This is for the kind consideration of Parents, Grand Parents, Teachers, Medical Doctors and Politicians who are concerned with the future of their children and the Humanity as a whole.We need a new generation with multi-faceted and multi-dimensional genius and not mere one-dimensional and linear experts or computer engineers. Exposing Digital Technology at a tender age results in Digitally Modifying Children. Little Children are conditioned to Think and Behave Linearly and Uni- Dimensional just like the Data Structure and Computers are designed . As a result their ability to think multi-dimensional and non-linearl ways and also to Capture and Assilimiate Knowledge will be lost The early advantage of brain development will offset by later inability to grasp Knowledge but only Data or Information.It will affect their mental and physical growth and drive away the spirit of innovation, entrepreneurship and adventure, even affect the sexual potentiality.

1. DIGITALLY MODIFIED CHILDREN-
THE NEW CHALLENGE OF
THE HUMANITY
DR. RAJU M. MATHEW

2. DIGITAL MODIFICTION OF
CHILDREN
 Knowingly or unknowingly, the children even
at a very young age are subjected to digital
modification by their Parents and Teachers in
Homes or Schools or Malls. This is most
common in cities and high tech societies.
 Due to digital modifications, children will miss
some of their inborn nature, talents and
faculties. When they are grown up, they have
to act or behave just like machines or super
robotics. This will be the greatest challenge
faced by the Humanity within ten to fifteen
years, especially in all affluent and high tech
societies.

3. TURNING TOWARDS BACKWARD
REGIONS
 The only option for affluent and high societies is
to turn towards the remotest or backward regions
for talents, brains, vitality, risk taking and
innovation, as their children or youth have
become violent, fearful and impotent for the
digital modifications of their brain and mind.
Because the very survival of any society depends
on the best brains, talents, vibrant and innovative
youth.
 Some of the developed and affluent nations like
the USA, France, Germany and etc have already
encountered this problem in a mild manner.
Within ten years, they will wage wars for
intellectually, psychologically and physically
vibrant and sexually potent young men and
women from Asia and Africa.

4. PREPARING CHILDREN FOR THE
HIGH TECHNOLOGY AGE
 Every child must be prepared to live and grow in
a complex high technology age, unfamiliar to its
parent. The basic question is : whether the digital
technology must be introduced to the children at
a very young age or a later age.
 Introduction of technology at a tender age
adversely affects the brain development of the
children. The early advantages will offset by later
stagnation or partial brain development. Child
Psychologists, Brain Researchers, Teachers and
Parents have not properly examined this crucial

5. THE UNLUCKY LOTS
 In the Digital Age, children are molded without ‘Mind’
and ‘Knowledge’. They are the unlucky lot who miss
their childhood without care and love of the parents
and the teachers.
 They are made addicts of digital gadgets. They are
contempt to grow without beautiful nursery rhymes,
fairy tales and grandmas’ stories. These soft things
help the healthy development of their little brains and
personalities, including problem solving, adventurous
and innovative abilities.
 Let the brain of the children develop multi-
dimensionally and non-linearly so that they could
solve complex problems, make innovations and be
innovative and above all enjoy their life

6. BUSY LIFE
 Parents are busy without much time to
express their love and care of their children.
Parents want to keep their children engaged
without crying or doing naughty deeds. They
find smart phones, tablets, laptops and
computer games the easy way to make
children engaged.
 At a very young age, children are conditioned
or programmed to work with computer
systems, programming languages, searching
the net and killing the enemies. Most parents
are proud of their kids for their computer
mastery.

7. OVERLOADING AT SCHOOLS
TOO
 Schools, including Kindergarten, are getting
Smart with digitization. As a result, little
children are programmed to behave or act in a
pre-determined way like machines, loosing
their inborn nature and talents.
 Children are fed with too much Data or
Information which are one-dimensional, linear
and static , without much ideas and concepts
which are multi-dimensional, non-linear and
dynamic. Both in home and school, children
are overloaded with too much Data or
Information.

8. BRAIN IS DYNAMIC, MULTI-
DIMENSIONAL AND NON-LINEAR
 Human brain is designed for developing and capturing
concepts and processing knowledge in a dynamic,
non-linear and multi-dimensional mode. This is more
evident in children than adults.
 When children are fed with too much data and
programmed to think in a digital way and act in a pre-
determined mode, lop sided developments of their
brain and nervous brakes down are inevitable that
would become more evident when they are grown up.
 Abnormal behaviors, suppressed emotions, lack of
vitality, including sexual impotency, inability to
innovate and solve complex problems and lack of
courage are the final outcomes of too much
digitization of children and overloaded them with too
much Data or Information.

9. NOT DATA OR INFORMATION BUT
KNOWLEDGE
 Nobody, including children, can be enlightened with Data
or Information but with Knowledge. The building blocks
of knowledge are concepts that are multi-dimensional,
non-linear and dynamic in nature.
 One and the same concept can be presented to little
children, teen ages, university students and experts
according to their level of understanding and
abstractness, that too on the basis of their power of
vocabulary and language competency.
 Children at the young age can assimilate lot of
knowledge as part of their play or listening stories.
Nursery rhymes, fairy tales, grandmas’ stories and
Aesop or Arabian Night stories are means of knowledge
transfer and developing communication skills among

10. VIBRANT AND DYNAMIC
CHILDREN
 Healthy children are vibrant and dynamic and
therefore naughty and quarrelsome also. That
keeps their brain and nerves active and
growing.
 When little children are forced to sit hours
together before digital screen, it will spoil
their eye sights, affect their brain and nervous
developments.
 It is found that most of the computer games
have an adverse impacts on the brain,
personality and even physical developments
of the children.

11. CRIMES AGAINST CHILDREN
 Most of what is written by Child Psychologists, Pedagogy Specialists
and even Pediatrics are absurd and stereotyped material without
taking into account the integrated personality development,
intellectual and emotional maturity and physical development of the
children.
 In many cases, they act as the promotion agents of video game or
toy making or pharmaceutical multinational corporations without
bothering the children. The poor parents and teachers are always
misguided by these experts.
 Children are always their victims. It is high time to protect the
Human Rights of the children and prevent the child abuse in the
digital way for the sake of the Humanity, healthy existence of our
children.

12. PROTECTING
THE RIGHTS OF THE CHILDREN
 Every child has a right to develop and flourish his or
her inborn talents and know the world around them.
 Every child has aright to protect him or her from the
burden of the over-loaded data or information and
develop his or her Body, Mind and Intellect.
 Every child has a right to get care and love from
parents, teachers and society at large.
 Every child has a right to protect from radiation and
too much digitalization.

13. NOT AGAINST TECHNOLOGY
 No doubt, this is a Digital Age, the Age of Data and
Information. We are in transition, a transition from the
Age of Data to the Age of Knowledge; from the Age of
Information Technology to the Age of Knowledge
Industry for Knowledge Consumption and Production.
 We have to equip our children to live in the Age of
Knowledge and using technologies to process,
produce and deliver Knowledge for the knowledge –
intensive social production processes when they are
grown up. They need to be innovative and bold with
vitality and complex problem-solving competencies.