儿童早期的数字接触:远程学习期间的健康风险和保护策略
Olena Yelizarova1, Tetiana Stankevych1, Alla Parats1
1State Institution «Marzieiev Institute for Public Health of the National Academy of Medical Sciences of Ukraine», Kyiv, Ukraine.
概括
在远程学习期间,学龄前儿童过度使用屏幕时间 (ST) 与健康和学习问题有关. 保护策略,如共同观看和限制被动性ST对儿童福祉至关重要.
科学领域:
- 儿童发展 儿童发展
- 数字健康数字健康
- 幼儿教育 儿童早期教育
背景情况:
- 早期教育中的数字技术整合引发了对学前儿童屏幕使用时间 (ST) 的担忧.
- 流行病等危机需要远程学习,加剧了人们对数字曝光对儿童福祉的影响的担忧.
- 识别数字接触的风险和保护因素对于学龄前儿童至关重要.
研究的目的:
- 调查远程学习期间在学前儿童中与屏幕时间 (ST) 相关的健康风险和保护策略.
- 探索ST与4-6岁学龄前儿童学习计划的掌握之间的关系.
- 确定有效的策略,以管理幼儿教育中的数字接触.
主要方法:
- 从2010年至2025年使用科学计量数据库进行了文献综述.
- 包括的研究重点是早期儿童接触数字技术对健康的影响.
- 一项对1312名学龄前儿童 (4-6岁) 的家长进行的研究探讨了ST和学习程序掌握.
主要成果:
- 过度的ST与减少体力活动,睡眠不良,情绪困难和语言学习延迟相关.
- 更高的ST与更低的学龄前学习计划完成率有关.
- 有效的保护策略包括结构化的例行程序,家长共同观看和限制被动的ST;减少家长的技术会议也具有保护作用.
结论:
- 远程学习为学龄前儿童的健康和教育带来了挑战和机会.
- 过度使用屏幕和家长的技术交流会对儿童的健康和学习产生负面影响.
- 基于健康的数字实践,包括共同观看和父母的认真参与,对于减轻危机期间的伤害至关重要.
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