Relevant bibliographies by topics / Video games and children – Psychological aspects

Academic literature on the topic 'Video games and children – Psychological aspects'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Video games and children – Psychological aspects"

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Limone, Pierpaolo, and Giusi Antonia Toto. "Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic." Brain Sciences 11, no. 9 (August 25, 2021): 1126. http://dx.doi.org/10.3390/brainsci11091126.

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COVID-19 has caused obstacles in continuing normal life almost everywhere in the world by causing the implementation of social distancing and eventually imposing the lockdown. This has become the reason for the increase in technology usage in daily life for professional work as well as for entertainment purposes. There has been an increased prevalence of technology usage in adolescents and children during lockdown leaving its impact on their lives either in a positive or negative aspect. The overall documented percentage increase of technology usage in children was about 15%, of which smartphone usage has 61.7% of prevalence. Disturbance in brain functioning is suggested to be originated by compromise of neuroplasticity of the nerves. The radiofrequency (RF) radiations emitting from the smartphone are of doubtful concern as a brain tumor risk factor in children. The increased usage can have effects on brain functioning that will compromise sleep and cognitive abilities and develop risk for certain mental illnesses including, but not limited to, depression, anxiety, Alzheimer’s disease, and attention-deficit/hyperactive disorder (ADHD). Despite being a threat for developing mental illness, video games are proven to reduce depression and anxiety, and increase creativity, skills, and cognition in children. The increased usage of technology can have a positive and negative impact on the mental development of adolescents and children depending on the trends in the usage. However, parents should be monitoring their children’s mental health and behavior in these difficult times of pandemic.
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Tichon, Jennifer G., and Timothy Mavin. "Experiencing Resilience via Video Games." Social Science Computer Review 35, no. 5 (August 18, 2016): 666–75. http://dx.doi.org/10.1177/0894439316664507.

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The purpose of this study was to investigate the influence of games, where characters must overcome adversity, on player’s perceptions of their psychological resilience. Located on the PlayStation blog (blog.us.playstation.com ), the online PlayStation Network (PSN) community group focuses on video gamers unique stories and experiences. Using a qualitative and exploratory design, blogs posted between March 2012 and January 2013 were analyzed for content describing experiences via gameplay that members reported made them feel more resilient. Both social and emotional aspects of resilience were discussed with players reporting game experiences had helped them feel more confident in their abilities. Many also associated themselves with the same resilient traits as their characters display in games. A range of popular off-the-shelf video games were reported as helpful in providing players with the opportunity to feel confident under pressure and, importantly, some players reported transferring these positive psychological effects to their real-world lives.
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Bogacheva, N. V., and A. E. Voiskounsky. "Computer games and creativity: the positive aspects and negative trends." Современная зарубежная психология 6, no. 4 (2017): 29–40. http://dx.doi.org/10.17759/jmfp.2017060403.

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The article is aimed at analysis of current studies of the link between video games experience and creativity. The impact of video game playing on the psychological specificity of gamers has repeatedly become a subject of many studies, though higher-level cognitive abilities, such as creativity, were rarely the subject of interest, remaining unexplored in the context of video games. Contrary to the earlier predictions that the increased amount of «readymade» visual information will reduce the imaginative ability, most of the current works show positive links between some types of creativity (in particular — visual) and playing video games. The latter becomes not only a source of inspiration but also a platform for creative realization. Many authors draw attention to possible negative aspects of creativity, in particular, the possibility of its antisocial applications. In this regard, the importance of studying the aggressiveness and empathy of computer players is increasing but the research data in this area is particularly contradictory.
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Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play." Zeitschrift für Psychologie 221, no. 2 (January 2013): 107–14. http://dx.doi.org/10.1027/2151-2604/a000136.

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This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.
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Prena, Kelsey, and John L. Sherry. "Parental perspectives on video game genre preferences and motivations of children with Down syndrome." Journal of Enabling Technologies 12, no. 1 (March 19, 2018): 1–9. http://dx.doi.org/10.1108/jet-08-2017-0034.

