There is an ongoing debate about whether digital technology and peer groups have a greater influence on children’s development or whether parents play a more important role. This essay will discuss both views and argue in favour of the former view.
For young people, spending time with friends is enjoyable. Moreover, they believe that youth is the best time to try new things and enjoy life. However, spending too much time with friends or using mobile phones can have some drawbacks. Young people may waste their time instead of studying and developing their skills. Although technology plays a significant role in this generation, it can also have negative effects on children. For instance, spending too much time on the internet can lead to laziness. Furthermore, some students become overly dependent on AI tools and other websites to complete their schoolwork. As a result, they may struggle to understand the material and learn independently.
Children learn from their parents and other family members from an early age, such as their siblings, mothers and fathers. They often imitate what they see at home and may develop personalities similar to those of their parents. However, some children become independent and develop their own personalities, even if their parents do not set a good example. This shows that children’s development also depends on their individual characteristics and experiences. For example, my friend and their family members have different personalities. They do not spend much time together every day and are used to living independently. As a result, each family member has developed their own personality and behaviour.
Taking all these factors into consideration, I believe that although parents have a strong influence on children from an early age, friends and the social environment play a more important role in shaping their personality and behaviour. To summarise, children can learn many things from their parents, but their friends and surrounding environment have a greater impact on who they become.
