The influence of gadgets on the development of early-aged children
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2023-09-10 05:03
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ROTARU-SÎRBU, Natalia. The influence of gadgets on the development of early-aged children. In: Contemporary methodological guidelines and practices in social sciences, 17-18 octombrie 2019, Chişinău. Chişinău: "Print-Caro" SRL, 2019, pp. 58-59. ISBN 978-9975-56-693-3.
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Contemporary methodological guidelines and practices in social sciences 2019
Conferința "Contemporary methodological guidelines and practices in social sciences "
Chişinău, Moldova, 17-18 octombrie 2019

The influence of gadgets on the development of early-aged children


Pag. 58-59

Rotaru-Sîrbu Natalia
 
Free International University of Moldova
 
Disponibil în IBN: 29 octombrie 2019


Rezumat

Most of today's young parents are those who in their childhood were either left without the care of parents (working abroad), or their adult family members went through the period of transition and economic instability and emphasized the material incomes and spent less time with children. The explanation of the parents from that time most often being: "We parents were striving to have what to put on the table and to dress the children, and we didn’t have time for play or other activities." Today, parents practically refuse to listen to the suggestions of grandparents in children's education and tend to compensate what they did not receive in childhood: to buy them toys, to fulfill all their children's wishes, to satisfy all their caprices, including leaving them with the phones, TV or other gadgets. The development of the child's brain in the first years of life depends on how much care the parent will take, but also how much the child will be allowed to know the world around: manipulating and researching objects, experimenting different actions and possibilities with the same objects or in comparison with others, the way they are spoken and explained how things take place. The children, who always are staring at the video images in the gadgets, are not interested in the social and routine life, they come up with fast images that revolve around them (because of the speed of transmission of the video actions), and in real life the objects have a slower movement. As a consequence, they become hyperactive, with hysterical behaviors taken from the video, with schoolchildren who have no real-life functionality and a huge lack of self-serving, emotional and communication skills: understanding the adult's language or fulfilling the commands of life and its security. As a consequence, the number of children with various behavioral or language disorders, labeled with different diagnoses, is increasing, but in reality it is a pedagogical departure from parents and the enormous time spent in the video environment.

Cuvinte-cheie
communication skills, parenting, young parents, hyperactive conduct, consequence, gadgets, early-aged children