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Purpose Video games have the potential to improve brain plasticity in people with Down syndrome. However, little has been done to understand video game preferences in this population. The purpose of this paper is to describe a brief exploration of video game preferences in children with Down syndrome. Design/methodology/approach An online survey was used to collect information from parents of children with Down syndrome about their child’s favorite video games and why they like video games. Findings Children with Down syndrome, as reported by their parents, most frequently play action/adventure games, and have several motivating factors for game play including overcoming challenges to gain reward and having fun engaging in the game world. Research limitations/implications The current study only recruited from a small sample of the Down syndrome population and therefore may lack generalizability. Practical implications Gaining a better understanding of which aspects of video games appeal to children with Down syndrome. Knowing what they prefer will enable us to design games that are engaging and cognitively beneficial. Originality/value This paper proposes the importance of video game play to promote development in children with Down syndrome.
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Lisón, Juan F., Ausias Cebolla, Jaime Guixeres, Julio Álvarez-Pitti, Patricia Escobar, Alejandro Bruñó, Empar Lurbe, Mariano Alcañiz, and Rosa Baños. "Competitive active video games: Physiological and psychological responses in children and adolescents." Paediatrics & Child Health 20, no. 7 (October 2015): 373–76. http://dx.doi.org/10.1093/pch/20.7.373.

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Soldatova, G., A. Vishneva, and A. Koshevaya. "Neurocognitive functions in children and adolescents with different enthusiasm for video games." European Psychiatry 64, S1 (April 2021): S208. http://dx.doi.org/10.1192/j.eurpsy.2021.554.

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IntroductionVideo games are becoming increasingly popular among children (Lenhart et al., 2015). There is a lack of research that studies the impact of online games on children’s neurocognitive functions.ObjectivesThe aim is to study neurocognitive functions in children and adolescents playing and not playing online games.MethodsThe sample comprises 100 children aged 5-10 years and 100 adolescents aged 11-16 years. The following neuropsychological indexes (Akhutina, 2016) are studied: programming and control, serial organization of movements, auditory and visual memory, left and right hemispheric functions, and neurodynamic component of mental activity. Wexler’s Awareness and Comprehension Tests were used to study verbal functions. The game activity are measured by social-psychological questionnaire.ResultsChildren who play online games have a serial organization of movements (smooth switching from one component of the program to another) (F=14,46, p<0,01) and a neurodynamic component (F=13,07, p<0,01), which are worse developed than children who do not play online games. Adolescents playing online games have better analytical (left hemispheric) functions (F=13,37, p<0,01), mathematical abilities (F=3,47, p=0,063), and Awareness subtest (F=3,47, p=0,065) scores than nonplaying adolescents.ConclusionsChildren playing online games have lower results on neurocognitive functions directly related to motor development. Teenagers playing online games had higher scores in mathematical ability, analytical functions and awareness. The results indicate the need to develop an optimal time for digital gaming activities depending on the age of the child. The reported study was funded by RFBR, project No. 19-29-14181.Conflict of interestThe reported study was funded by RFBR, project 19-29-14181.
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Stevanović, Nenad J. "Mišljenje budućih i diplomiranih učitelja o primeni video-igara u obrazovanju u uslovima društvenih promena." УЗДАНИЦА 18, no. 2 (2021): 253–71. http://dx.doi.org/10.46793/uzdanica18.ii.253s.

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The paper deals with the problem of the application of video games in teaching and learning in the conditions of sudden social changes at the beginning of the third decade of the 21st century. It is assumed that video games today occupy a significant place in the experience of children, in parallel with the growing presence of ICT in education and distance learning. The first part of the paper provides an overview of relevant research studies that deal with the effects of video games in pedagogical practice and the effects on children’s well-being. The second part of the paper interprets the results of em- pirical research with the aim of determining the opinion of future and graduate teachers on the application of video games in current educational practice. A purpose-built Likert-type assessment scale with 26 items was used. The obtained data indicate that there is a division among the respondents as to whether and to what extent video games should be used in teaching. About a third of the respondents think that video games should not be introduced in the teaching content at all, while two thirds think that it should be done in some form. Teachers who have been video game players themselves have a slightly affirmative attitude towards video games and their positive effects in education. On the other hand, their, mostly older, colleagues who have not played video games consider them harmful to children and have a negative attitude towards the idea that they are applied in teaching and learning. Both groups of respondents largely agree that video games can have negative effects on children’s well-being, especially when it comes to the occurrence of psychological dependence, physi- cal health disorders and the risk of child manipulation. Comparing the obtained results with recent research studies indicates that it is necessary to further explore the possibilities of video games in education, especially when it comes to video games that are designed with the intention of having an educational character.
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Grigoryev, I. S. "Foreign Experience in the Use of Computer Games in Teaching Children." Psychological-Educational Studies 8, no. 4 (2016): 33–40. http://dx.doi.org/10.17759/psyedu.2016080404.

