Pages Navigation Menu

ISSN 2227-6017 (ONLINE), ISSN 2303-9868 (PRINT), DOI: 10.18454/IRJ.2227-6017
ЭЛ № ФС 77 - 80772, 16+

DOI: https://doi.org/10.18454/IRJ.2016.49.028

Скачать PDF ( ) Страницы: 46-48 Выпуск: № 7 (49) Часть 3 () Искать в Google Scholar
Цитировать

Цитировать

Электронная ссылка | Печатная ссылка

Скопируйте отформатированную библиографическую ссылку через буфер обмена или перейдите по одной из ссылок для импорта в Менеджер библиографий.
Белоусова М. В. ВЛИЯНИЕ ПЛАНШЕТНЫХ УСТРОЙСТВ, СМАРТФОНОВ, ИГРОВЫХ ПРИСТАВОК НА СОЦИАЛИЗАЦИЮ, ИГРОВУЮ ДЕЯТЕЛЬНОСТЬ И ДЕТСКО-РОДИТЕЛЬСКИЕ ОТНОШЕНИЯ У ДЕТЕЙ РАННЕГО И ДОШКОЛЬНОГО ВОЗРАСТА / М. В. Белоусова, М. А. Уткузова // Международный научно-исследовательский журнал. — 2016. — № 7 (49) Часть 3. — С. 46—48. — URL: https://research-journal.org/medical/tablet-devices-smartphones-game-consoles-influence-on-childrens-socialization-play-activity-and-child-parent-relationships-of-children-in-tender-age-and-preschool-age/ (дата обращения: 19.04.2021. ). doi: 10.18454/IRJ.2016.49.028
Белоусова М. В. ВЛИЯНИЕ ПЛАНШЕТНЫХ УСТРОЙСТВ, СМАРТФОНОВ, ИГРОВЫХ ПРИСТАВОК НА СОЦИАЛИЗАЦИЮ, ИГРОВУЮ ДЕЯТЕЛЬНОСТЬ И ДЕТСКО-РОДИТЕЛЬСКИЕ ОТНОШЕНИЯ У ДЕТЕЙ РАННЕГО И ДОШКОЛЬНОГО ВОЗРАСТА / М. В. Белоусова, М. А. Уткузова // Международный научно-исследовательский журнал. — 2016. — № 7 (49) Часть 3. — С. 46—48. doi: 10.18454/IRJ.2016.49.028

Импортировать


ВЛИЯНИЕ ПЛАНШЕТНЫХ УСТРОЙСТВ, СМАРТФОНОВ, ИГРОВЫХ ПРИСТАВОК НА СОЦИАЛИЗАЦИЮ, ИГРОВУЮ ДЕЯТЕЛЬНОСТЬ И ДЕТСКО-РОДИТЕЛЬСКИЕ ОТНОШЕНИЯ У ДЕТЕЙ РАННЕГО И ДОШКОЛЬНОГО ВОЗРАСТА

Белоусова М.В.1, Уткузова М.А.2

1Кандидат медицинских наук, доцент, 2Кандидат медицинских наук, доцент, ГБОУ ДПО Казанская государственная медицинская академия Минздрава России

ВЛИЯНИЕ ПЛАНШЕТНЫХ УСТРОЙСТВ, СМАРТФОНОВ, ИГРОВЫХ ПРИСТАВОК НА СОЦИАЛИЗАЦИЮ, ИГРОВУЮ ДЕЯТЕЛЬНОСТЬ И ДЕТСКО-РОДИТЕЛЬСКИЕ ОТНОШЕНИЯ У ДЕТЕЙ РАННЕГО И ДОШКОЛЬНОГО ВОЗРАСТА

