FlexiLingo
Screens Can Teach, but They Cannot Love: Protecting the Experiences Kids Need Most
In this episode of the Celebrate Kids Podcast, Dr. Kathy Koch and Wayne Stender explore why screens may affect children differently at key stages of development and what kids need from parents that technology cannot provide. They discuss the importance of love, touch, interaction, working memory, and real world experiences while helping parents think beyond simply limiting screen time. Parents will be encouraged to consider not only how much screen time their children have, but what that screen time may be replacing and whether their kids are getting the attentive, face-to-face relationships they need to grow well.
Opens the player: the full transcript, every word clickable, with translation and flashcards.
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B1 · Intermediate
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- 82% of the words are B1 or easier.
- 181 words a minute: natural, fairly fast speech.
- 58 harder words (B2 and up) in the whole episode.
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Is this episode right for you?
B1 · Intermediate
Fine if you can follow simple news
- 82% of the words are B1 or easier.
- 181 words a minute: natural, fairly fast speech.
- 58 harder words (B2 and up) in the whole episode.
Transcript
The opening of the episode. The whole transcript is in the player.
harder words (B2+)
they need the attentive parent who's off of his device so that he can react. Don't be afraid of the dark. Be careful with stars. Not every light is going to guide you, baby.
Not every light is going to guide you. So Dr. Kathy today in the Celebrate Kids podcast in this daily segment, Facing the Dark, I want to look at a hard reality and that's that not all screen time is
created equal. And not all ages are equally vulnerable to the screen time. It's a hard reality, especially when you're parenting many kids, because at some point, one of the younger kids is going to say, Well, you let the older ones do this one
That was the opening. The rest of the episode (14 min) is in the player: every word clickable, with translation, saved words and flashcards.
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