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Compares games as one of the most interesting phenomena related to the computerization are the subject of many foreign and domestic psychological researches. The article presents the characteristics of the following international study destinations of computer (video) games: firstly, the scope of use of computer games in education, secondly, study computer’s game influence of the cognitive domain of children, as well as formation of different skills. Such studies, however, do not consider computer games as an object, and stop only at specific areas of attention or perception. We discussed the question about common conceptual and methodological basis for the construction of research, which will classify and interpret the private research in this area. It lists the various (both positive and negative) effects on the influence of computer games on the mental development of the player, their significant developmental and educational potential.
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Gutierrez, Ariel, Neriza G. Guzman, Ramilet Ramos, and Jan Katherine A. Uylengco. "The Empirical Change of Playing Habits among Children." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 2 (February 25, 2022): 303–17. http://dx.doi.org/10.11594/ijmaber.03.02.15.

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To maximize the growth and manage psychological distress as well as the formation of good character, children need to develop a variety of skills such as cognitive, language, self-regulation, and social-emotional skills which often appended in different outdoor traditional games. Thus, the degree of playing traditional games by the children nowadays compared with the previous generation is discussed in this study. 38 parents regardless of their status and gender were surveyed on their active participation in the traditional games as children, as well as their children’s play involvement today who are 1-12 years old. Data were collected through the created Google form link and sent via Messenger and email blasts to parents. Findings reveal that (1) significant number of children nowadays tend to play video games instead of playing traditional games; (2) safety is the utmost concern of the parents which hinder children to play some of the traditional outdoor games; and (3) the availability of mobile phones with uploaded game apps has contributed to the ignorance of traditional game playing culture.
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Dissertations / Theses on the topic "Video games and children – Psychological aspects"

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Chan, Holing Sarah, and 陳可苓. "The associations between video gaming, sleep, and neuropsychological functioning in Hong Kong children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209534.

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This study examined the associations between video gaming, sleep, and neuropsychological functioning. A total of 143 mother-children dyads were included in the study. The children’s neurocognitive functions were measured using the Wechsler Intelligence Scale for Children– Fourth Edition (Hong Kong), the Test of Everyday Attention for Children (TEA-Ch), and the Grooved Pegboard Test. Sleep quality was measured by the Children's Sleep Habits Questionnaire (CSHQ) and the Pittsburgh Sleep Quality Index (PSQI). Problematic behaviors were measured using the Child Behavior Checklist (CBCL). It was found that (1) more video gaming was associated with poorer subjective sleep quality and shorter total bed time, but not any actual reported sleep time or any domains of problematic sleep in children, (2) playing video games before bed was not associated with more sleep problems in children, (3) children with more sleep problems were perceived to have more internalizing and externalizing behaviors, (4) sleep problem was negatively associated with tests of perceptual reasoning abilities, and had a moderating effect on the relationship between video-gaming and a hand-eye coordination task. Results implied video gaming might not be predominantly bad for children, and the use of it as a training tool must target specific cognitive skills in order to be effective. Children’s sleep problems should be part of a clinical computation and adequately addressed.
published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Wang, Jing Jing. "The effect of a health videogame with story immersion for childhood obesity prevention among Hong Kong Chinese children." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/177.