Аннотация

Приведены результаты исследования 130 семей, имеющих детей раннего и дошкольного возраста. Контингент исследуемых был разделен на 2 группы: группа №1 – дети без речевых и когнитивных нарушений (n=80), группа №2 – у детей диагностированы проявления общего недоразвития речи в сочетании с аутистикоподобными нарушениями (n=50). Изучены особенности формирования навыков социального взаимодействия, развития сюжетно-ролевой игры и детско-родительских отношений у на фоне активного использования ими планшетных устройств и смартфонов. В обеих группах отмечается интенсивное и неоправданно раннее игровое взаимодействие с гаджетами. Наблюдается отчетливая трансформация иерархии семейной системы в сторону утраты родителями доминирующего влияния на детей вне возможности использовать для послушания и поощрения гаджет. Паттерны родительского поведения в исследуемых семьях демонстрируют приоритетность времяпровождения с гаджетом совместному досугу и активное интегрирование гаджета в жизнь ребенка с делегированием ему полномочий по развитию ребенка и игровому взаимодействию с ним.

Ключевые слова: детская социализация, коммуникация, игровая активность, игра, детско-родительские отношения, гаджеты, аутистические расстройства.

Belousova M.V.1, Utkuzova M.A.2

1MD, Associate professor, 2MD, Associate professor, Department of pediatric neurology, Kazan State Medical Academy

TABLET DEVICES, SMARTPHONES, GAME CONSOLES INFLUENCE ON CHILDREN’S SOCIALIZATION, PLAY ACTIVITY AND CHILD-PARENT RELATIONSHIPS OF CHILDREN IN TENDER AGE AND PRESCHOOL AGE

Abstract

Results of research of 130 families having children of early and preschool age are given. The contingent of investigated has been divided into 2 groups: group №1 – children without speech and cognitive violations (n=80), group № 2 – are diagnosed manifestations of the general underdevelopment of the speech combined with like-autistic disturbances (n=50). All the children were divided into 2 groups: group №1 (n = 80), children are without speech disorders, group №2 (n = 50): signs of general underdevelopment of children’s speech are diagnosed, combined with like-autistic disturbances. Features of formation of skills of social interaction, development of a subject role-playing game and the child parent relations at against the active use of tablet devices and smartphones by them are studied. In both groups intensive and unfairly early game interaction with gadgets is marked. There is a clear hierarchy transformation of the family system towards the loss of parents dominant influence on children without an ability to use gadget as an obedience and encourage. Patterns of parental behavior in the study families demonstrate the priority of spending time with the gadget to joint leisure time and active integration of the gadget into child’s life with delegating him an authority of development and game interaction with him.

Keywords: children’s socialization, communication, play activity, game, child-parent relationships, gadgets, autistic disorders.

Preschool age – this is the time of acquaintance with social environment outside the family, integration into the system of social relations by gradual recognition and adoption of the rules dictated by the community. At a time when increasing interest to the world of human relationships, the desire to participate actively in the life of “adult”, without being an adult, the most important new growth of preschool childhood comes up – the Role Playing Game [1, 2]. During this Game children adopt the role of adults, reproduce the attitudes and activities of adults. As a key milestone of psychic ontogenesis the game allows not only assess the level of cognitive, verbal, emotional development of the child, but also gives a vision of the family relationships features. This is because the child is able to extrapolate the features of social interaction with significant persons (parents, teachers) through the game story and interaction with the “personalized toy”. The presence of story role-playing game in the life of a child in preschool age is not only an element of its development, but also the “driving force” of his socialization and integration into the world of human relations [3, 4].

In 2010 – 2013 we conducted a survey of 130 families with children in tender age and preschool age (1 to 5 years). All the children were divided into 2 groups: group №1 (n = 80), children are without speech disorders, group №2 (n = 50):  signs of general underdevelopment of children’s speech are diagnosed, combined with like-autistic disturbances [5, 6]. Statistical analysis was performed using the program pack STATISTICA 6.0. The chi-square criterion (χ2), Student’s test for shares criterion were used for the analysis. Differences were considered to be significant at P <0.05.

