PDF(Pubmed)
Abstract：
UNASSIGNED: The range of digital technologies that children use from an early age has expanded significantly. Most studies demonstrate that preschoolers now spend substantially longer on digital devices and start using them at a younger age. Finding a solution for this challenge has research merits and relevance, as the data on benefits and harm of early preschoolers\' exposure to digital devices is contradictory. This poses a need to determine theoretically sound and practically validated criteria that could guide the duration and quality of children\'s exposure to the digital environment.
UNASSIGNED: To review studies that contain recommendations on preschoolers\' exposure to the digital environment, namely, exposure limits and evidence to justify the limitation of preschoolers\' time on digital media.
UNASSIGNED: The analysis starts by identifying theoretical foundations that researchers use in their studies of children\'s behavior in the digital environment. This is followed by an overview of 40 studies that include research papers, official reports, and methodological recommendations made by healthcare and governmental organizations.
UNASSIGNED: The review identified the following ground rules for children\'s exposure to the digital environment: to provide for child\'s interaction with a digital device, to use educational applications that will develop skills appropriate to the child\'s age, to ensure mandatory supervision of children\'s engagement by an adult who limits the exposure according to child\'s age-related capabilities and creates conditions for active exploration of the real rather than a virtual world. Children\'s cognitive development suffers the most from passive intake of digital content.
UNASSIGNED: The data herein can help to develop strategies to promote healthy and educational engagement of children with digital devices and media; however, the review highlights the insufficiency of psychophysiological research that would make it possible to practically validate the recommendations on the duration of preschoolers\' exposure to the digital environment.
UNASSIGNED: To review studies that contain recommendations on preschoolers\' exposure to the digital environment, namely, exposure limits and evidence to justify the limitation of preschoolers\' time on digital media.
UNASSIGNED: The analysis starts by identifying theoretical foundations that researchers use in their studies of children\'s behavior in the digital environment. This is followed by an overview of 40 studies that include research papers, official reports, and methodological recommendations made by healthcare and governmental organizations.
UNASSIGNED: The review identified the following ground rules for children\'s exposure to the digital environment: to provide for child\'s interaction with a digital device, to use educational applications that will develop skills appropriate to the child\'s age, to ensure mandatory supervision of children\'s engagement by an adult who limits the exposure according to child\'s age-related capabilities and creates conditions for active exploration of the real rather than a virtual world. Children\'s cognitive development suffers the most from passive intake of digital content.
UNASSIGNED: The data herein can help to develop strategies to promote healthy and educational engagement of children with digital devices and media; however, the review highlights the insufficiency of psychophysiological research that would make it possible to practically validate the recommendations on the duration of preschoolers\' exposure to the digital environment.
摘要：
■儿童从小使用的数字技术范围已大大扩展。大多数研究表明，学龄前儿童现在在数字设备上花费的时间更长，并且在更年轻的时候开始使用它们。为这一挑战寻找解决方案具有研究价值和相关性，因为关于早期学龄前儿童接触数字设备的好处和坏处的数据是矛盾的。这就需要确定理论上合理和实际验证的标准，以指导儿童接触数字环境的持续时间和质量。
■要审查包含有关学龄前儿童接触数字环境的建议的研究，即,暴露限制和证据证明学龄前儿童在数字媒体上的时间有限。
■分析首先确定研究人员在研究数字环境中儿童行为时使用的理论基础。接下来是40项研究的概述，其中包括研究论文，官方报告,以及医疗保健和政府组织提出的方法建议。
■审查确定了以下儿童接触数字环境的基本规则：为儿童提供与数字设备的交互，使用教育应用程序，将开发适合儿童年龄的技能，确保由根据儿童的年龄相关能力限制接触的成年人对儿童的参与进行强制性监督，并为积极探索现实世界而不是虚拟世界创造条件。儿童的认知发展受数字内容的被动摄入影响最大。
■此处的数据可以帮助制定策略，以促进儿童对数字设备和媒体的健康和教育参与；但是，该综述强调了心理生理学研究的不足，这将有可能实际验证有关学龄前儿童暴露于数字环境的持续时间的建议。
■要审查包含有关学龄前儿童接触数字环境的建议的研究，即,暴露限制和证据证明学龄前儿童在数字媒体上的时间有限。
■分析首先确定研究人员在研究数字环境中儿童行为时使用的理论基础。接下来是40项研究的概述，其中包括研究论文，官方报告,以及医疗保健和政府组织提出的方法建议。
■审查确定了以下儿童接触数字环境的基本规则：为儿童提供与数字设备的交互，使用教育应用程序，将开发适合儿童年龄的技能，确保由根据儿童的年龄相关能力限制接触的成年人对儿童的参与进行强制性监督，并为积极探索现实世界而不是虚拟世界创造条件。儿童的认知发展受数字内容的被动摄入影响最大。
■此处的数据可以帮助制定策略，以促进儿童对数字设备和媒体的健康和教育参与；但是，该综述强调了心理生理学研究的不足，这将有可能实际验证有关学龄前儿童暴露于数字环境的持续时间的建议。
