CC BY
84Keywords: COVID-19, positive side of the pandemic, mental health
DOI:
PERCEPTIONS BY SCHOOL-AGE CHILDREN OF THE HEROES OF DOMESTIC AND FOREIGN CARTOONS
Lidiya Matveeva
Professor, Lomonosov Moscow state university, Moscow, Russia; e-mail: matweewa-com@yandex.ru
Tatiana Anikeeva
Senior researcher, Lomonosov Moscow state university, Moscow, Russia; e-mail: anikeeva-07@mail.ru
Ylia Mochalova
Research associate, Lomonosov Moscow state university, Moscow, Russia; e-mail: vassom@mail.ru
Abstract: Perceptions by school-age children of the heroes of domestic and foreign cartoons Matveeva L.V., Anikeeva T.Y., Mochalova Y.V. Moscow. The objective of the study was to investigate the impact of the modern media entertainment discourse on children and to conduct a comparative analysis of the perceptions of school-age children of the heroes of domestic and foreign cartoons, based on screening domestic and foreign fairy tales with similar plots. The study was conducted using methods of psychosemantic scaling and subsequent factorization of data. The factor structures revealed during the study reproduced the semantic spaces of consciousness of schoolchildren who were viewers of the Russian cartoon "The Frog Princess" and the American "The Princess and the Frog", as well as the Russian cartoon "The Scarlet Flower" and the American "Beauty and the Beast", each with similar fairytale plots. The study involved 40 adolescents from 13 to 16 years old (23 boys and 17 girls). Only six factors were identified, the total variance of the data was 70.9%. Factor 1 - moral and ethical 19.8%, 2 -charismatic 17.8%, 3 - strength, courage, and sociability 12.9%, 4 - psychological distance 7.7%, 5 - the dangers of behavior 7.1%, 6 - cunning and intelligence 5.7%. Significant differences in the perception of the characters' images were obtained by the first, second, fourth and sixth factors. In conclusion, it was possible to state differences between schoolchildren's perceptions of cartoon heroes from different cultural traditions.
Keywords: media discourse, teenagers, the scenario of a fairy tale, he heroes of domestic and foreign cartoons, the psychosomatics method, differences in perception
DOI:
COVID-19 FIRST LOCKDOWN AS A UNIQUE WINDOW INTO LANGUAGE ACQUISITION: WHAT YOU DO
(WITH YOUR CHILD) MATTERS
Natalia Kartushina
Assistant Professor, Department of Linguistics and Nordic Studies, Faculty of Psychology, University of
Oslo, Norway; e-mail: natalia.kartushina@iln.uio.no
Abstract: The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children's learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provided a unique opportunity to examine the associations between the caregiver-child activities and children's language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were
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evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Shortly after lockdown began in early March 2020 across 13 countries, parents were asked to complete an online questionnaire containing questions on the child's age, exposure to different languages, number of siblings and vocabulary development. Parents were then contacted again at the end of the lockdown (for that family or in that area, in general) and asked about the amount of time children spent during lockdown on different activities. Parents were also asked to complete a standardized vocabulary checklist indicating the number of words their child understood and/or said at the beginning, and again, at the end of lockdown. Thus, the number of words gained over lockdown could be calculated. Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after considering SES and other care-giver-child activities. Children also gained more words than expected (based on normative data) during lockdown, either caregivers were more aware of their child's development, or vocabulary development benefited from intense caregiver-child interaction during lockdown, or both. We discuss these results in the context of the extraordinary circumstances of the COVID-19 pandemic.
Keywords: COVID-19 pandemic, passive screen exposure, vocabulary development DOI:
PROMOTION OF AN AUDIOVISUAL CULTURE FOR CHILDREN IN EARLY CHILDHOOD. REALITY AND
CHALLENGE?
Isabel Rios Leonard
Full Professor and Assistant Researcher, Central Institute of Pedagogical Sciences, Havana, Cuba; e-mail:
isa5celep@gmail.com
Annia Cano Pérez
Full Professor and Assistant Researcher, Central Institute of Pedagogical Sciences, Havana, Cuba; e-mail:
anniacanoperez81@gmail.com
Idania de la Vega Hernández
Assistant Researcher, University of Pedagogical Sciences Enrique José Varona, Havana, Cuba; e-mail:
isa5celep@gmail.com
Abstract: The paper aims to present a theoretical reference framework to support the actions of the sectoral project (Ministry of Education in Cuba) entitled "Promotion of an audiovisual culture for children and families in early childhood". The theoretical reference framework is structured in relation to the three dimensions determined by Gallego (2018) from a dialectical materialist position: contextual, conceptual, and methodological history. Early childhood is recognized as an indispensable stage for the appropriation of culture, which is an essential factor for development. From this perspective, such appropriation must be conceived not as a process in which the child is a mere recipient, but as an active process in which their participation is essential. In this way, they will not only interact with material and cultural objects, but be immersed in a process of active interrelation with the subjects, adults, and contemporaries that surround them. This study defends the idea that audiovisual consumption should be recognized as an activity that influences the psychological development of children in early childhood, hence forming part of the Social Situation of Development of most Cuban children. It is important to point out that this activity will stimulate development when there is a mediation process (either direct or indirect) between the child and multiple screens, as well as between the child and the audiovisual.
Keywords: promotion, audiovisual culture, early childhood children DOI:
