens
• City parks departments offering daily meal stations
• School districts offering summer meal programs; food delivery may be an option
• Local places of worship hosting open-door meal programs or distributing weekend grocery bags for families

For those looking to make a difference this summer, consider lending a hand to help children and families. Volunteering is a rewarding way to give back to your community. Whether it’s mentoring, serving meals, reading with students or supporting local programs, even a small time investment can make a lasting impact. After all, when families thrive, communities thrive.

To learn more about childhood summer learning programs, food initiatives and ways to support your community, visit unitedway.org.

SOURCE:

United Way Worldwide

The Bridge is a section of the STM Daily News Blog meant for diversity, offering real news stories about bona fide community efforts to perpetuate a greater good. The purpose of The Bridge is to connect the divides that separate us, fostering understanding and empathy among different groups. By highlighting positive initiatives and inspirational actions, The Bridge aims to create a sense of unity and shared purpose. This section brings to light stories of individuals and organizations working tirelessly to promote inclusivity, equality, and mutual respect. Through these narratives, readers are encouraged to appreciate the richness of diverse perspectives and to participate actively in building stronger, more cohesive communities.

https://stmdailynews.com/the-bridge

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Last Updated on June 4, 2026 by Daily News Staff

The Substitute Teacher Who Wanted Blueprints of Our House

Elementary school memories tend to blend together — cafeteria pizza, playground arguments, the eternal struggle of times tables — but every once in a while, something happens that sticks with you for life. For me, that moment came in the fifth grade during a week when our regular teacher was out, and we cycled through substitute teachers like we were testing models for durability.

By midweek, in walked a substitute with a mysterious, slightly intense energy — the kind of vibe that suggested he either meditated at dawn or worked a graveyard shift doing something he couldn’t talk about. We settled into our seats, expecting worksheets or quiet reading time.

But nope.

He had other plans.

“Today,” he announced, “we’re going to draw schematics of our houses.”

Schematics. Not drawings. Not little houses with smoke coming out of the chimney. Actual blueprint-style schematics. He wanted the layout of our bedrooms, our parents’ rooms, and where the pets slept. Every detail.

Now, to be fair, Highlights Magazine did have a feature that month teaching kids how to draw floor plans. So maybe he was just a bit overenthusiastic about cross-curricular learning. Or maybe — and this is my completely rhetorical adult theory — he worked the graveyard shift as a cat burglar gathering intel between heists. Just moonlighting between blueprints.

While the rest of the class tried their best to recreate their actual homes, my imagination sprinted in a totally different direction. The house I drew had:

• A massive master bedroom with an oversized bathroom for my parents
• Separate bedrooms for us kids on the opposite side of the house
• A kitchen placed right in the center like a command center
• And the dog — the true VIP — had a luxurious two-story doghouse

I had basically created a dream home designed by a 10-year-old watching too much Fantasy Homes by the Yard.

Later that day, my mom asked the usual question: “So, what did you guys do today?”

“We drew schematics of our house,” I said casually.

The look on her face was instant and intense. She wasn’t panicked, but there was definitely a “Why does a substitute teacher need to know the exact layout of my home?” expression happening. Parental instincts activated.

But then I showed her my diagram.

She stared at it. Blinked. Then sighed with massive relief.

“This isn’t our house,” she said.

“Nope! I made it up,” I replied proudly.

Her shoulders relaxed so much she probably lost five pounds of tension in one instant. If the substitute was secretly planning a heist, my masterpiece of misinformation would have sent him to the wrong house entirely.

Looking back, the whole moment feels like a sitcom setup — a mysterious substitute collecting “house schematics,” me creating a completely fictional piece of architecture, and my mom going on a full emotional journey in under 30 seconds.

Maybe he was just excited about the Highlights Magazine floor-plan activity. Or maybe — just maybe — he moonlighted in cat burglary. We’ll never know.

But if he was, I like to think I threw him completely off the scent.

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