Articolul precedent |
Articolul urmator |
706 30 |
Ultima descărcare din IBN: 2024-04-16 13:20 |
Căutarea după subiecte similare conform CZU |
316.454.3 (6) |
Procese sociale. Dinamică socială (583) |
SM ISO690:2012 ROTARU-SÎRBU, Natalia. Influența gadjeturilor în dezvoltarea copiilor de vârstă fragedă. In: The contemporary issues of the socio-humanistic sciences, Ed. 10, 5-6 decembrie 2019, Chişinău. Chişinău, 2019: "Print-Caro" SRL, 2020, Ediția 10, pp. 192-197. ISBN 978-9975-3371-7-5. |
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The contemporary issues of the socio-humanistic sciences Ediția 10, 2020 |
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Conferința "Preocupări contemporane ale științelor socioumane" 10, Chişinău, Moldova, 5-6 decembrie 2019 | ||||||
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CZU: 316.454.3 | ||||||
Pag. 192-197 | ||||||
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Most young parents today are those who in their childhood were either left without the care of parents abroad, or adult family members went through a period of transition and economic instability and focused on material income and less on time given to children. The explanation of the parents at that time was most often: "As parents, we tried to have something to put on the table and to dress them, and we didn't have enough time for play or other activities". Today, parents practically refuse to listen to the suggestions of their grandparents in their children's education and tend to compensate to the maximum what they did not receive as children: to buy them toys, to fulfill all their children's desires, to satisfy all their whims, including leaving them in front of phones, TVs or other gadgets. The development of the child's brain in the first years of life depends on how much care he/she will take from the parent, but also how much the child will be allowed to know the world around him/her by: manipulating and researching objects, experiencing various actions and possibilities with the same objects or compared to others, the way he/she is spoken to and explained how things happen. Children who are always focused on video images from gadgets are not interested in social and routine life, they get used to fast images that revolve around them (due to the speed of transmission of video actions), and in real life objects have a slower movement. As a consequence, they become hyperactive, with hysterical behaviors taken from the video, with schoolchildren who have no functionality in real life and an enormous lack of self-service, emotional expression and communication skills: understanding adult language or fulfilling life and security related commands. As a consequence, the number of children with various behavioral or language disorders, labeled with various diagnoses, is increasing, but in reality it is a pedagogical neglect on the part of parents and the enormous amount of time spent in the video environment. |
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Cuvinte-cheie gadget, young age, behavioral disorders, pedagogical neglect, gadjet, vîrsta fragedă, tulburări de omporatment, delăsare pedagogică |
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