Modern children communicate a lot with television, video and computer. If the previous generation was a generation of books, then the modern gets information through a video series.
You often hear such questions: Isn’t the computer dangerous for my child? How much time can you spend on it? Does it interfere with the normal development of children?
Let’s try to figure out what computer programs are for children, what is their use, and what are their disadvantages.
In the works
On the display screen, any fantasy of the child, the heroes of books and fairy tales come to life. But also objects of the world around, numbers and letters come to life. Getting into a computer game, they create a special world, similar to the real one, but also different from it. Computer games are designed so that the child could not imagine a single concept or a specific situation, but received a general idea of all similar situations or objects. Thus, children develop such important operations of thinking as generalization and classification, which, with standard training, begin to form from 6-7 years.
One of the most important functions of computer games is learning. Let’s talk about this in more detail and see what the new computer can do compared to a live teacher. In these games, the child begins to realize very early that the items on the screen are not real things, but only signs of these real things. In various games, these signs or symbols of real objects become more complex, more and more generalized, and less like the surrounding real objects. Thus, children begin to develop the so-called sign function of consciousness very early, that is, the understanding that there are several levels of reality of the world around us — these are real objects, pictures, schemes, these are words and equations, and finally, these are our thoughts that are the most complex, ideal level of reality.
but "sign function of consciousness" not only makes it possible to realize the presence in nature of all these levels, but also underlies the very possibility of thinking without reliance on external objects. The importance of such thinking and the complexity of its development is indicated by the difficulties known to many parents in teaching children to read or count "About myself". The child continues to whisper the text to himself in a whisper or go through his own fingers while counting.
Computer games make it possible to facilitate the transition of mental action from the external to the internal plan, so that the simplest actions in the internal plan become available already for children 4-5 years old.
However, the miracle performed by the computer does not end there. Not only psychologists, but also parents and caregivers working with children on the computer, noticed that in the process of these activities, the memory and attention of children are improved. And this is natural, since it corresponds to the laws of the mental development of children. In the research of many psychologists –
Computer games are of great importance not only for the development of children’s intelligence, but also for the development of their motor skills, more precisely for the formation of motor coordination and coordination of joint activity of the visual and motor analyzers.
Many parents of preschoolers complain about the clumsiness of their children, that they hardly repeat the complex physical training exercises. Some children, even by the age of six, do not perceive concepts like right and left. Such deficiencies do not indicate mental retardation or developmental delay, but hope that they will pass on their own should not be done either.
Why is it that the computer can easily and quickly help to overcome such a complex defect, for which even experienced psychologists sometimes need several months? In any games, from the most simple to complex, children need to learn to press their fingers on certain keys, which develops the small muscles of the hand, the motor skills of children. Hand actions must be combined with a visible action on the screen. So, quite naturally, without additional special training, the necessary visual-motor coordination develops.
Almost all parents know how difficult it is to seat a child for classes. On the computer the child is engaged with pleasure, and will never object to the offer to work on the computer. This is due to the fact that the computer itself is attractive to children like any new toy. Therefore, games on the computer and are not perceived by children as occupations. And what kind of child does not like to play?
Thus, the interest that computer classes arouse is the basis for the formation of such important structures as cognitive motivation, voluntary memory and attention. The development of these qualities is especially important for six-year-old children, since it is they who in many respects provide the child’s psychological readiness for school.
And so the computer develops many intellectual skills. But there is one "but". We must not forget about the golden mean, about the norm. Any medicine can become poison, if taken in not reasonable doses. It is necessary to understand that the computer is not a magic wand, which in one hour of play will make the child immediately intelligent and developed. Like any activity, computer games require time, proper use, patience and care from adults. There are certain time limits. So children of 3-4 years are not recommended to sit in front of the screen for more than 20 minutes, and children of 6-7 years old can increase the time of daily play up to half an hour.
Unfortunately, now often there are children who have crossed the edge of reasonable communication with the computer. Excessive communication with a computer can not only lead to a deterioration in the child’s vision, but also adversely affect his mental health. With all the advantages of computer games, they even give the illusion of communication and do not lead to the formation of the skills of this communication. This is especially dangerous for shy children. Real communication gives them psycho-emotional stress, puts them in a situation of distress, and then it is replaced by pseudo-communication. The computer allows you to transfer to another world, which can be seen, with which you can play. At the same time, the child increasingly relegates the real world, where he is threatened with negative assessments and the need to change something in
And even so, the computer is our future. Work on it teaches children a new way, easier and faster, receiving and processing information. And the ability to obtain the necessary material for work and quickly process it speeds up and optimizes the thinking process, helps not only to learn more, but also to solve new problems better and more accurately. On the other hand – you can not rely only on the computer. In developing real communication skills, computer skills can only play a supporting role.