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Introduction: Video game is an emerging technology with potential to overcome many of the current barriers to behavior change. Video game playing is now woven into the fabric of children’s life and has been developed to educate individuals in health-related areas. Story immersion refers to the experience of being fully absorbed within a story in the game and is a key factor that contributes to the mechanism of behavior change. “Escape from Diab (Diab)is a health videogame designed to lower the risk of obesity and type 2 diabetes through behavior change components that were integrated into activities within the game storyline. This thesis was designed to investigate the effect of Diab for childhood obesity prevention among Hong Kong Chinese children. Methods: A literature review was conducted. Subsequently, study one conducted the validation of the Physical Activity Questionnaire for Older Children (PAQ-C) with 469 Hong Kong Chinese children. Study two was a cross-sectional study to explore the associations of self-efficacy, motivation, preference with both self-reported and objective physical activity (PA) in 301 children. Study three consisted of two phases. Phase one conducted individual interviews with 34 Hong Kong Chinese children to gather their perceptions of Diab and to assess Diab’s acceptability and applicability. Phase two examined the effect of playing nine episodes of Diab on children’s health outcomes (i.e., motivation, self-efficacy, preference for diet and PA, and PA behavior) through a non-randomized intervention. Results: The review demonstrated the effects of interventions by using health videogames on the psychological correlates. However, limited evidence is available to draw conclusions on the games’ behavioral modification efficacy. In study one, good internal consistency and test-retest reliability suggest that the PAQ-C is an adequately reliable instrument for use among Chinese children. The significant moderate correlation between the PAQ-C score and accelerometer measured moderate-to-vigorous PA support the PAQ-C’s acceptable validity. Study two revealed the important effects of self-efficacy and autonomous motivation in predicting PA. Differences were found between the prediction of self-reported PA and objective PA, which is likely due to self-reported error variance common to the PAQ-C and psychological correlates but not common to acclerometry. Study three indicated that Diab was perceived to be an immersive game by most of participating Hong Kong Chinese children. Four themes emerged from the interviews indicated that story immersion was a perceptible component and that Diab, developed for American children, was acceptable to the Hong Kong Chinese children. The pilot intervention study found short-term benefits after completing the game. However, the effects were not sustained at follow-up testing 8-10 weeks later. Conclusion: The current thesis demonstrated the validity of PAQ-C and the important effects of self-efficacy and autonomous motivation in predicting PA, which could inform the development of efficacious interventions. Diab, a Health videogames with appealing characters and immersive stories, partially motivated children to improve their motivation, self-efficacy, and preference for diet and PA behaviors immediately after completing nine episodes of the game, however, the lasting effectiveness and mechanisms of change require more thorough investigation.
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Spoors, Glen R. "Meaning and emotion in Squaresoft's Final Fantasy X: Re-theorising realism and identification in video games." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/619.

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This thesis takes the position that traditional theories of "realism" and "identification" misrepresent the relationships between players and videogames, and that a cross·disciplinary approach is needed. It uses Ed Tan's (1997) and Torben Grodal's (1997) analyses of narrative, cognition, and emotion in film as a basis for interrogating existing research on, and providing a working model of, video gameplay. It develops this model through an extended account of Squaresoft's adventure role-playing game Final Fantasy X (FFX) (2001), whose hybrid narrative and game macrostructures foreground many of the problems associated with video games. The chapters respectively address; existing research on video games; how perceptual qualities of the interface determine the reality status of gameplay; how narrative and game codes regulate or retard interest; FFX's henneneutic coding of reality; the dual narrative and game coding of video game characters; the uses and limits of the psychoanalytic concept of identification when analysing video games; how gameplay promotes empathetic emotions towards characters; how players develop empathetic emotions towards themselves; and how the disjunctive quality of play may have un existential quality.
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Kim, Jung K. "The influence of flow experience on video games and agression." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371467.

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The relationships between violent content and aggression have not been fully understood and explained in video game research literature. This study sought to determine if video game players" flow experience--a psychological absorption—explains the aggression that can follow video game playing. Employing a survey, this project sought to determine if relationships existed among degrees of violence portrayed in video games, degrees of flow experience, and subsequent aggressive attitudes after gaming. In this study, it was determined that a player's flow experience is more strongly correlated with aggression than is the violent content of video games. Moreover, contradicting the common belief that the video game companies make more profit by increasing the quantity of violent content, there is actually no significant relationship between violence and purchase of video games. However, along the same lines of Hoffman and Novak (1977), this study discovered an increase in purchasing intent related to flow experiences in video games.
Department of Telecommunications
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Kumar, Arati. "Level of challenge and task persistence : a study of children in a cognitive activity /." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-11072008-063215/.

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Sutterfield, Curtis T. "The relationship between video game user and character." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337637.

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This thesis identifies and explores the types of communication modes that exist in video games. Different types of communication are identified and discussed based on Frye's audience centered theory of modes. The inferior communication mode, the mimetic communication mode, the leader-centered communication mode, the romantic communication mode, and the mythical communication mode are all explained. A convenience sample of six video game players were interviewed about video games. An analysis of their self-identification statements revealed that players seek a high level of romantic communication when playing video games. The romantic communication mode makes the video game world an idealized place where the players are able to manipulate their circumstances or show more intelligence than the user in reality. Uses of the communication modes are also explained.
Department of Telecommunications
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Behrenshausen, Bryan G. "Touching is Good: An Eidetic Phenomenology of Interface, Interobjectivity, and Interaction in Nintendo's "Animal Crossing: Wild World"." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BehrenshausenBG2007.pdf.

