Rus Articles Journal

Computer games for children: advantage or harm?

What represents the virtual world? What consequences of hobby of the child for a computer game? Computer games to games syuzhetno - role are compared by the practicing psychologist - the teacher.

the Child and a computer game

Some will speak pro at once, appealing to the fact that computer games promote development of the child. However “the developing character“ of computer games - the next myth. What is developed by these games? Reaction speed, attention? Yes. And what relation it has to the education purposes? Of course, if we reduce education to development of mental processes, then the computer quite promotes it. Then do not grumble if at the exit receive corresponding “product“ with the gathered reaction speed. If the purpose of education is understood as cultivation of a sincere maturity, then at what here reaction speed?

It is, of course, not about harm of the computer which is really necessary in our life. No, it is about abuse, about transformation of the tool, a technical tool into a subject of dependence and addiction.

Dependence on any subject of passion (in particular from the computer) is called an additive syndrome. I will not stop on clinical cases of computer dependence (deterioration in sight, the general physical development, vegetososudisty dystonia). By the way, the case of a stroke and death 12 - summer the boy who changed in the computer is known, and in China even the clinic for treatment of computer dependence is created. Let`s talk about psychological features of this phenomenon. For this purpose we will compare computer games with syuzhetno - role-playing games of children.

to Press

the buttons or to make acts?

B syuzhetno - a role-playing game the child imagines a situation and plays it. In a role the embodiment of ideal representations of the child is developed. So the world of the person - ability to set the purposes (the purpose is an ideal image of the future), to plan, to represent the course of game and subject situations develops ideal, or internal. But the main thing in game is that the child makes actions on the material embodiment of conceived. It is the act of creation! The described abilities define the subsequent development of the child not to mention that in game skills of human communication, mutual understanding, concessions, abilities to resolve conflict situations etc.

What represents the virtual world are fulfilled? What does it differ in from world of a role-playing game where ideal images turn into material actions and acts?

the Virtual world is the world of images too. However virtual images are not created by the child, and set (or are imposed) from the outside. Therefore, they should not be conceived, to represent, embody. In the virtual world of it there are no actions on the material embodiment. But there is an illusion of omnipotence when it is enough to press the button - and it is possible “to make“, “make“, “win“, etc.

The matter is that images as products of imagination result from independent activity, i.e. are created: defined the purpose, conceived the action plan, embodied. Their embodiment is carried out independently and demands efforts, efforts, creativity, ability to correlate the actions to actions of others. These images always correspond to desires and the child`s opportunities.

images should not give rise to

In the virtual world, they are already ready and can not correspond to the child, his features, I will increase etc. Virtual images should not be embodied, they can only be manipulated! By the way, a manipulation - characteristic property of the one who wants to dominate and subordinate to the will will of others. And children successfully study it, playing “harmless“ computer games.

Feature of virtual images is their attractiveness - brightness and dynamism which excite the child and generate dependence. Even if it is harmless household games where, pressing the buttons, it is possible to make a lunch: to take a grater and carrot and “to rub“ it on the screen. All this, unfortunately, does not develop diligence and motility, does not replace the real help to mother or game in the daughter - mother where “mother“ not just makes a lunch, but also cares for “children“.

the Child is accustomed to press

the buttons, but not to make acts. There is a substitution of live reality. It can brake and even to suppress development of a role-playing game. The child who did not master a role-playing game can have various problems in communication subsequently.

How to save the child from the computer?

the Desperate reader can tell

that we live in such time when it is difficult to save the child from the computer. Difficult, but it is possible - under some conditions.

  1. If parents unanimously understand consequences of this hobby.
  2. If the understanding that the computer - a thing, of course, very convenient, but all - is better that it served us, but not we to it is.
  3. If the alternative in the form of full-fledged, healthy, active life of a family where try to live in the atmosphere of heat, mutual understanding and a spiritual unification exists.

do not set your child for computer games whatever “good“ they were how the child about it asked you. The computer can force out a role-playing game in which skills of communication, mutual understandings and many other things that he cannot give are formed.

One of the most natural, organic to the nature of children are games with natural material, simple productive kinds of activity: molding, drawing, application, needlework, production of hand-made articles. How many pleasures the child can receive from it! And this pleasure of creativity, creation does him by the creator. Connecting to the nature through sticks, knots, cones, sand, clay, the child receives force and energy of the life - what he does not receive from interaction with dead computer images.

Recently I visited on a visit at one young couple which is bringing up the son of three and a half years. The picture is typical: parents are busy, chores, other everyday problems. The child needs to be borrowed or “neutralized“. To it turn on the TV where the drawn figures from where shouts, music reach flash. It is convenient to parents as they know for certain that the child “is reliably chained“: it will not disturb them questions, fuss - and it is not necessary to clean then (from natural material so much garbage!) .

Passes

minutes 40, the child is bothered by the TV, it pulls out from a box a toy engine with the car and the driver and begins to roll. However television action does not stop and requires to itself attention. The child before the choice: it did not release the engine yet, but the TV “snatches out“ the child from a game situation and forces to look at moving pictures stupidly.

Parents do not understand sense of this everyday, habitual situation at all, do not understand what bad is in what the child in “horse“ doses accepts it is unknown what contents production which becomes part of its inner world and forces out a lot of things from this, than he would have to be engaged.

Ya I think that if mother did not turn on the TV, and would put before the child pencils, an album or the book - a coloring, either plasticine, or a set of uncertain objects, or the designer, or toys for subject game (the list you can add), then thereby it involuntarily would create conditions for emergence of game or productive kinds of activity. Thereby the impetus to development of motility, an ingenuity, cognitive interest, will, ability to set the purposes and to plan - i.e. to development of all skills and abilities necessary for full-fledged life would be given.

Before setting the child for the computer or the TV, think: whether it will force out game and whether will generate dependence? Brings up everything that surrounds the child: people, toys, way of life, behavior and acts. Process this invisible and long, but result - visible and serious.