The role of gadgets in the everyday life of a young child: exploring the impact of digital dementia and the importance of digital hygiene

Abstract

Introduction. With the rapid integration of digital technology into every aspect of society, it is inevitable that preschool children are also exposed to gadgets. This has raised concerns among parents, educators, and researchers alike. While there are undeniable benefits such as access to educational resources and innovative learning techniques, the excessive use of gadgets can have detrimental effects on children's attention span, speech development, and social skills. Therefore, it is crucial to establish a balanced and appropriate interaction between preschoolers and digital devices, drawing from the experiences of key influencers in children's development, namely parents and preschool teachers. The purpose of the research is to analyze the perspective and approach of parents, kindergarten teachers, and additional preschool education teachers regarding the utilization of electronic devices by young children. Materials and methods. The online survey involved 412 kindergarten teachers in the Sverdlovsk region (Russian Federation), as well as 15 teachers of additional preschool education institutions and 15 mothers of preschool children took part in a semi-structured interview. Results. Preschoolers have been found to have the highest level of exposure to gadgets both at home and in kindergartens. However, in additional education institutions, the integration of gadgets into their activities is not as prevalent, as they tend to rely more on traditional teaching methods. The majority of kindergarten teachers utilize gadgets when working with preschoolers. They often employ videos, cartoons, and interactive whiteboard lessons as teaching tools. It is worth noting that the percentage of teachers who oppose the use of gadgets has significantly decreased to 5%. On the other hand, 90% of teachers have a positive attitude towards digitalization and believe that the effective use of modern technologies can simplify their work and engage children, ultimately benefiting them. Nevertheless, it has been discovered that the prescribed norms for the use of digital technologies by preschool children are often not adhered to. This is due to the fact that children use gadgets at home for entertainment purposes, such as watching cartoons and playing games for 30-60 minutes or more per day. Additionally, in kindergartens, children spend around 20-30 minutes watching videos and educational content, resulting in a total screen time that often exceeds one hour per day. This highlights the necessity to enhance the digital competence of parents and teachers, implement a monitoring system for children's gadget usage, and develop comprehensive guidelines for children's interaction with digital technologies. Conclusion. The results of the study highlight the necessity of formulating comprehensive guidelines for children's engagement with digital technologies, alongside enhancing the digital proficiency of parents and educators. This approach will facilitate the proper utilization of gadgets and maximize the advantages they offer for a child's growth and development.