Uticaj digitalne tehnologije na govor, senzomotorni razvoj i socioemocionalno ponašanje kod dece predškolskog uzrasta

• Published in: Nastava i vaspitanje : časopis Pedagoškog društva SR Srbije i Pedagoškog društva SR Črne Gore Vol. 73; no. 2; pp. 253 - 265
• Main Authors: Ilić Savić, Ivana, Babac, Snežana S
• Format: Journal Article
• Language: Serbian
• Published: Педагошко друштво Србије 2024; Pedagogical Society of Serbia
• Subjects: Education; Educational Psychology; Preschool education; Social Sciences; preschool age; sensorimotor development; socioemotional behavior; speech quality; digital technology
• ISSN: 0547-3330; 2560-3051

Smartphones and tablets are part of everyday family life. Experts who work with children ordeal with various aspects of early childhood development warn of the resulting harmfulconsequences. It is also feared that research on the impact of the use of smartphones and tablets onchildren’s development cannot keep up with rapid technological development. Bearing these facts in mind,in this research we tried to evaluate the quality of speech, sensorimotor development and socio-emotional behavior in children in the most sensitive period of their growth, preschool age. The research sampleconsisted of 40 participants, 28 boys and 12 girls, aged 5 to 6 years. Only children whose parents declaredthat their child spends more than three hours a day in front of the screen were included in the sample. Theresearch used an adapted test for assessing the articulation abilities of children, the Global ArticulationTest and the Scale for assessing the psychophysiological abilities of children from 0 to 7 years of age. Theresults of this research show that there are differences in the quality of speech in preschool children. Statistically significant differences in sensorimotor development and socioemotional behavior in preschoolchildren were obtained by applying one-factor multivariate ANOVA. Knowledge and understanding ofthe harmful effects of screens on the functioning and development of children in the immediate environment is essential for taking measures to control screen exposure by parents and educators in order toprevent further regressions in the development of speech, language, sensorimotor and socio-emotionalmaturity and thereby stimulate optimal early development.