Keywords: postpartum depression, postpartum PTSD, obstetric violence, COVID-19 pandemic, birth experience
DOI:
Digital technologies: Experience of Use
TRANSFORMATION OF CHILDRENS' BEHAVIOR OF CULTURAL PATTERNS IN THE CONTEXT OF SCREEN
TIME
Larisa Bayanova
Research associate, Psychological Institute Russian Academy of Education, Moscow, Russia; e-mail:
Abstract: Two new phrases have recently appeared in the discourse of child psychology: "screen time" and "green time". The concept illuminates two realities - the time being spent in front of the screen of the gadget and the time outside of it. This raises the question of how "screen time" influences a child's behavior and their self-regulation during the interaction with cultural rules. A child's gadget passion may provoke plenty of problems. Research goal. It was hypothesized that "screen time" affects children's behavior. The common assumption is that children that frequently use smartphones don't obey adults and don't do their homework, illustrating a transformation in the habitual behavioral patterns of the children. The sample and the methodology. 200 children (average age = 8.6 ± 0.2) participated in the study. The time children spent with the gadget was measured, the "screen time" was calculated as the average time being spent during a week. The behavioral patterns were explored by the cultural congruence methodology. This methodology allowed us to diagnose the compliance of the child's behavior to the cultural rules typical for his age. These rules are summarized in five factors: "Social interaction", "Learning competence", "Self-control", "Obedience", "Self-service", and "Reglementation." Results. Interestingly, the study distinguished three groups of children: 1) those who attend a musical school, 2) those who are engaged in artistic activities, and 3) those who are not engaged in any system of additional education. Art-based activities allowed the children to have a chance to increase the "green time" away from the screen. The study confirmed that the average screen time in the 3rd group of children was higher. The screen time was statistically connected to the level of cultural congruence i.e., the compliance of the child's behavior to the cultural norms typical for his age. Conclusion. Indicators of the maturity of behavior patterns according to the cultural norms typical for a given age are higher among children engaged in musical and artistic activities. These results prove that the children who devote their "green time" to art assimilate to the rules better. This is the mark of successful socialization, as far as the interaction of a child takes place in a normative situation where the rules exist.
Keywords: screen time, green time, behavior patterns, cultural congruence, primary school age, art activities
DOI:
"PLAY WITH FORI" AN INNOVATIVE EDUCATIONAL PROGRAM FOR SOCIO-EMOTIONAL SKILLS DEVELOPMENT IN BULGARIAN PRESCHOOL EDUCATION
Sevdzhihan Eyubova
Professor, Shumen University, Shumen, Bulgaria; e-mail: [email protected]
Abstract: Relevance. This report presents "Play with Fori"; an innovative educational program that develops emotional literacy in preschool children and their socio-emotional competence. "Play with Fori" has a clearly defined educational structure and a minimum number of activities and competencies that are expected to be acquired by preschool children. The program lasts 10 weeks, with one module presented each week. The first module begins with the story in which the main character, Fori the hedgehog, finds himself. It displays the emotion he feels and the related facial expressions, as well as his attempts to deal with the situation. Half of the content of the educational program is digitalized and as a result a mobile application was developed for use in a family or individual setting. Purpose of the study. The objectives of the study are to examine the level of emotional literacy in four different age groups and to examine the effectiveness of the educational program "Play with Fori" by comparing the results before and after the end of the educational program. Research methods and sample. Pre- and post-assessment of the emotional vocabulary of children was carried out using a special picture test. SPSS was used for statistical analysis of data. Teachers recorded changes in children's behavior after each educational module. The sample included 154 children aged from 3-7 years, from four preschool groups. Main results. "Play with Fori" not only improves children's vocabulary in terms of emotions, but also helps children manage various difficult emotional states and behaviors. Conclusion. Teachers reported improvement in language skills in relation to emotions, which corresponds to the data from the pilot study, as well as a reduced rate of aggressive behavior and improved social skills of children.
Keywords: socio-emotional competence, preschool, educational program DOI:
PARENTS' ATTITUDE TO TOYS CONNECTED TO THE INTERNET Ekaterina Klopotova
Assistant professor, Faculty of Educational Psychology, Senior Researcher of Center for Interdisciplinary Research on Contemporary Childhood, Moscow, Russia; e-mail: [email protected]
Svetlana Smirnova
Doctor of Sociology, Professor, Researcher of Center for Interdisciplinary Research on Contemporary Childhood, Moscow, Russia; e-mail: [email protected]
Abstract: In recent years, more and more digital devices have appeared that are designed specifically for children. These include toys connected to the internet called loToys (Internet of Toys). It is critical to understand how children interact with digital toys, and to assess the risks and opportunities they bring to children's development. This report focuses on some preliminary results of the research project "Toys connected to the Internet: studying the risks and opportunities for child development", conducted by the Center for Interdisciplinary Research on Contemporary Childhood of MSUPE in 2021-2022. The task of the first stage of the study was to analyze the position of parents in relation to IoToys. The research group analyzed 300 reviews of parents who bought their children a toy connected to the internet (Smart Bear) on the sites of online stores. The data testified that, despite product recommendations, parents tended to buy the toy for children of younger ages. As positive characteristics, most parents identified the external signs of the toy (image, voice), rather than its digital characteristics. Of all the functions presented, entertainment content (listening to fairy tales, songs) and reminders were mainly used. The least popular was educational content. Half of the parents who spoke about the child's attitude toward the toy noted that the child perceived it as a friend. At the same time, a quarter reported that the child was afraid of the toy because it behaves like a living creature. The obtained data revealed parents' insufficient awareness about the internet toy, its functions, possibilities, and risks of use. Further research is needed to determine the role of the adult as a facilitator when playing with a digital toy