Veraksa A.N., Chichinina E.A. Comparison of media use among senior preschool children before and during the COVID-19 pandemic
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DOI:
10.24412/1997-9657-2022-2110-30-39
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To cite this article:
Veraksa A.N., Chichinina E.A. (2022). Comparison of media use among senior preschool children before and during the COVID-19 pandemic. Preschool Education Today. 2:16, 30–39 (in Russian). DOI: 10.24412/1997-9657-2022-2110-30-39
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
The COVID-19 pandemic has significantly changed the conditions of life and in particular changed the way how adults and children use digital devices. Digitalization plays a big role in the development of preschool children. Therefore, it has become extremely relevant to study how preschoolers use digital devices in the new social conditions. This study aims to examine the use of digital devices before and during the COVID-19 pandemic lockdown period by children aged 6-7. In this study we compared answers to the interview in 2019 and in 2021. The first wave of survey was conducted in 2019 involving 417 children aged 6–7 years. And the second wave with the same interview was conducted in 2021 involving 495 children aged 6–7 years. According to our results, children in 2021 named more options of digital devices usage and those options are more varied comparing to 2019. In addition, children became significantly more likely to say that digital devices could be used for work and learning, and they themselves became more likely to use them for educational purposes. However, many digital practices have remained unchanged over the past two years. For example, children still mostly use digital devices to play games. Among the answers about favorite digital activities in 2021 were more frequent answers not only from the category of entertainment, but also from the category of «psychological tools». In 2021, there are more kids using digital devices every day and fewer using them only on weekends. During the pandemic, children were more likely to use digital devices with parents, siblings, and friends. As a result of this work, recommendations for parents on the optimal use of digital devices by preschoolers were clarified.
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2. Бухаленкова Д.А., Чичинина Е.А., Чурсина А.В., Веракса А.Н. Обзор исследований, посвященных изучению взаимосвязи использования цифровых устройств и развития когнитивной сферы у дошкольников // Science for Education Today. – 2021. – №11(3). – С. 7-25. DOI: 10.15293/2658-6762.2103.01
3. Веракса А.Н., Алмазова О.В., Бухаленкова Д.А., Чичинина Е.А. Особенности использования цифровых устройств современными дошкольниками // Социологические исследования. – 2020. – №6. – С. 82–92. DOI: 10.31857/S013216250009455-3
4. Веракса А.Н., Корниенко Д.С., Чичинина Е.А., Бухаленкова Д.А., Чурсина А.В. Связь времени использования дошкольниками цифровых устройств с полом, возрастом и социально-экономическими характеристиками семьи // Наука телевидения. –
2021. – №17(3). – С. 179–209. DOI: https://doi.org/10.30628/1994-9529-17.3-179-209.
5. Выготский Л.С. Собрание сочинений в 6 т.: Т.3: Проблемы развития психики. – 1983.
6. Рубцова О.В. Цифровые технологии как новое средство опосредования (Часть первая) // Культурно-историческая психология. – 2019. – Том 15. №3. – С. 117—124. DOI: 10.17759/chp.2019150312
7. Смирнова Е.О. Специфика современного дошкольного детства // Национальный психологический журнал. – 2019. – №2(34). – С. 25-32. DOI: 10.11621/npj.2019.0205
8. Солдатова Г.У., Шляпников В.Н. Использование цифровых устройств детьми дошкольного возраста // Нижегородское образование. – 2015. – №3. – С. 78–85.
9. Тена Р.Р., Гутьеррес М.П., Сехудо М. дель К.Л. Привычки использования цифровых технологий детьми в возрасте до шести лет в семье и дома // Современное дошкольное образование. – 2021. – №4(106). – С. 68–79.
