Børns digitale liv - lærer små børn noget fra skærme?
DOI:
https://doi.org/10.7146/pl.v45i1.146543Nøgleord:
skærme, læring, udvikling, børn, spædbørnResumé
Skærmene er svære at undgå i dag – selv for helt små børn. Mens fokus ofte er på potentielle skadelige indvirkninger på børns udvikling, er formålet med denne artikel at belyse et til tider overset perspektiv, nemlig skærmenes læringspotentiale. Med afsæt i imitationsparadigmet beskrives det, i hvilket omfang forskellige aldersgrupper er i stand til at overføre læring fra én kontekst til en anden (her fra 2D til 3D). Børns læring er tydeligt ramt af en media deficit effect, hvilket betyder, at indtil omkring treårsalderen har småbørn vanskeligt ved at overføre information lært i ét format (f.eks. digitalt) til et andet format (f.eks. analogt). Med specifikt fokus på sprogudvikling tydeliggøres vigtigheden af et skærmindhold, der er pædagogisk, for at fremme et læringsudbytte. Afslutningsvist behandles forskningen, der har undersøgt muligheden for at fremme børns læring, herunder specifikke faktorer relateret til hhv. barnet, omgivelserne og indholdet. Dette har relevans for forældre, fagprofessionelle, politiske beslutningstagere samt programudviklere.
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