MULTIMEDIA ENVIRONMENT AS A FACTOR OF INFLUENCE ON THE DEVELOPMENT OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN
DOI:
https://doi.org/10.17770/sie2021vol2.6475Keywords:
pedagogical process, development, media, self - assesment, addictionAbstract
New media and leisure activities, often referred to as the media environment, have been a powerful factor influencing the development of the modern child. More often this influence is associated with the negative consequences caused by the fascination with gadgets (weak social skills, dependence on devices, poor academic performance, etc.). The relevance of the topic of our research is due to the insufficient amount of data that would allow a) to determine the ways of development of the multimedia component of the process of upbringing and teaching children of preschool and primary school age, b) the lack of reasoned and research-based data on the influence of the multimedia environment on the child, c) to identify problems of use of new means of information and entertainment by the child; e) to find pedagogical means of preventing negative consequences that may arise in connection with the use of media by children. In the course of the study, the time of classes in the multimedia space, the structure of using various types of devices, the presence of parental control in this process and the presence of children with addiction were determined.
Downloads
References
Atkins, D.E., Brown, J.S., Hammond, A.L. (2007). A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. Report to The William and Flora Hewlett Foundation. Retrieved from: https://www.semanticscholar.org/paper/A-Review-of-the-Open-Educational-Resources-(OER)-Hammond/3d821dfec4ebade257db7abee5e8b8f72f4bca08
Batenova, J.V. (2017). Osobennosti razvitijakommunikativnoj sferi doshkolnika sovremennoy sociokulturnoy situaciji. Azimut nauchnih issledovaniy : pedagogika i psichologija. Tom 6.-str. 288.-292.
Batenova, Y.V (2017a). Preschool Child Development in the Organized Information Space. Espacios,Vol. 38, 56.
Buša, L. (2017). Sākumskolas vecuma bērnu datoratkarība kā pedagoģiska problēma. Rīga, LU.
Carlsson, U. (2019). Understanding Media and Information Literacy (MIL) in the digital Age. A Question of democracy. University of Gothenburg. Retieved from: https://www.researchgate.net/publication/336232821_Understanding_Media_and_Information_Literacy_MIL_in_the_Digital_Age_A_Question_of_Democracy
Chernigovskaya, T.V. (2015). Kak nauchitj mozg uchitsya. https://otkrytoe-prostranstvo.ru/passed-lecture/tatyana-chernigovskaya-kak-nauchit-mozg-uchitsya/
Chernigovskaya, T.V. (2017). Professor Tatyana Chernigovskaya o kognitivnich issledovanijyach i “bolschich vizovach”. Retrieved from https://sochisirius.ru/news/1368
Davidsson, P., & Thoresson, A. (2017). Svenskarna och internet 2017. IIS.se Internetstiftelsen i Sverige. Retrieved from https://internetstiftelsen.se/docs/Svenskarna_och_internet_2017.pdf
Informacionnyje i kommunikacionnyje tehnologiji v obrazovaniji. (2013). Pod.redakcijey B.Dendeva -M.: IITO, UNESCO, 320 s. Retrieved from https://iite.unesco.org/pics/publications/ru/files/3214728.pdf
Kalash, (2013). Recognizing the potenal of ICT in early childhood education. Analytical survey, Moskau. Retrieved from http://iite.unesco.org/pics/publications/ru/files/3214673.pdf
Komarova, O.A.(2016). Sovremenniy doshkolnik: vzgljadi pedagogov-praktikov. Doshkolnoje obrazovanije v sovremennom mire: opit, problemi, perspektivi razvitija. Materiali mezhregionalnoi nauchno-prakticheskoi konferencii. M., P.83-86.
Mazure, A. (2019). Vecākā pirmsskolas vecuma bērnu pašvērtējuma attīstība masu mediju ietekmē. Rīga. LU.
Moore, O.K., Anderson, A. (1969). Some principles for the design of clarifying educational environment. Handbook of socialization theory and research. Chicago, Ill.: Rand Macnally & Co.
Obuchova, L.F. (2010). Sovremenniy rebenok: shagi k ponimaniju/ L.F.Obuchova, I.A.Korepanova//Psychologicheskaja nauka i obrazovanije, N 2., P.5-19.
Poddiakov, A. N. (2015). Psychology of teaching/learning under conditions of novelty, complexity and uncertainty. Psikhologicheskie Issledovaniya, Vol. 8, No.40, p.6.
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon. MCB University Press, Vol. 9, No. 5, October 2001.
Rīgas narkomānijas profilakses centrs. (2004). Materiāli par jauniešu alkohola, narkotisko, psihotropo, toksisko vielu, azartspēļu vai datorspēļu atkarības. RNCP, 2004,12.-14.lpp.
Robinson, K. (2015). Creative schools: the grassroots revolution that's transforming education. New York: Viking.
Siegel, D.J.. (2010). Mindsight: The New Science of Personal Transformation Paperback. Retrieved from https://www.livelib.ru/book/58942/readpart-vnimatelnyj-mozg-nauchnyj-vzglyad-na-meditatsiyu-deniel-sigel/~2
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A Guide to Developing the ICT Curriculum for Early Childhood Education. London: Trentham Books.
Soldatova, G.U. (2018). Tsifrovaya sotsializatsiya v kul'turno-istoricheskoi paradigme: izmenyayushchiisya rebenok v izmenyayushchemsya mire Sotsial'naya psikhologiya i obshchestvo, Vol. 9, no. 3, pp. 71–80. DOI:10.17759/sps.2018090308
Soldatova, G.U., Teslavskaya, O.I. (2019). Using digital technology in families with children of preschool and primary school age. National Psychological Journal, 12(4), 12–27.