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Cheung, Mei Fung Meily. "The role of video game in the cultivation of literacy : a medium perspective." HKBU Institutional Repository, 2009. http://repository.hkbu.edu.hk/etd_ra/1053.

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Dapra, Charles. "Action Video Game Skill Level Predicts Performance on Target Detection and Identification in a Simulated Combat Environment." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1214.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology
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Enigk, Mary Ellen. "A study on the nature and frequency of adult comments at Little League baseball games." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1231339.

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The National Alliance for Youth Sports compared field reports released in 1995 to those in 2000, illustrating a 5% to 15% increase in adults that have gotten out of line at youth events (Carlozo, 2000). The purpose of this study was to assess the nature and frequency of adult comments at Little League baseball games for children ages 9 to 12. In addition, adults were surveyed in order to evaluate their personal opinions of crowd conduct.The participants in this study consisted of adults attending Little League baseball games in rural Indiana from May 30, 2001 to June 26, 2001. To address the purpose of the study, the researcher recorded adult comments using an adaptation of the Parent Observation Instrument for Sports Events (Kidman et al., 1999). An additional sample of 65 adults attending the last game of the season was purposefully selected to complete the survey portion of the study.The researcher tried to determine if there were significant differences between the nature of the adult comments (positive or negative), the frequency of adult comments by team play (offense or defense), by gender of the adult, by team status (winning or losing), or by competitive level (major league or minor league). Additionally, the researcher tried to determine whether there were qualitative differences between actual comments and adult opinions of comments.A chi square analysis was calculated for hypotheses 1 - 5 (p < .05) and the last hypothesis compared a chi square calculation to the frequency counts on a survey of adults. The results showed a significant difference in the frequency of comments based on the nature of the comment (positive/negative), gender, and competitive level (major league/minor league). There was no significant difference between team status (winning/losing) and frequency of comments made. There was consistency between adults' opinions of comments and actual observations. Observation results showed higher frequencies of positive comments than negative comments. Through survey data analysis, it was determined that adults believed more positive comments were made at the games.
School of Physical Education
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Books on the topic "Video games and children – Psychological aspects"

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Gentile, Douglas A. The impact of video games on children and youth. Arlington, Va: Educational Research Service, 2001.

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Gentile, Douglas A. The impact of video games on children and youth. Arlington, Va: Educational Research Service, 2001.

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United, States Congress Senate Committee on Commerce Science and Transportation. The impact of interactive violence on children: Hearing before the Committee on Commerce, Science, and Transportation, United States Senate, One Hundred Sixth Congress, second session, March 21, 2000. Washington: U.S. G.P.O., 2003.

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Good video games and good learning: Collected essays on video games, learning, and literacy. New York: P. Lang, 2007.

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Marcovitz, Hal. Are video games harmful? San Diego, CA: ReferencePoint Press, 2011.

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Linderoth, Jonas. Datorspelandets mening: Bortom idén om den interaktiva illusionen. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 2004.

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Shavaun, Scott P., ed. Game addiction: The experience and the effects. Jefferson, N.C: McFarland & Company, 2009.

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Pennsylvania. General Assembly. Task Force on Violent Interactive Video Games. The report of the Task Force on Violent Interactive Video Games. Harrisburg, Pa: Pennsylvania Joint State Government Commission, 2008.

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Pennsylvania. General Assembly. Task Force on Violent Interactive Video Games. The report of the Task Force on Violent Interactive Video Games. Harrisburg, Pa: Pennsylvania Joint State Government Commission, 2008.

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Pennsylvania. General Assembly. Task Force on Violent Interactive Video Games. The report of the Task Force on Violent Interactive Video Games. Harrisburg, Pa: Pennsylvania Joint State Government Commission, 2008.

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Book chapters on the topic "Video games and children – Psychological aspects"

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Godwin, Karrie E., Derek Lomas, Ken R. Koedinger, and Anna V. Fisher. "Monster Mischief." In Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations, 171–205. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7461-3.ch006.

