Uso de las pantallas tecnológicas y el impacto en el desarrollo del lenguaje en niños de 2 años 11 meses
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Fecha
2018
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
El objetivo del presente estudio es proporcionar información sobre el uso de la tecnología entre los niños de 2años a 2 años y 11 meses y la implicancia que tiene en el desarrollo del lenguaje, ya que en esa edad sus estructuras cerebrales se encuentran más preparadas para desarrollar el lenguaje. La investigación tuvo una muestra de 60 niños que asisten a jardines infantiles tanto privados como públicos, pertenecientes a las comunas de Quinta Normal y Las Condes de la Región Metropolitana.
Estas dos comunas presentan grandes diferencias en términos de condiciones socioeconómicas.
En primer lugar, se encuentra la tecnología, como un recurso al que muchas personas tienen acceso y son variados los formatos en que se puede presentar. Desde su aparición, los aparatos electrónicos empezaron a ser el accesorio favorito para adultos y niños, ya que son de fácil portabilidad y entregan infinitas posibilidades a las que acceder. Entre las funciones se pueden nombrar juegos, reproducción de vídeos y aplicaciones de distintas categorías.
Por otro lado, se encuentra el lenguaje, que es sin duda el sistema más complejo que existe y un instrumento comunicativo importante a nuestra disposición, definido como un código emitido en un sistema convencional y arbitrario de signos hablados o escritos para expresar ideas sobre el mundo y comunicarlas a los demás.
A partir de estas variables, se analizó la existencia de una relación entre el uso de pantallas tecnológicas y el desarrollo del lenguaje, tanto a niveles expresivos como comprensivos, teniendo en cuenta que estudios actuales plantean que la alta exposición en lo referido al tiempo a pantallas tecnológicas actúa en desmedro del desarrollo lingüístico de los niños. Sin embargo, esto podría aminorarse con el acompañamiento responsable de los padres durante el momento de exposición a las pantallas guiándolos en el contenido y tiempo de uso.
Para llevar a cabo este análisis se aplicaron a padres y niños pertenecientes a la muestra instrumentos formales e informales para evaluar lenguaje a nivel expresivo y comprensivo, una anamnesis para establecer el estado general del niño, y cuestionarios para determinar el tiempo de exposición a pantallas.
Durante el proceso se evidenció que el estado general del desarrollo del lenguaje a nivel
expresivo como comprensivo se encontró (sin importar la comuna, ni el nivel de exposición a
pantallas tecnológicas) dentro de lo esperado y también sobre el rango de normalidad según su
edad cronológica. De hecho, se pudo observar, que del total de la muestra, el 61,6% presentó un
desarrollo lingüístico acorde a su edad cronológica e incluso mayor a esta.
Por ende, esta investigación busca generar un aporte al conocer la existencia o no, de
una relación entre las variables estudiadas, ya que no hay precedentes de estudios en Chile.
Objective of this study is to provide information about the use of technology in children aging between two years and two years and eleven months, as well as about its consequences in the development of language, given the fact that at that age their cerebral structures are already better prepared for its development. The survey was performed on a sample of sixty children attending both public and private kinder gardens belonging to the counties of Quinta Normal and Las Condes in the Metropolitan Region. These two locations present quite different socio economic conditions. On one hand, technology is present as a resource to which many people have access, and its presence may be reflected in several formats. Since its appearance, electronic devices became a favorite accessory for grown up and children, given their easy portability and access to almost infinite possibilities like interactive games, videos and apps in different categories. On the other hand, there is language, which is undoubtedly one of the most complex systems as well as a fundamental communication instrument to our disposal, defined as a code emitted within a conventional and arbitrary system of spoken or written signs in order to express ideas about the world and communicate those to others. Based on these variables, the existence of a relationship between the use of technological screens and the development of language was analyzed both at expressive and understanding levels, considering that current studies pose that high exposure in terms of time to technological screens acts to the detriment of the linguistic development of children. Nevertheless, this effect could be palliated by a parental responsible accompaniment during said exposure to screens, guiding children on contents and time of exposure. To perform this analysis, formal and informal instruments were applied to children and parents of the sample in order to evaluate language at expressive and understanding levels, an anamnesis to establish the child´s general condition and questionnaires to determine the exposure time to screens. During the process it was evidenced that the general condition of language development both at expressive and understanding levels, regardless the location or the exposure time to screens, was within and sometimes over the range of normality corresponding to the children´s chronological age. Actually, it was observed that, out of the total sample, 61.6% presented a linguistic development according to their chronological age and even over it. 5 Given that Chile lacks studies in this field, this survey intends to become a contribution leading to determine the existence or inexistence of a relation between the variables considered.
Objective of this study is to provide information about the use of technology in children aging between two years and two years and eleven months, as well as about its consequences in the development of language, given the fact that at that age their cerebral structures are already better prepared for its development. The survey was performed on a sample of sixty children attending both public and private kinder gardens belonging to the counties of Quinta Normal and Las Condes in the Metropolitan Region. These two locations present quite different socio economic conditions. On one hand, technology is present as a resource to which many people have access, and its presence may be reflected in several formats. Since its appearance, electronic devices became a favorite accessory for grown up and children, given their easy portability and access to almost infinite possibilities like interactive games, videos and apps in different categories. On the other hand, there is language, which is undoubtedly one of the most complex systems as well as a fundamental communication instrument to our disposal, defined as a code emitted within a conventional and arbitrary system of spoken or written signs in order to express ideas about the world and communicate those to others. Based on these variables, the existence of a relationship between the use of technological screens and the development of language was analyzed both at expressive and understanding levels, considering that current studies pose that high exposure in terms of time to technological screens acts to the detriment of the linguistic development of children. Nevertheless, this effect could be palliated by a parental responsible accompaniment during said exposure to screens, guiding children on contents and time of exposure. To perform this analysis, formal and informal instruments were applied to children and parents of the sample in order to evaluate language at expressive and understanding levels, an anamnesis to establish the child´s general condition and questionnaires to determine the exposure time to screens. During the process it was evidenced that the general condition of language development both at expressive and understanding levels, regardless the location or the exposure time to screens, was within and sometimes over the range of normality corresponding to the children´s chronological age. Actually, it was observed that, out of the total sample, 61.6% presented a linguistic development according to their chronological age and even over it. 5 Given that Chile lacks studies in this field, this survey intends to become a contribution leading to determine the existence or inexistence of a relation between the variables considered.
Notas
Tesis (Fonoaudiología)
Palabras clave
Tecnología y Niños, Investigaciones, Región Metropolitana, Comuna de Quinta Normal