ISSN 2079-6617 (Print)
ISSN 2309-9828 (Online)
Ru | En
Russian Psychological Society
The Faculty of Psychology. Lomonosov Moscow State University.
Main RSS Search

MainArticlesVolumes

Elena O. Smirnova. (2019). Specific features of modern preschool childhood. National Psychological Journal. 2, 25-32.

Abstract

Background. In recent decades, the living conditions and development of children have changed significantly. The group of children that is open to the new and is sensitive  enough is the group of children of early and preschool age since they have been formed and developed in completely different conditions than previous generations. The new childhood is taking shape and exists in the material, information, communicative, etc. environment that adults shape.

The Objective is to consider some general trends of the information environment of modern childhood and to fix a number of its contradictions and paradoxes.

Design.The paper attempts to determine the characteristics of modern preschool childhood through analyzing child information environment. Based on the analysis of the market for modern toys, books and films, the author states some paradoxes of the current socio-cultural situation. One of them consists in the fact that a significant part of the extensive information products for children is not designed for the age characteristics of the target audience. Another paradox lies in the fact that the increased demand for the child mental development is  combined with an excessively careful attitude to their physical security and independence. Particular attention is paid to computer technology in early and preschool childhood.

Results.The identified features of modern children in connection with the characteristics of the child subculture are discussed. Among them there are the underdevelopment of large and small motor skills, impaired speech development, lack of imagination, communication difficulties, lack of independence and self-organization. Having a high level of awareness, mental development and technical literacy, children still remain passive, dependent on adults and external circumstances.

Findings.The author concludes that the attitudes of adults to early development, which is understood as “learning,” inhibits the development of the child’s personality and brings about lack of motivation. Attempting to accelerate intellectual development inepts and sometimes blocks the development of the child’s personality. With all the ambiguity of the concept of "personality", the key defining its characteristics are self-reliance, independence, and responsibility. It is these characteristics that are most affected in modern children.

Received: 03/27/2019
Accepted: 04/04/2019
Pages: 25-32
DOI: 10.11621/npj.2019.0205

By: Smirnova, Elena O.;

Sections: Scientific readings in memory of L.F. Obukhova;

PDF: /pdf/npj-no34-2019/npj_no34_2019_025-032.pdf

Keywords: subculture; child age; information products for children; toys; animated films; computer games; independence; self-organization; personality;

Available Online 30.01.2019

References:

(2016). American Academy of Pediatrics Announces New Recommendations for Children’s Media Use. American Academy of Pediatrics. Retrieved from: https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announce.... (Accessed 26.05.2019).

Children's Runet 2018: sectoral report of III. [Internet Research Institute].Retrieved from: http://internetinstitute.ru/wp-content/uploads/2019/02/Detskiy-Runet-2018-Report.pdf. (accessed  26.05. 2019).

(2017). The Common Sense Census Media: Use by Kids Age Zero to Eight . Common Sense Census Media. Retrieved from: https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eigh.... (Accessed 26.05.2019).

Connell S.L, Lauricella A.R, & Wartella E .(2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal   of Children and Media,9(1),1–17.  doi: 10.1080/17482798.2015.997440

Genc Z. (2014). Parents’ Perceptions about the Mobile Technology Use of Preschool Aged Children. Procedia – Socialand Behavioral Sciences. Retrieved from: https://www.researchgate.net/publication/265415913_Parents'_Perceptions_about_the_Mobile_Tec.... doi: 10.1016/j.sbspro.2014.08.086. (Accessed 26.05.2019).

Holloway, D., Green, L. & Livingstone, S. (2013). Zero to Eight: Young Children and their Internet Use, LSE, London and EU Kids Online, 10–13.

(2016). Household Use of Information Technology.  Australian Bureau of Statistics. 2014–2015. Retrieved from: http://www.abs.gov.au/ausstats/abs@.nsf/mf/8146.0. (Accessed 26.05.2019).

Jaunzems, Kelly, Green, Lelia, Holloway Donelland, ^ Stevenson Kylie., (2017). Very Young Children Online: Media discourse and parental practice: Conference Proceedings, 67–77. Retrieved from: http://popcaanz.com/conference-proceedings-2017. (Accessed 26.05.2019).

Jiow HJ, Lim SS, & Lin J (2017). Level Up! Refreshing Parental Mediation Theory for Our Digital MediaL andscape. Communication Theory,  27, 309–328.doi: 10.1111/comt.12109

Lauricella AR, Wartella E, & Rideout VJ (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. doi: 10.1016/j.appdev.2014.12.001.

