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7educational 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
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