Nikolaeva Elena I, Kalabina Inna A, Progackaya Tatyana K, Ivanova Evgeniya V
Herzen State Pedagogical University of Russia, St. Petersburg, Russia.
Skysmart online school.
Psychol Russ. 2023 Dec 1;16(4):37-54. doi: 10.11621/pir.2023.0403. eCollection 2023.
The range of digital technologies that children use from an early age has expanded significantly. Most studies demonstrate that preschoolers now spend substantially longer on digital devices and start using them at a younger age. Finding a solution for this challenge has research merits and relevance, as the data on benefits and harm of early preschoolers' exposure to digital devices is contradictory. This poses a need to determine theoretically sound and practically validated criteria that could guide the duration and quality of children's exposure to the digital environment.
To review studies that contain recommendations on preschoolers' exposure to the digital environment, namely, exposure limits and evidence to justify the limitation of preschoolers' time on digital media.
The analysis starts by identifying theoretical foundations that researchers use in their studies of children's behavior in the digital environment. This is followed by an overview of 40 studies that include research papers, official reports, and methodological recommendations made by healthcare and governmental organizations.
The review identified the following ground rules for children's exposure to the digital environment: to provide for child's interaction with a digital device, to use educational applications that will develop skills appropriate to the child's age, to ensure mandatory supervision of children's engagement by an adult who limits the exposure according to child's age-related capabilities and creates conditions for active exploration of the real rather than a virtual world. Children's cognitive development suffers the most from passive intake of digital content.
The data herein can help to develop strategies to promote healthy and educational engagement of children with digital devices and media; however, the review highlights the insufficiency of psychophysiological research that would make it possible to practically validate the recommendations on the duration of preschoolers' exposure to the digital environment.
儿童从小使用的数字技术范围已显著扩大。大多数研究表明，现在学龄前儿童在数字设备上花费的时间大幅增加，且开始使用数字设备的年龄更小。鉴于学龄前儿童早期接触数字设备的利弊数据相互矛盾，找到应对这一挑战的解决方案具有研究价值和现实意义。这就需要确定理论上合理且经过实践验证的标准，以指导儿童接触数字环境的时长和质量。
综述包含学龄前儿童接触数字环境相关建议的研究，即接触限制以及限制学龄前儿童使用数字媒体时间的依据。
分析首先确定研究人员在研究儿童在数字环境中的行为时所使用的理论基础。随后概述40项研究，包括研究论文、官方报告以及医疗保健和政府组织提出的方法建议。
综述确定了儿童接触数字环境的以下基本规则：要让儿童与数字设备互动，使用能培养适合其年龄技能的教育应用程序，确保有成年人对儿童的使用情况进行强制性监督，成年人根据儿童与年龄相关的能力限制接触时间，并为积极探索现实而非虚拟世界创造条件。儿童的认知发展受被动接受数字内容的影响最大。
本文中的数据有助于制定促进儿童与数字设备及媒体进行健康且有教育意义互动的策略；然而，综述强调心理生理学研究不足，无法实际验证关于学龄前儿童接触数字环境时长的建议。
