DESARROLLO DE LA CULTURA MEDIÁTICA DE LOS NIÑOS DE EDUCACIÓN PREESCOLAR Y PRIMARIA
| Autor: | Budnyk, Olena, Konovalchuk, Inna, Konovalchuk, Ivan, Onyschuk, Iryna, Domanyuk, Oksana |
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| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Revista Tempos e Espaços em Educação; v. 15 n. 34 (2022): Publicação Contínua; e17172 Revista Tempos e Espaços em Educação; Vol. 15 No. 34 (2022): Publicação Contínua; e17172 Revista Tempos e Espaços em Educação; Vol. 15 Núm. 34 (2022): Publicação Contínua; e17172 Revista Tempos e Espaços em Educação Universidade Federal de Sergipe (UFS) instacron:UFS |
| ISSN: | 2358-1425 |
| DOI: | 10.20952/revtee.v15i34.17172 |
| Popis: | En el artículo se destacan los aspectos teóricos y prácticos de la formación y del desarrollo de la cultura mediática de los niños de educación preescolar y primaria. Los autores examinan las tecnologías mediáticas en el sentido más amplio (radio, televisión, satélites, teléfonos móviles, teléfonos fijos, equipos de red y software, etc.), a través de las cuales el niño recibe la información más diversa. Se señalan los factores positivos y negativos de la influencia del entorno mediático en su formación social. Se hace hincapié en los fenómenos de ciberacoso que tienen lugar en el entorno de la información, y en la cooperación pedagógica de los profesores, los padres y la comunidad para combatir la violencia infantil virtual. Se destaca la relevancia de la formación de la cultura mediática del niño y se determina la conexión de esta definición con conceptos como: alfabetización mediática, competencia mediática, seguridad mediática, conciencia mediática, inmunidad mediática, socialización mediática, entorno mediático y otros. Se presenta un modelo conceptual de la influencia de los medios de comunicación en la competencia social del niño y recomendaciones pedagógicas para la solución práctica del problema planteado. Se presentan los resultados de un estudio empírico para estudiar el nivel de cultura mediática de los niños de preescolar según criterios cognitivos, emocionales y conductuales. In the article theoretical and practical aspects of the formation and development of media culture of preschool and primary school children are highlighted. The authors consider the technologies in the broadest sense (radio, television, satellites, mobile phones, landlines, network equipment and software, etc.), through which the child receives the most diverse information. Positive and negative factors of influence of the media environment on its social formation are singled out. Emphasis is placed on the phenomena of cyberbullying that take place in the information environment, and pedagogical cooperation of teachers, parents and the community to combat virtual child violence. The relevance of the formation of the child’s media culture is emphasized and the connection of this definition with such concepts as: media literacy, media competence, media security, media awareness, media immunity, media socialization, media environment and others is determined. A conceptual model of the media’s influence on the child’s social competence and pedagogical recommendations for the practical solution of the outlined problem are presented. The results of an empirical study to study the level of media culture of preschool children by cognitive, emotional and behavioral criteria are presented. In the article theoretical and practical aspects of the formation and development of media culture of preschool and primary school children are highlighted. The authors consider the technologies in the broadest sense (radio, television, satellites, mobile phones, landlines, network equipment and software, etc.), through which the child receives the most diverse information. Positive and negative factors of influence of the media environment on its social formation are singled out. Emphasis is placed on the phenomena of cyberbullying that take place in the information environment, and pedagogical cooperation of teachers, parents and the community to combat virtual child violence. The relevance of the formation of the child’s media culture is emphasized and the connection of this definition with such concepts as: media literacy, media competence, media security, media awareness, media immunity, media socialization, media environment and others is determined. A conceptual model of the media’s influence on the child’s social competence and pedagogical recommendations for the practical solution of the outlined problem are presented. The results of an empirical study to study the level of media culture of preschool children by cognitive, emotional and behavioral criteria are presented. |
| Databáze: | OpenAIRE |
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