Computer games for kids

Some will immediately say “over”, referring to the fact that computer games contribute to the development of the child. However, “developing character” computer games — just another myth. That develop these games? Reaction speed, attention? Yes. And what does this have to the goals of education? Of course, if we reduce education to the development of mental processes, then the computer quite this helps. Then don’t grumble, if the output corresponding to “product” with the developed reaction rate. If the goal of education is understood as cultivating spiritual maturity, what does the rate of reaction?

It is, of course, not about the dangers of computer which is really necessary in our lives. No, we are talking about the abuse, about the transformation tool, technical tools in the subject of dependency and addiction.

Dependence on any subject of passion (especially from PC) is called additive syndrome. I will not dwell on clinical cases of computer addiction (blurred vision, General physical development, dystonia). Incidentally, the famous case of stroke and death 12-year-old boy, overplayed in the computer, and in China even set up a clinic for the treatment of computer addiction. Talk about psychological peculiarities of this phenomenon. To do this, compare computer games with role-playing games children.

To press buttons or do things?

In role-playing the game the child imagines the situation and plays it. The role revolves embodiment of the ideal representations of the child. So developing the ideal, or the internal world of man — the ability to set goals (goal — is an ideal image of the future), plan to submit the game and story situations. But the main thing in the game — is that the child engages in the activities of material conceived. It — the act of creation! Described abilities determine the subsequent development of the child, not to mention the fact that it is in the game skills of human communication, understanding, concessions, ability to resolve conflicts, etc.

What is a virtual world? How is it different from the world of role-playing game, where the ideal images are transformed into tangible actions and deeds?

Virtual world — this is also a world of images. However, the virtual images are not created by the child, and set (or imposed) from the outside. Therefore, it is not necessary to conceive, represent, embody. In this virtual world there is no — no action material embodiment. But there is the illusion of omnipotence, when click on the button — and can “make”, “to do”, “defeat”, etc.

The fact that the images as products of the imagination emerge through the self-activity, i.e., yourself are: defined the purpose, conceived the plan of action, embodied. The embodiment is performed independently and requires effort, effort, creativity, the ability to correlate their actions with the actions of others. These images always correspond to the wishes and capabilities of the child.

In the virtual world, the images don’t need to give birth, they are ready and may not match the child’s characteristics, age, etc Virtual images don’t need to realize that they can only be manipulated! By the way, manipulation — a trait characteristic of someone who wants to rule and subjugation of the will of others. And this successfully studying children playing “harmless” a computer game.

A feature of the virtual images is their appeal — brightness and dynamism that excite the child and create dependence. Even if it is harmless household game where pressing the buttons, you can cook dinner: take a grater and carrots to “RUB” it on the screen. All this, unfortunately, does not develop the work ethic and motor skills, not a substitute for real help mom or playing a game mothers and daughters, where “mom” not just making dinner, but cares about “children”.

The child learns to push buttons, not to do things. Is the substitution of a living reality. It may slow down or even suppress the development of role-playing game. A child who has not mastered role-playing game, may subsequently experience different problems in communication.

How to protect your child from the computer?

Desperate reader may say that we live in a time when it is difficult to protect the child from the computer. Hard, but not impossible — under some conditions.

If the parents unanimously understand the implications of this hobby.

If there is an understanding that the computer — a thing, of course, very convenient, but still better to serve us, not we him.

If there is an alternative in the form of a full, healthy, active family life, trying to live in an atmosphere of warmth, understanding and spiritual unity.

Don’t Seating your child’s computer game, no matter how “good” as they are, no matter how you asked the child about it. The computer may supersede the role-playing game in which there are formed communication skills, understanding and many other things which he can not give.

One of the most natural, organic nature of children are playing with natural materials and simple productive activities: sculpture, drawing, applique, crafts, making crafts. How much joy a child could get from it! And this joy of creativity, of creation makes him a Creator. Connecting with nature through the sticks, twigs, pine cones, sand, clay, the child receives the power and energy of life itself — what he receives from interacting with the dead computer.

I recently visited a young couple raising a son three and a half years. The picture is typical: parents are busy with work, chores around the house, other worldly problems. The child needs to take or “neutralize”. He turn on the TV, where glimpses of the drawing figures, where I heard the sounds, the music. Parents convenient, since they know for sure that the child is securely “chained”: he wouldn’t stop the questions, fuss — Yes, and clean up afterward is not necessary (from a natural material so much garbage!).

Runs for 40 minutes, the child gets bored of the TV, he pulls from the box the toy train with the car and the driver begins to roll. However, television the action doesn’t stop and needs attention. The child is faced with a choice: he hasn’t let go of the locomotive, but the TV “grabs” the child from the game situation and makes us stare blankly at moving images.

Parents do not understand the meaning of this everyday, familiar situations, don’t understand what’s so bad about that kid in “horse” doses unknown takes any of the content, products, which becomes part of his inner world and displaces much of what he ought to do.

I think that if mom didn’t turn on the TV, and put the child a pencil, an album or a coloring book, or clay, or a set of uncertain objects, a constructor or toy story for the game (the list can add yourself), she unwittingly created the conditions for the occurrence of the game or productive activities. Thus it would have been a boost to the development of motor skills, creativity, cognitive interest, the will, the ability to set goals and to plan — i.e. the development of all skills and abilities needed for normal life.

Before Seating the child at the computer or TV, consider this: not whether he will replace the game and will not give rise to whether addiction? Brings up everything that surrounds the child: people, toys, lifestyle, behavior and actions. This process is invisible and long lasting, but the result — a visible and serious.

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