Open AccessFeatures of cognitive development in children of early and preschool age using gadgets
Author(s) -
Rimma Gamirova,
Elena Gorobets,
А. В. Схиртладзе,
В. Ф. Прусаков,
S. Ya. Volgina
Publication year - 2021
Publication title -
rossijskij vestnik perinatologii i pediatrii
Language(s) - English
Resource type - Journals
eISSN - 2500-2228
pISSN - 1027-4065
DOI - 10.21508/1027-4065-2021-66-5-163-167
Subject(s) - cognition , psychology , limiting , cognitive development , developmental psychology , language development , object (grammar) , early childhood , cognitive psychology , computer science , engineering , mechanical engineering , neuroscience , artificial intelligence
The article describes the impact of technological devices – gadgets – on the early cognitive and speech development in children. In early childhood, object-activity communication is the leading form of activity; its influence on the speech development is determined by the interaction of the child with the adult (object-oriented actions, the understanding of the purpose of objects, the use of verbal communication). The play activity of preschoolers helps to enhance communication and interaction with peers. Long and uncontrolled interaction with gadgets is connected with insufficient attention of parents and caregivers, which disrupts the process of communication and cognition, in particular, slows down the process of speech development. Foreign pediatric associations recommend eliminating the use of mobile devices in children aged 0–2 years and limiting their use to one hour per day for children aged 3–5 years. Most researchers identify a connection between the long-term use of gadgets by preschoolers, delayed development of endogenus attention, social interaction, distortion of cognitive development, delayed speech development and such positive effects as a high level of exogenus attention development, quick response to external stimuli.