10. Attai, P., Szabat, J., Anzman-Frasca, S., & Kong, K. L. (2020). Associations between Parental and Child Screen Time and Quality of the Home Environment: A Preliminary Investigation // International Journal of Environmental Research and Public Health. 2020. Vol. 17(17). P. 6207. DOI: 10.3390/ijerph17176207
11. Ausín, B., Castellanos, M.A., González-Sangu-ino, C., Vakhantseva, O.V., Almazova, O.V., Shaigerova, L.A., Dolgikh, A.G., Muñoz, M. The Psychological Impact of Six Weeks of Lockdown as a Consequence of COVID-19 and the Importance of Social Support: A Cross-Cultural Study Comparing Spanish and Russian Populations // Psychology in Russia: State of the Art. 2020. Vol. 13(4). P. 89-105. DOI: 10.11621/pir.2020.0406
12. Benedetto, L., Ingrassia, M. (2020). Digital parenting: Raising and protecting children in media world. In Parenting. IntechOpen. DOI: 10.5772/intechopen.92579
13. Bergmann, C., Dimitrova, N., Alaslani, K. et al. Young children’s screen time during the first COVID-19 lockdown in 12 countries // Scientific Reports. 2022. Vol. 12. DOI: 10.1038/s41598-022-05840-5
14. Clarke J., Kipping R., Chambers S., et al. Impact of COVID-19 restrictions on preschool children’s eating, activity and sleep behaviours: a qualitative study // BMJ Open. 2021. Vol. 11. P. e051497. DOI: 10.1136/bmjopen-2021-051497
15. Domingues-Montanari S. Clinical and psychological effects of excessive screen time on children // Journal of Paediatrics and Child Health. 2017. Vol. 53(4). P. 333–338. DOI: 10.1111/jpc.13462
16. Dong, C., Cao, S., Li, H. Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes // Children and Youth Services Review. 2020. Vol. 118. P. 105440. DOI: 10.1016/j.childyouth.2020.105440
17. Dore, R.A., Zimmermann, L. (2020). Coviewing, scaffolding, and children’s media comprehension. The International Encyclopedia of Media Psychology. DOI: 10.1002/9781119011071.iemp0233
18. Eales, L., Gillespie, S., Alstat, R.A., Ferguson, G.M., Carlson, S.M. Children’s screen and problematic media use in the United States before and during the COVID-19 pandemic // Child Development. 2021. Vol. 92(5). DOI: 10.1111/cdev.13652
19. Gralczyk, A. Smartphone and Tablet in the Everyday Life of Preschool Children. Impact and Educational Options in the Opinion of Parents and Teachers of Kindergarten // Social Communication. Online Journal. 2019. Vol. 2 (20). P. 85–102. DOI: 10.2478/sc-2019-0012
20. Hale L., Guan S. Screen time and sleep among school-aged children and adolescents: A systematic literature review // Sleep Medicine Reviews. 2015. Vol. 21. P. 50–58. DOI: 10.1016/j.smrv.2014.07.007
21. Koran, N., Berkmen, B., Adalier, A. Mobile technology usage in early childhood: Pre-COVID-19 and the national lockdown period in North Cyprus // Education and Information Technologies. 2022. Vol. 27. P. 321–346. DOI: 10.1007/s10639-021-10658-1
22. Lau, E. Y. H., Lee, K. Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong // Early Education and Development. 2021. Vol. 32(6). P. 863–880. DOI: 10.1080/10409289.2020.1843925
23. Li C., Cheng G., Sha T., Cheng W., Yan Y. The Relationships between Screen Use and Health Indicators among Infants, Toddlers, and Preschoolers: A Meta-Analysis and Systematic Review // International Journal of Environmental Research and Public Health. 2020. Vol. 17. 7324. DOI: 10.3390/ijerph17197324
24. OFCOM (2019). Children and parents: Media use and attitudes report 2019. URL: https://www.ofcom.org.uk/data/assets/pdf_file/0023/190616/children-media-use-attitudes-2019-report.p...
25. Oliemat, E., Ihmeideh, F., Alkhawaldeh, M. The use of touch-screen tablets in early childhood: Children’s knowledge, skills, and attitudes towards tablet technology // Children and Youth Services Review. 2018. Vol. 88. P. 591–597. DOI: 10.1016/j.childyouth.2018.03.028
26. Pandya Apurvakumar, Lodha Pragya. Social Connectedness, Excessive Screen Time During COVID-19 and Mental Health: A Review of Current Evidence // Frontiers in Human Dynamics. 2021. Vol. 3. DOI: 10.3389/fhumd.2021.684137
27. Rideout, V. (2017). The Common Sense census: Media use by kids age zero to eight. San Francisco, CA: Common Sense Media.
28. Smahelova, M., Juhova, D., Cermak, I., Smahel, D. Mediation of young children’s digital technology use: The parents’ perspective // Cyberpsychology: Journal of Psychosocial Research on Cyberspace. 2017. Vol. 11(3). DOI: 10.5817/CP2017-3-4
29. Strouse G. A., O’Doherty K., Troseth G. L. Effective coviewing: Preschoolers’ learning from a video after a dialogic questioning intervention // Developmental Psychology. 2013. Vol. 49 (12). P. 2368–2381. DOI: 10.1037/a0032463
30. Susilowati, I.H., Nugraha, S., Alimoeso, S., Hasiholan, B.P. Screen Time for Preschool Children: Learning from Home during the COVID-19 Pandemic // Global Pediatric Health. 2021. Vol. 8. DOI: 10.1177/2333794x211017836
31. Veraksa, N.E., Veraksa, A.N., Bukhalenkova, D.A., Säljö R. Exploring the development of executive functions in children in a digital world // European Journal of Psychology of Education. 2021. DOI: 10.1007/s10212-021-00584-8
32. World Health Organization. (2019). Guidelines on physical activity, sedentary behavior and sleep for children under 5 years of age. World Health Organization. URL: https://apps.who.int/iris/handle/10665/311664.