perinatologyРоссийский вестник перинатологии и педиатрииRossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics)1027-40652500-2228Ltd. “The National Academy of Pediatric Science and Innovation”10.21508/1027-4065-2021-66-5-163-167perinatology-1497Research ArticleК XVIII РОССИЙСКОМУ КОНГРЕССУ «ПЕДИАТРИЯ И ДЕТСКАЯ ХИРУРГИЯ В ПРИВОЛЖСКОМ ФЕДЕРАЛЬНОМ ОКРУГЕ». ОБЗОРЫ ЛИТЕРАТУРЫОсобенности когнитивного развития у детей раннего и дошкольного возраста, использующих гаджетыFeatures of cognitive development in children of early and preschool age using gadgetshttps://orcid.org/0000-0002-8582-592XГамироваР. Г.GamirovaR. G.

Гамирова Римма Габдульбаровна – к.м.н., доц. кафедры фундаментальных основ клинической медицины, ст. науч. сотр. НИЛ «Клиническая лингвистика»; доц. кафедры детской неврологии

420008 Казань, ул. Кремлевская, д. 18

420012 Казань, ул. Муштари, д. 11

Kazan

r-gamirov@mail.ruhttps://orcid.org/0000-0002-3859-5543ГоробецЕ. А.GorobetsE. A.

Горобец Елена Анатольевна – к.фил.н., доц., зав. кафедрой прикладной и экспериментальной лингвистики, рук. НИЛ «Клиническая лингвистика», заведующая Центром патологии речи Научно-клинического центра прецизионной и регенеративной медицины

420008 Казань, ул. Кремлевская, д. 18

Kazan

https://orcid.org/0000-0002-9724-2043СхиртладзеА. В.SkhirtladzeA. V.

Схиртладзе Алина Викторовна – асп. кафедры прикладной и экспериментальной лингвистики

420008 Казань, ул. Кремлевская, д. 18

Kazan

https://orcid.org/0000-0002-2866-4031ПрусаковВ. Ф.PrusakovV. F.

Прусаков Владимир Федорович – д.м.н., проф. кафедры детской неврологии

420012 Казань, ул. Муштари, д. 11

Kazan

https://orcid.org/0000-0002-4147-2309ВолгинаС. Я.VolginaS. Ya.

Волгина Светлана Яковлевна – д.м.н., проф. кафедры госпитальной педиатрии

420012 Казань, ул. Бутлерова, д. 49

Kazan

ФГАОУ ВО «Казанский (Приволжский) федеральный университет»; Казанская государственная медицинская академия – филиал ФГБОУ ДПО «Российская медицинская академия непрерывного профессионального образования» Минздрава РоссииРоссияKazan (Volga) Federal University; Kazan State Medical Academy – Branch of the Russian Medical Academy of Continuing Professional EducationRussian FederationФГАОУ ВО «Казанский (Приволжский) федеральный университет»РоссияKazan (Volga) Federal UniversityRussian FederationКазанская государственная медицинская академия – филиал ФГБОУ ДПО «Российская медицинская академия непрерывного профессионального образования» Минздрава РоссииРоссияKazan State Medical Academy – Branch of the Russian Medical Academy of Continuing Professional EducationRussian FederationФГБОУ ВО «Казанский государственный медицинский университет» Минздрава РоссииРоссияKazan State Medical UniversityRussian Federation202109122021665163167Copyright © Ltd. “The National Academy of Pediatric Science and Innovation”, 20212021Ltd. “The National Academy of Pediatric Science and Innovation”Ltd. “The National Academy of Pediatric Science and Innovation”https://www.ped-perinatology.ru/jour/about/submissions#copyrightNoticehttps://www.ped-perinatology.ru/jour/article/view/1497

Обзор литературы посвящен влиянию технологических устройств – гаджетов – на раннее когнитивное и речевое развитие детей. В раннем детстве ведущей формой деятельности выступает предметно-деятельностное общение, эффективность влияния которого на развитие речи определяется в том числе взаимодействием ребенка со взрослым (предметными действиями,усвоениемназначенияпредметов,использованиемформречевогообщения).Игроваядеятельностьдошкольников помогает активизировать общение и взаимодействие со сверстниками. Длительное и бесконтрольное взаимодействие детей с гаджетами сопряжено с недостаточным вниманием родителей и близких людей, что нарушает процесс коммуникации и познания, особенно сильно тормозит процесс развития речи. Зарубежные педиатрические ассоциации рекомендуют исключить использование мобильных устройств у детей в возрасте 0–2 лет и ограничивать их использование одним часом в день для детей в возрасте 3–5 лет. Большинство исследователей выявляют связь между длительным использованием гаджетов дошкольниками, задержкой развития произвольного внимания, социального взаимодействия, искажением когнитивного развития, задержкой развития речи и отмечают такие положительные эффекты, как высокий уровень развития непроизвольного внимания, быстрота реакции на внешние стимулы.

The article describes the impact of technological devices – gadgets – on the early cognitive and speech development in children. In early childhood, object-activity communication is the leading form of activity; its influence on the speech development is determined by the interaction of the child with the adult (object-oriented actions, the understanding of the purpose of objects, the use of verbal communication). The play activity of preschoolers helps to enhance communication and interaction with peers. Long and uncontrolled interaction with gadgets is connected with insufficient attention of parents and caregivers, which disrupts the process of communication and cognition, in particular, slows down the process of speech development. Foreign pediatric associations recommend eliminating the use of mobile devices in children aged 0–2 years and limiting their use to one hour per day for children aged 3–5 years. Most researchers identify a connection between the long-term use of gadgets by preschoolers, delayed development of endogenus attention, social interaction, distortion of cognitive development, delayed speech development and such positive effects as a high level of exogenus attention development, quick response to external stimuli.

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The authors declare that there are no conflicts of interest present.