According to the research 86 (66,2%) of children over the age of three systematically use gadgets for games. Among them:

  • play daily 35 (40.7%) of children (№1 = 21 (26,3%); №2 = 14 (28%), P = 0.1).
  • play at least one hour per day 76 (88,4%) of children (№1=56 (70%); №2=20 (40%); Р=0,01).
  • extremely difficult distract from the gadget 62 (72,1%) of children (№1=33 (41,3%); №2=29 (58%); Р=0,07).
  • evince hypernormal emotions, are irritated, angry, aggressive, outlive offence and demonstrate spite, if something goes wrong during the game 36 (41,2%) (№1=19(23,8%); №2=17(34%); Р=0,23).

It is obvious that the game gadget is an important part of leisure of children in young preschool age and it is allowed by parents. During the interview parents referred to the “educational” aspects of games: development of colors, geometric form, learning to lay out a design, ornament,  classify items, distinguish animal voices, associate sounds and noises with their source. But children actively choose another games – the games are focused on repetition of one and the same in different formalized situations (to collect something, to run somewhere, to build something or destroy). A self-contained child without any speech instruction and parents support exposed to him, became acquainted with game protocols and often repeated virtual task performance. According to the parents, a firm preference to the gadget game, a desire to have free access to the gadget and regulate the length of the game with it independently, negative reactions to parental attempts to take away a gadget or regulate activities with it – all these formed rather quickly (during 2-3 weeks) “harmfully” to the accustomed games.

What is the difference between this format of the game and traditional development of a child with the help of role-playing and story games?

In D.B. Elkonin’s view game – is a special form of understanding of reality by its reproduction, modelling. During the game a child develops the whole system of human relations emotionally first, and then – intellectually, and the sense of behavior and acts is born from the relationship to another person. According to Elkonin the evolution of acts passes the following way: a child eats with a spoon himself – then manipulates (“feeds”) with a spoon – then feeds a doll with a spoon – and finally – feeds a doll with a spoon like his mother. In this way the action is more schematized, the feeding turns into care, into relationship to another person. The development of the action: from the operational scheme of action to human action, which has the meaning for another person; from a single action to its’ meaning. The birth of meaning of human performance takes place in the game – according to DB Elkonin this includes the greatest humanist value of the game [7].

The game is social, it can appear only during communication with adults, during monitoring to its behavior, emotions, acts, speech.

Foundation of society is laid during the game, variants of emotional response and behavioral strategies are approbated, adopted in this family system, also attention, memory, language, creative imagination are developed, which are available to the age types of activities (drawing, designing, modeling).

The necessity to comply with the rules and prohibitions, following the story, the fulfillment of conditions, the ability to agree with other children involved in the game, – all this allows to consider the role-play as an integral part of the process of formation of voluntary regulation of their own behavior and activities.

The game is important for development of reflective thinking. Reflection – is a person’s ability to analyze his own behavior, actions, motives, and associate them with human values, with actions, behavior and motives of other people. During role-playing game prerequisites for reflection are created as to the ability to make sense of their own actions, foreseeingly the reaction of other people.

Computer game performed by preschooler – mechanical adherence to game protocol with immersion into polytouch world of sounds and bright color effects, multiple repeat of actions for achievement the results, few comprehend advance by levels of complexity, trying to catch, sort or collect something, overcoming single-type obstacles, destroying barriers appearing on the way. “The illusion of choice” allows the child to choose not a strategy of behavior and activity, but only minor parts (type of pet, type of clothing, sports equipment or weapons, the appearance of the character, etc.). This game does not require high intellectual potential, creativity, the ability to talk, negotiate and cooperate, show personality. But it attracts by its’ sensory effects, illusion of control (“I want to turn – I want to off”), primitive, understandable scenario without words, the ability to fill his leisure time by himself, irrespective of his  friends and parents. The games with a clearly aggressive themes form allowed aggressive behavior, which is extrapolated in society by children to it without proper critical attitude.

