Povezanost vremena provedenog pred ekranom i razvoja gramatike kod djece u starijoj hodanačkoj dobi

master's thesis

• Title (english): The correlation between time spent in front of screens and grammar development of younger preschoolers
• Author: Antonija Igrec
• Mentor: Jelena Kuvač Kraljević (mentor)
• Mentor: Ana Matić Škorić (komentor)
• Committee member: Jelena Kuvač Kraljević (predsjednik povjerenstva)
• Committee member: Ana Matić Škorić (član povjerenstva)
• Committee member: Marina Olujić Tomazin (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2023-07-03, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Tehnologija se zadnjih godina razvija sve većom brzinom i ima značajnu ulogu u životu svakog čovjeka. Djeca su od rane dobi upoznata s tehnologijom te ona utječe na razne domene djetetovog razvoja poput motoričkog, kognitivnog, emocionalnog, fizičkog, psihosocijalnog i na koncu jezičnog. Taj utjecaj može biti pozitivan i negativan, a kakav će biti ovisi o nekoliko čimbenika. Neki od čimbenika su: vrijeme provedeno pred ekranom, sadržaj kojem je dijete izloženo, dob i uključenost roditelja. Jezični razvoj cjeloživotni je proces, no onaj najintenzivniji odvija se u prve tri godine života. Razvoj gramatike najdinamičniji je između druge i četvrte godine, a uključuje usvajanje i upotrebu morfoloških oblika i pravila te razumijevanje i proizvodnju sintaktičkih struktura različite složenosti. S obzirom na to da djeca sve ranije provode sve više vremena pred uređajima s ekranom, opravdano se postavlja pitanje kako to utječe na njihov jezični razvoj. Cilj ovog rada je ispitati postoji li povezanost između vremena provedenog pred ekranom i razvoja gramatike kod djece u starijoj hodanačkoj dobi, odnosno u dobi od 3;0 do 3;6 te postoje li razlike između djevojčica i dječaka. Uzorak ispitanika činila su 52 roditelja djece urednog razvoja starije hodanačke dobi. Podatci o vremenu provedenom pred ekranom dobili su se iz Upitnika o uporabi uređaja s ekranom za dijete (Tulviste i Schults, 2018) kojeg su ispunjavali roditelji. Podatci o gramatičkom razvoju dječaka i djevojčica dobiveni su iz HR-Komunikacijske razvojne ljestvice-III (KORALJE-III; Kuvač Kraljević i Matić Škorić, u pripremi). Oba ispitna materijala ispunjavala su se metodom papir-olovka. Rezultati su pokazali kako nema statistički značajne povezanosti između varijabli vremena provedenog pred ekranom i razvoja gramatike u dobi od 3;0 do 3;6. Daljnjom analizom utvrđeno je kako nema statistički značajne razlike po spolu u razvoju gramatike. Prije donošenja valjanih zaključaka trebaju se uzeti u obzir ograničenja istraživanja. Ovo istraživanje dalo je svoj doprinos u području logopedije, odnosno jezika, ali je istovremeno i poticaj novim istraživanjima na temu tehnologije i jezika.

Abstract (english)

Technology has been developing at an increasing speed in the recent years, and is now an integral part of everyone's life. Early exposure to technology has an impact on a child's ability to develop in a number of areas, such as motor, cognitive, emotional, physical, psychosocial and finally linguistic. This influence can be positive or negative, depending on a number of variables. The amount of time spent in front of a screen, the type of content the child is exposed to, their age, and the parents' engagement are a few of the variables. Language development is a lifelong process, but the most intensive one takes place in the first three years of life. The most dynamic period for grammar learning is between the second and fourth year, and includes the acquisition and use of morphological forms and rules, as well as the understanding and production of syntactic structures of varying complexity. Given that children spend more and more time in front of devices with screens at an ever earlier age, it is reasonable to wonder how this affects their language development. The aim of this paper is to examine whether there is a correlation between the time spent in front of the screen and the development of grammar in toddlers, and whether there are differences between girls and boys. The partcipians were 52 parents of toddlers. Data on the time spent in front of the screen were obtained from The Questionnaire on the Use of Screen Devices for Children (Tulviste and Schults, 2018), which was filled out by parents. Data on the grammatical development of boys and girls were collected from HR-Communication Development Scale-III (KORALJE-III; Kuvač Kraljević and Matić Škorić, in preparation). Both test materials were completed using the paper-pencil method. The results showed that there is no statistically significant correlation between the variables of time spent in front of the screen and grammatical development in children between the ages of 3;0 and 3;6. Further analysis revealed that there is no statistically significant gender difference in the development of grammar. The limitations of the study should be considered before valid conclusions can be drawn. This study contributed to the field of speech and language therapy, but it also serves as motivation for all upcoming research on the relationship between technology and language.

• Keywords: razvoj gramatike; ekrani; jezik; Upitnik o uporabi uređaja s ekranom za dijete; Komunikacijska razvojna ljestvica-III
• Keywords (english): grammar development; screen time; language; The Questionnaire on the Use of Screen Devices for Children; HR-Communication Development Scale-III
• Language: croatian
• URN:NBN: urn:nbn:hr:158:956941
• Study programme: Title: University graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra logopedije (sveučilišni magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-07-10 07:17:45