Tác động của công nghệ số đến sự phát triển cảm xúc và hành vi của trẻ 5-6 tuổi
Tóm tắt
Digital technology is increasingly influencing the development of young children, especially during the ages of 5-6 when they begin to form emotional and behavioral foundations. This study focuses on building a theoretical basis regarding the impact of digital technology on the emotional and behavioral development of 5-6-year-olds, aiming to clarify the effects of digital technology on their emotional and behavioral growth, and subsequently propose solutions to balance the application of technology in education and child-rearing. The research methods include collecting and synthesizing documents and analysis. The research results indicate that the level and manner of technology use significantly affect children's emotional regulation, attention, patience, and social behavior. The study emphasizes the role of families and schools in establishing limits on technology usage time and guiding children to approach technology in a healthy way to optimize benefits and minimize negative impacts. Through the analysis of positive and negative impacts, the article proposes solutions to mitigate adverse effects and effectively harness the positive aspects of digital technology in children's education.
Tài liệu tham khảo
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353-359.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28), 2.
Baumeister, R. F., & Bargh, J. A. (2014). Conscious and unconscious: Toward an integrative understanding of human life and action: In: J. Sherman, B. Gawronski, & Y. Trope. Dual process theories of the social mind, 33-49.
Bowlby, J. (1969). Attachment, Vol. 1 of Attachment and loss.
Christakis, D. A., Ramirez, J. S. B., Ferguson, S. M., Ravinder, S., & Ramirez, J. M. (2018). How early media exposure may affect cognitive function: A review of results from observations in humans and experiments in mice. Proceedings of the National Academy of Sciences, 115(40), 9851-9858.
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137-143.
Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2013). 13 Prosocial Development. The Oxford Handbook of Developmental Psychology, Vol. 2: Self and Other, 2, 300.
Erikson, E. H. (1950). Childhood and Society WW Norton. New York, 195.
Guise, J. D. (2005). Media Violence and Its Effects on Aggression: Assessing the Scientific Evidence.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
Kirkorian, H. L., Wartella, E. A., & Anderson, D. R. (2008). Media and young children's learning. The Future of Children, 39-61.
Kitchener, R. F. (2024). Piaget’s Different Intelligence Test: From IQ Tests to Operatory Intelligence. Human Development, 68(4), 188-200.
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). EU Kids Online: final report 2011.
Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239-246.
Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24, 3423-3435.
OECD (2019). Going Digital: Shaping Policies, Improving Lives. OECD Publishing.
Özyurt, G., Dinsever, Ç., Çalişkan, Z., & Evgin, D. (2018). Effects of triple P on digital technological device use in preschool children. Journal of Child and Family Studies, 27, 280-289.
Piaget, J. (1952). The Origins of intelligence in Čhildren. New York: New American Library.
Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), 63-74.
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation m 2: Media in the lives of 8-to 18-year-olds. Henry J. Kaiser Family Foundation.
Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum.
Tapscott, D. (1995). The Digital Economy: Promise and Peril in the Age of Networked Intelligence. McGraw-Hill.
Thompson, R. A. (2014). Stress and child development. The Future of Children, 41-59.
Trần Ngọc Ánh, Trần Thị Diễm Quỳnh, Trần Linh Thảo, Nguyễn Thị Thanh Nga, Bùi Thanh Hải, Phạm Thị Hạ, Phạm Hùng Mạnh, Đoàn Thị Trang, Lê Thị Thảo Linh, Đỗ Thị Thanh Toàn, Đinh Thái Sơn, Phạm Quang Thái, Phan Thanh Hải, Lê Xuân Hưng (2022). Thực trạng sử dụng thiết bị giải trí điện tử khi ăn của trẻ dưới 6 tuổi tại Việt Nam năm 2021 và một số yếu tố liên quan. Tạp chí Y học Cộng đồng, 63(2). https://doi.org/10.52163/yhc.v63i2.305
Turkle, S. (2016). Reclaiming conversation: The power of talk in a digital age. Penguin.
Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
