logo
logo
Sign in

The impact of gadgets on cognitive development of preschoolers

avatar
Alicia Ortego
The impact of gadgets on cognitive development of preschoolers

Generation Z children, teens and young people born in the digital age are called digital natives. Nevertheless, the influence of electronic devices on the development of a child still causes many concerns among specialists and parents, although there are fewer and fewer parents who do not give their children gadgets. 

What do older generations need to know about the pros and cons of using mobile devices and computers? How do gadgets affect the development of the higher mental functions of a child? Let's try to figure it out from the perspective of children neuropsychology.

The energy block of the brain

In general, the structures of the first block of the brain provide a person with the necessary energy for mental activity. To provide a person with the necessary energy, optimal physical activity, harmonization of sleep cycles, and fresh air is required. Morning exercises, a walk, active games, a stable schedule, a change in physical and mental activity - all this contributes to the normal functioning of the energy block. You can find out more about children's games in Alicia Ortego blog.

IPads and smartphones can help develop energy functions. For example, if a parent turns on a video with morning exercises and does it together with the child, then the child's motivation for doing physical exercises increases significantly, and the energy is successfully replenished.

If the child plays on the phone for hours or watches cartoons, then the functions of the first block of the brain are inevitably inhibited. Usually a child with a gadget in his hands sits in the same position, doesn't move, doesn't walk, his brain is not saturated with oxygen. What happens at this moment? The child spends a lot of energy to process the information he receives. Strength is wasted, but the child doesn't fulfill it in any way - the energy functions of the brain suffer.

The second block - receiving, storing and processing information

It is very important to teach the child how objects look, how they differ from each other, what characteristic signs tell us what kind of object it is. This is how our visual perception develops and is enriched.

Gadgets are a useful and convenient tool for showing a child pictures, which become material for analysis.

It should be remembered that the child himself will not be able to analyze the visual images of objects: they need the help of an adult with this. When parents together with their child look at photographs of animals, together they analyze how they look, where they live, what they eat, there is an enrichment of visual perception and information about the world as a whole.

If there is no “live” interaction with an adult and the child does not receive answers to all his questions about the content he is watching (for example, a popular science film about animals), the information may not be assimilated.

Distortion of a complete image of an object

Since the flow of information when using a phone or tablet comes mainly through sight and hearing, the formation of a complete image of an object with all its physical characteristics can be distorted. In other words, it's impossible to form an idea of weight, size, texture, material, functions and other physical characteristics of an object using a gadget. That is why the information that children receive with the help of gadgets must be supported by interaction with real objects.

Risks to speech development

Why can excessive use of gadgets lead to delayed speech development in a child?

Modern computer games, videos, cartoons for preschool children often contain only the simplest words and phrases, the plots are quite primitive and therefore accessible and attractive to many children. Verbal and logical thinking ceases to be necessary for understanding the general meaning of what is happening on the screen. Consequently, the development of speech processes does not occur.

Secondly, the need to operate with words, name objects, answer questions, that is, use speech for communication, appears only in the case of interaction with another person. A child who uses electronic devices for playing games and watching cartoons doesn't need to "communicate" with them through speech.

The development of speech occurs only when an adult is actively involved in the discussion of cartoons and games, and can, if necessary, explain the meaning of an audio or video fragment.

Difficulty perceiving space and time

Visuospatial functions may also be affected. The limitation of the visual scanning area, different options for the location of the gadget, auto-rotate of the screen and limited possibilities of manipulating on-screen objects can lead to the fact that the child will be disoriented in real space (even in the space of a piece of paper).

The perception of time and its natural flow can also be distorted due to the uncontrolled use of gadgets: a child who interacts with the screen for a long time does not notice how time passes.

The third block - planning and control

The development of the motor skills, the ability to perform a series of movements of varying complexity is the basis of most types of human activity. The function of serial organization is responsible for the ability to quickly and smoothly switch from one element of a motor action to another. A child who often uses gadgets learns to switch smoothly only in relation to those movements that are used in gadgets (for example, pressing buttons in a game, controlling characters). In real life, his motor skills may develop with a delay.

Long-term use of gadgets and incorrect selection of information can harm the development of arbitrary forms of activity. This is especially true for children with attention deficit disorder.

At the same time, individual functions of gadgets (organizers, calendars, electronic diaries) can be used to facilitate planning and control of activities, for example, during the day or week. But all the same, initially it is better to teach the child to plan his day on his own.

Use wisely

The main merit of gadgets and the Internet is providing access to huge amounts of information. Now we have the opportunity to show the child animals and plants from other continents, pictures of nature and weather phenomena, tools unknown to him, types of clothing, technical devices, tools from the past or models of transport of the future. The Internet can create a linguistic environment, expand a child's vocabulary, "supply" him with visual and verbal images.

Gadgets affect the child in different ways depending on how they are used in the family or in kindergarten. Electronic devices will be useful only if they help to search for cognitive and developmental information that cannot be obtained in an accessible environment, but at the same time their use should be accompanied by live communication and interaction with an adult.

It is unrealistic to exclude electronic devices from family life altogether, so mindfulness and balance are important. We must regulate the time that the child spends with the gadget, use it purposefully and meaningfully, pay attention to the content. It is this, and not the gadgets themselves, that affects the development of the child.

collect
0
avatar
Alicia Ortego
guide
Zupyak is the world’s largest content marketing community, with over 400 000 members and 3 million articles. Explore and get your content discovered.
Read more