older they become.
Miss Longfield warned that a generation of children risked growing up “worried about their appearance and image as a result of the unrealistic lifestyles they follow on platforms, and increasingly anxious about switching off due to the constant demands of social media”.
She said: “Children are using social media with family and friends and to play games when they are in primary school. But what starts as fun usage of apps turns into tremendous pressure in real social media interaction at secondary school.”
As their world expanded, she said, children compared themselves to others online in a way that was “hugely damaging in terms of their self-identity, in terms of their confidence, but also in terms of their ability to develop themselves”.
Miss Longfield added: “Then there is this push to connect — if you go offline, will you miss something, will you miss out, will you show that you don’t care about those people you are following, all of those come together in a huge way at once.”
“For children it is very, very difficult to cope with emotionally.” The Children’s Commissioner for England’s study — Life in Likes — found that children as young as 8 were using social media platforms largely for play.
However, the research — involving eight groups of 32 children aged 8 to 12 — suggested that as they
headed toward their teens, they became increasingly anxious online.
By the time they started secondary school — at age 11 — children were already far more aware of their image online and felt under huge pressure to ensure their posts were popular, the report found.
However, they still did not know how to cope with mean-spirited jokes, or the sense of incompetence they might feel if they compared themselves to celebrities (名人) or more brilliant friends online. The report said they also faced pressure to respond to messages at all hours of the day — especially at secondary school when more youngsters have mobile phones.
The Children’s Commissioner said schools and parents must now do more to prepare children for the emotional minefield (雷区) they faced online. And she said social media companies must also “take more responsibility”. They should either monitor their websites better so that children do not sign up too early, or they should adjust their websites to the needs of younger users.
Javed Khan, of children’s charity Barnardo’s, said: “ It’s vital that new compulsory age-appropriate relationship and sex education lessons in England should help equip children to deal with the growing demands of social media.
“It’s also hugely important for parents to know which apps their children are using.”
65. Why did some secondary school students feel too much pressure?
A. They were not provided with adequate equipment.
B. They were not well prepared for emotional risks. C. They were required to give quick responses. D. They were prevented from using mobile phones. 66. Some social app companies were to blame because ______ .
A. they didn’t adequately check their users’ registration
B. they organized photo trips to attract more youngsters
C. they encouraged youngsters to post more photos
D. they didn’t stop youngsters from staying up late
67. Children’s comparing themselves to others online may lead to ______ .
A. less friendliness to each other B. lower self-identity and confidence
C. an increase in online cheating D. a stronger desire to stay online
68. According to Life in Likes, as children grew, they became more anxious to ______ .
A. circulate their posts quickly B. know the qualities of their posts
C. use mobile phones for play D. get more public approval
69. What should parents do to solve the problem?
A. Communicate more with secondary schools. B. Urge media companies to create safer apps.
C. Keep track of children’s use of social media. D. Forbid their children from visiting the web. 70. What does the passage mainly talk about?
A. The influence of social media on children. B. The importance of social media to children. C. The problem in building a healthy relationship. D. The measure to reduce risks from social media.
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How Arts Promote Our Economy
When most people think of the arts, they imagine the end product, the beautiful painting, a wonderful piece of music, or an award-winning performance in the theater. But arts groups bring broader value to our communities. The economic impact of the arts is often overlooked and badly judged.
The arts create jobs that help develop the economy. Any given performance takes a tour bus full of artists, technical experts, managers, musicians, or writers to create an appealing piece of art. These people earn a living wage for their professional knowledge and
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