CC BY
16educational module allowed us to outline feasible ways to include digital methods to the learning process.
Keywords: joint learning actions, proportions, concept acquisition, the concept's origin, computer simulation
DOI:
SCREEN TIME OR PAPER READING TIME: WHICH IS A STRONGER PREDICTOR FOR PRESCHOOLERS' EMERGENT LITERACY SKILLS DURING THE TRANSITION TO PRIMARY SCHOOL?
Yi Zhang
Postgraduate student, Beijing Normal University, Beijing, China; e-mail: 1261505291@qq.com
Minyi Li
Associate Professor, Beijing Normal University, Beijing, China; e-mail: minyili@bnu.edu.cn
Yifei Chu
Undergraduate Student, Beijing Normal University, Beijing, China; e-mail: 1341232844@qq.com
Abstract: Objective: To explore the relationship between screen time, paper reading time, and preschoolers' emergent literacy skills during the transition to primary school and provide a basis for promoting emergent literacy development based on multimedia. Methods: A cross-sectional study was administrated in Shenzhen city in June 2018 . A representative sample of1806 preschoolers in their senior year and their caregivers were recruited from 55 kindergartens by proportional stratified cluster sampling. Data were collected by caregiver-reported questionnaires, including the Early Human Capability Index (eHCi) and Children's Media Use in Daily Family Life. Multiple linear regression models were used to analyze the effects of screen time, educational screen time, and paper reading time on children's emergent literacy skills. Results: The screen time of kindergarten children was far more than paper reading time, and educational screen time accounted for nearly half of the total screen time. Screen time negatively predicted kindergarten children's emergent literacy, while educational screen time and paper reading time positively predicted children's emergent literacy skills. Conclusion: Appropriate use of screen media for educational activities or paper reading might have a positive effect on children's emergent literacy skills.
Keywords: screen time, educational screen time, paper reading time, transition from preschool to primary school, emergent literacy skills
DOI:
Psychology of Play and Toys
FACTORS THAT FORM ADDICTION TO ONLINE GAMES Aleksandr Denisov
Associate professor, Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State University of Medicine and Dentistry named after A.I. Evdokimov, Moscow, Russia; email: aadenisov@yandex.ru
Abstract: Due to the spread of pathological phenomena associated with various aspects of the use of the digital environment and, in particular, computer games, the category "gaming disorder" was included in
17
ICD 11. The aim of our study was to identify and describe the factors influencing the problematic use of the internet and online games. The research results made it possible to single out two groups of factors. The first group of factors was related to the structure of game activity proposed by developers, including the plot, game goals and means to achieve them, options for interacting with other people and game characters, the design of these elements, etc. The creators of online games purposefully apply the methods of addiction formation, using the system of control and management of behavior due to certain incentives and the reward system developed by B. Skinner. The second group is personal factors associated with the implementation of various needs and values within the gaming activity. The main psychological factors contributing to involvement in the game are as follows: formation of alternative goals; structuring time; receiving reinforcements; interpersonal in-game interaction and support from the gaming community; the illusion of personal growth. The main negative result of the spread of online games is connected, in our opinion, to the formation of a cycle of predictable behavior that satisfies certain needs and creates a structure for the realization of values. Though provided with the appearance of purposefulness and a sense of self-realization during play, the player is more likely to experience an existential crisis in later periods of life.
Keywords: addiction, online games, Internet
DOI:
PLAY PRACTICES OF EDUCATING CHILDREN IN THE DIGITAL WORLD: THE GLOBAL CONTEXT OF
RESEARCH
Maria Guryeva
Head of Preschool Education department, Southern Federation University, Rostov-on-Don, Russia; email: iekulikovskaya@sfedu.ru
Lyudmila V. Popova
Lecturer of Preschool Education, Southern Federation University, Rostov-on-Don, Russia; e-mail:
mgureva@sfedu.ru
Abstract: Background. Play practices of children is an innovative concept in modern pedagogy. The authors define this concept as a free, culturally appropriate children's activity, which ensures the development of their personal qualities, value orientations, experience of play and real behavior. This article presents an overview of foreign experience in organizing play practices for preschool children. Nowadays, there is a lot of international research on this topic. Objective. The purpose of this review was to determine the features of play practices of children in the digital world and possible prospects for the development of preschool education using gaming digital technologies. Design. A review of research on play practices using digital technologies, which can serve as a theoretical and methodological basis for studying the play practices of modern preschool children. Results. The authors consider the game as a practice, which is one of the most important activities of the child. In games, the child learns to exhibit independence, responsibility, creativity and curiosity. With the development of the digital world, games are becoming increasingly diverse - computer, mobile, and augmented reality. Conclusion. The authors outlined a new way of organizing play practices for preschool children in the digital world. The proposed solution is based on a study of the potential of play practice as a mechanism for the positive socialization of children in the digital world. The main result of play practice is the pleasure of the game, new interests, a stereoscopic picture of the world in which various scenarios are possible.
Keywords: play practices, gaming technologies, game, preschool education, preschool children, digital world
DOI:
