Media is an important part of raising children today. But experts warn: too early media use significantly disrupts the sensorimotor function - and thus even that self-confidence.
- Babies don't belong in front of the telly
- The medium is the message
- From the Importance of Sensorimotor: Wasted Lifetime
- From doing to knowledge
- Children react to stimuli of the environment
- The sensory experience is so important: the banana on the screen
- Reality reference - How children experience reality
- The first step towards self-awareness
- Top books on the subject
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Babies don't belong in front of the telly
Many parents would be happy "that they can show their toddlers something that is guaranteed not to contain violence or incomprehensible scenes." But is it really that important? Doesn't sensor motor development matter much more?
Because the shot works light backfires: The longer toddlers sit in front of digital toys, the less they experience the real one World. With all the negative consequences for their cognitive development! What seems to further her undermines her ability to discover the world.
The medium is the message
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We should not discuss whether the Teletubbies carry more or less child-friendly content. Rather, we should discuss whether under two year olds do not waste valuable time when they are parked in front of tablets and the like. A time when they start crawling to explore our complex world. The American psychologist provides Dr. Jim Taylor notes:
“We focus on the content of the Technology (videos, postings, social media), but refrain from discussing how intensive use itself changes us.” This is what Marshall McLuhan meant as early as 1964 when he came up with the famous phrase: “The medium is the message” (“The medium is the message"). That means: Behind the conveyed content, the medium itself has a Effect, because it is of a unique nature and appears with special properties”.
From the Importance of Sensorimotor: Wasted Lifetime
What effect do electronic media have on under-two-year-olds? Every minute before a tablet or television is missing the child to progress in his sensorimotor development.
Diesen Term was coined by Jean Piaget (1896 – 1980), who designed a model of cognitive development for children between birth and puberty. At this point, we're zooming out on the first phase. Because Piaget's reflections are the common thread for us to follow the development of children's thinking. After all, the Swiss psychologist is regarded as the "superfather of developmental psychology", as Spectrum der Wissenschaft determined in 2002.
Back to the sensorimotor phase: The word “senso” stands for sensory experiences, which means that the child gathers his first experiences in the world by looking, hearing, tasting, smelling and feeling. The second part of the word “motorized” means that under two year olds use their musculoskeletal system in addition to the senses to explore the closer environment.
From doing to knowledge
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They crawl, grab or splash into the water. “The child builds his own Deselect from this world by first gaining experience in its own body through active activity, and later in the circumstances of its surroundings,” Gerd Mietzel summarizes these processes. And further he writes:
“The only way to think is to do something with the things you find, that is, to look at them, touch them, put them in your mouth and reach for them. While handling its object world, it receives feedback via its sensory organs; it repeats those activities that have interesting effects. ”
Children react to stimuli of the environment
If you put a small child in the bathtub, you can easily confirm: It will happily hit the water, sometimes with its rubber ducky, sometimes with the flat one Hand. The splash effects are very different and the child discovers in this way how water can be used for play. The child reacts immediately to stimuli in its surroundings – far from forming abstract concepts about its experiences. Now imagine a small child in front of a tablet watching Teletubbies.
We can make an initial observation, regardless of the content: what is happening on the screen is only two-dimensional, so it cannot give a real impression of the world. In addition, the content is taken out of context, which means that it is not directly related to the child's environment. Or does it move through the colorful rabbit landscape of the Teletubbies in normal life? Rather not…
The sensory experience is so important: the banana on the screen
The decisive point, however, is given by Prof. Ernst Schuberth, who studied mathematics, physics, philosophy and education. He became 1974 Professor at the University of Education (University Bielefeld), in 1978 he was a co-founder of the Academy for Waldorf Education in Mannheim. Schuberth emphasizes that “for the child, sensory experience plays a major role in the early years, namely for the development of Brain and soul." What appears on the screen is never "the thing itself", but only a surrogate of reality.
What are the consequences for a child? The mathematician explains this with a simple comparison: if you visit an ice cream parlor, the waitress gives you an ice cream card - with colorful pictures from the range, including the prices. He ironically suggests:
“If you bite into the card with the pictures, you will not have the taste experience and all other perceptions that arise when you try a real sundae. The real Cup Denmark does a lot more in the brain than just looking at an ice card. So it is with all senses. Bite into a banana that is shown on the screen - and train your sense of taste. The iPad doesn't last long. ”
Reality reference - How children experience reality
The big issue is the relationship to reality: in the first few years, the child develops the ability to really absorb sensory perceptions, according to Schuberth. It's about “the sound of a voice; how a person who is speaking feels; around a certain music or the taste of the food”.
This differentiates the entire sensory organization, the mathematician says. That's what Piaget meant when he described the sensorimotor phase of small children. Herbert Renz-Polster and Gerald Hüther also vividly describe what matters in this phase of life:
The first step towards self-awareness
“The human being [moves] initially along sensual tracks - everything is smelled, tasted, put in the mouth, looked at and felt, yes, the whole body is used, and how! There is crawling, climbing, jumping, hopping, tumbling and standing on tiptoe, everyone
Muscle is stretched, flexed, exercised, and this wonderful body sense is built up, which lets our hands, arms and legs really take root in the environment. "
Her summary: This “gradually emerging sensual awareness” is the first step towards “our self-awareness”: “Possessing our senses makes us aware of ourselves”, so
Renz-Polster and Hüther.
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