Influence on the parent-child relationship. The mandatory condition of early child development is the formation of life attachment system on the first year, which is characterized by presence of stable relationship between the child and giving care adults. This system is activated when the child faces with something new, unknown and includes two opposite tendencies in behavior: the desire for a new and search of support [8]. Development of domestic space, acquaintance with the world of human relationships and the kingdom of objects takes place on the back of activated child-parent attachment. The role of significant adult – is to provide support and emotional acceptance of the child, which will contribute the formation of basal trust of the child to the world.

Spending leisure time with tablet, computer game by young child does not require emotional involvement of his parents in this process, his participation and assistance that affects on the quality of parent-child attachment. The parent role is transformed, parent is perceived as a “keeper of the gadget” gradually or as an annoying obstacle on the way to favorite device. It is usual when children in early and preschool age perceive the world by imitation the activities and behavior of family members and microsocial environment. According to the survey, 86 (66.2%) families (№1 = 59 (73,8%); №2 = 27 (54%), P = 0.021) parents spend most of their free time with computer or other electronic device. In 59 (45.4%) families (№1 = 37 (46,3%); №2 = 22 (44%), P = 0.780) children see after their parents’ game.

Lifestyle of parents, spending their rest of the day with the tablet or the computer can help to promote an assurance in the significance and importance of this type of activity, and taking it as an example to follow. On the back of the lack of maturity of selectable regulation of behavior and activity (maturation of it accounts for the primary school age) the adoption of behavior of such a pattern by preschooler, will complicate planning the day and activities for the child in the future, and organization of free time.

During the analysis of intrafamilial child-parent free time it was found out that 95(73,1%) of children (№1=68(85%); №2=27(54%), Р=0,000) like to listen reading books. But only in 53 (40.8%) families (№1 = 28 (35%); №2 = 25 (50%), P = 0.084) parents are able to find time for reading every day; in 25 (19.2%) families (№1 = 10 (12,5%); №2 = 15 (30%), P = 0.014) parents prefer to use audiobooks, replacing pastime.

Conclusions: there is an intense game interaction with gadgets by children in tender age and preschool age during condonation of parents behavior in the study families. There is a clear hierarchy transformation of the family system towards the loss of parents dominant influence on children without an ability to use gadget as an obedience and encourage. Patterns of parental behavior in the study families demonstrate the priority of spending time with the gadget to joint leisure time and active integration of the gadget into child’s life with delegating him an authority of development and game interaction with him.

References

  1. Vygotsky L.S. Psychology Child Development. – M.: Exsmo, 2004. – 512p. Elkonin D.B. Child Psychology – M.: Academy, 2007. – 384 p.
  2. Golovei L.A. Development of the child. – Y.: Frame Publishing, 2010. – 576 p.
  3. Samohvalova A.G. Communication difficulties of the child: problems, diagnosis, correction. – St. P.: Speech, 2011. – 432p.
  4. Belousova M.V., Utkuzova M.A. Gadgets and speech: tablet devices, smartphones, game consoles influence on communication, development and speech of children in tender age and preschool age // Inter-Medical. – 2015. – №11 (17). – p.4 – 7.
  5. Belousova M.V., Utkuzova M.A. Das Kind und die electronischen Medien.Auswirkungen auf Sprache und Kommunikation // East European Scientific Journal. – 2015. – № 3. – p.15 – 18
  6. Elkonin D.B. Psychology of the game. – 2-nd ed. – M.: Vlados, 1999. – 360p.
  7. Mikirtumov B.E., Koschavtsev A.G., Grechanyj S.V. Clinical psychiatry early childhood. – St. P.: Peter, 2001. – 256 p.

Оставить комментарий

Ваш e-mail не будет опубликован. Обязательные поля помечены *

Лимит времени истёк. Пожалуйста, перезагрузите CAPTCHA.