Leontiev A.N. (1975). Activity Consciousness. Personality.  Moscow, Politizdat, 304.

Michael Roberts & John Powell (2014). Effects of television viewing on child development. Encyclopedia Britannica.Retrieved from: https://www.britannica.com/topic/effects-of-television-viewing-1995158. (Accessed 26.05.2019).

Mifsud C.L., & Petrova R. (2017). Young children (0-8) and digital technology: The national report for Malta. University of Malta. EU Joint Research Centre, 2017. Retrieved from: http://www.um.edu.mt/__data/assets/pdf_file/0012/314400/YoungChildrenandDigitalTechnology-TheNationa... (Accessed 26.05.2019).

(2016). Media and young minds. AAP Council on Communications and Media. Pediatrics,138(5), doi:  10.1542/peds.2016-2591

Miner R. (2015). Television is now the second screen for kids with tablets. Retrieved from: http://www.minerandcostudio.com/tv-is-now-the-second-screen (Accessed 26.05.2019).

Patslav R. (2002). Frozen look. Moscow.

Plowman L, McPake, J., & Stephen C. (2010). The technologisation of childhood? Young children and technology in the home. Children and Society, 24(1), 63–74.  10.1111/j.1099-0860.2008.00180.x

Rideout, V. (2017). The Common Sense census: The Common Sense Census: Media Use by Kids Age Zero to Eight. Common Sense Media. Retrieved from: https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eigh... (Accessed 26.05.2019).

Rideout V. (2017).The Common Sense census: Media use by kids age zero to eight. San Francisco, CA: Common Sense Media.Retrieved from: https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eigh... (Accessed 26.05.2019).

Shmelev A.G. (1990). Psychodiagnostics and New Information Technologies.[Kompyutery i poznanie].Moscow, Nauka, 95.

Smirnova E.O., & Abulaeva E.A. (2009). Conditions of the formation of the spatial image of "self" as the first form of self-consciousness. [Kulturno-istoricheskaya psikhologiya],3, 16–25. 

Smirnova E.O., & Gudareva O.V. (2004). Game and arbitrariness in modern preschoolers. [Voprosy psikhologii],1, 10–22.

Smirnova E.O., & Ryabkova I.A. (2013). The state of the game activity of modern preschoolers. [Psikhologiya],2, 15–23.

Smirnova E.O., Sokolova M.V., & Matushkina N.Yu. (2014). The study of the age-related addressing of cartoons [Kulturno-istoricheskaya psikhologiya],4, 27–37.

Smirnova E.O., Matushkina N.Yu., & Smirnova S.Yu. (2018). Virtual reality of modern early and preschool childhood. [Psikhologicheskaya nauka i obrazovanie], 3, 42–53.doi: 10.17759/pse.2018230304

Smirnova E., & Kremleva A. (2014). Psychological and Pedagogical Approach to Disigning Developmental Computer Programs for Senior Preschool Children. E-Journal for Activity Theoretical Research in Germany, 12(1), 81–94. 

Sobkin V.S., & Skobeltsina K.N. (2014). Computer in the life of a preschooler child. [Ditya chelovecheskoe],2, 20–24.

Sobkin V.S., & Skobeltsina K.N. et al. (2013). Sociology of preschool childhood: works on the sociology of education. Vol. XVII. Issue XXIX. Moscow, Institut Sotsiologii i Obrazovaniya RAO, 168.

Sokolova M.V. (2012). The study of the home gaming environment of a preschool child. [Sovremennoe doshkolnoe obrazovanie],6, 7–13.

Soldatova G.U., & Teslavskaya O.I. (2017). Video games, academic performance and attention: the experience and results of foreign empirical studies of children and adolescents. [Sovremennaya zarubezhnaya psikhologiya] 6(4), 21–28. doi: 10.17759 / jmfp.20170604029.

Spitzer M. (2015). Cyberkrank! Wie das digitalisierte Leben unsere Gesundheit runiniert. Droemer, München.

(2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children & Fred Rogers Center for Early Learning Children’s Media at Saint Vincent College.Washington, DC. Retrieved from: http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf(Accessed 26.05.2019). 

 

For citing this article:

Elena O. Smirnova. (2019). Specific features of modern preschool childhood. National Psychological Journal. 2, 25-32.

About Editorial Board Volumes Authors For Authors Indexing Contacts
CC BY-NC

National Psychological Journal, 2006 - 2020