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Selective sustained attention, or the ability to allocate perceptual and mental resources to a single object or event, is an important cognitive ability widely assumed to be required for learning. Assessing young children's selective sustained attention is challenging due to the limited number of sensitive and developmentally appropriate performance-based measures. Furthermore, administration of existing assessments is difficult, as children's engagement with such tasks wanes quickly. One potential solution is to provide assessments within an engaging environment, such as a video game. This chapter reports the design and psychometric validation of a video game (Monster Mischief) designed to assess selective sustained attention in preschool children. In a randomized controlled trial, the authors demonstrate that Monster Mischief is significantly correlated with an existing measure of selective sustained attention (rs ≥ 0.52), and more motivating for young children as almost three times more children preferred Monster Mischief to the existing measure.
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Ahmadu, Talatu Salihu, and Hafsat Lawal Kontagora. "How Nigerian Junior Secondary School Students Perceive Internet Child Exploitation." In Combating the Exploitation of Children in Cyberspace, 95–116. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2360-5.ch005.

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The internet has altered the way we interact with other people, making the world a global village. Since the explosion of the internet, many aspects of our lives have not only been eased but aided with more harmful consequences. The secrecy of the internet has resulted in its swiftly becoming a breeding ground for illegal activities that continue to grow as internet child exploitation (ICE), a form of child abuse by their peers or adults using the internet. However, the threats children are confronted with are still indefinite. To determine this in Nigeria, a total number of 20 Nigerian children between the age range of 11 and 17 years from five junior secondary schools were interviewed using measures of internet child abuse. The study revealed that elements of internet child exploitation exist such as sexual exploitation, cyberbullying, nudity, and wasting judicious time on chatting and playing video games. These may eventually have harmful consequences on children.
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Ahmadu, Talatu Salihu, and Hafsat Lawal Kontagora. "How Nigerian Junior Secondary School Students Perceive Internet Child Exploitation." In Combating the Exploitation of Children in Cyberspace, 95–116. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2360-5.ch005.

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The internet has altered the way we interact with other people, making the world a global village. Since the explosion of the internet, many aspects of our lives have not only been eased but aided with more harmful consequences. The secrecy of the internet has resulted in its swiftly becoming a breeding ground for illegal activities that continue to grow as internet child exploitation (ICE), a form of child abuse by their peers or adults using the internet. However, the threats children are confronted with are still indefinite. To determine this in Nigeria, a total number of 20 Nigerian children between the age range of 11 and 17 years from five junior secondary schools were interviewed using measures of internet child abuse. The study revealed that elements of internet child exploitation exist such as sexual exploitation, cyberbullying, nudity, and wasting judicious time on chatting and playing video games. These may eventually have harmful consequences on children.
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Rettew, David. "iToddler." In Parenting Made Complicated, 183–205. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197550977.003.0011.

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The amount of time even young children spend watching television, playing video games, and generally looking at some sort of screen is truly astonishing. At the same time, technology has become a necessary part of so many aspects of our life. This chapter will summarize the evolving positions of many national child health organizations on screens and delve into the complex studies that have tried to measure the effects of media on child mental health and cognition with regards to things like aggression, anxiety, and attention-deficit/hyperactivity disorder. Tips for helping children develop healthy habits for screen use are shared, and information is presented regarding how inherent qualities of the child need to be taken into account when looking at the potential risks and benefits of screen use for an individual child.
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Ahmadu, Talatu Salihu, and Hafsat Lawal Kontagora. "How Nigerian Junior Secondary School Students Perceive Internet Child Exploitation." In Research Anthology on Combating Cyber-Aggression and Online Negativity, 1401–17. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5594-4.ch071.

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The internet has altered the way we interact with other people, making the world a global village. Since the explosion of the internet, many aspects of our lives have not only been eased but aided with more harmful consequences. The secrecy of the internet has resulted in its swiftly becoming a breeding ground for illegal activities that continue to grow as internet child exploitation (ICE), a form of child abuse by their peers or adults using the internet. However, the threats children are confronted with are still indefinite. To determine this in Nigeria, a total number of 20 Nigerian children between the age range of 11 and 17 years from five junior secondary schools were interviewed using measures of internet child abuse. The study revealed that elements of internet child exploitation exist such as sexual exploitation, cyberbullying, nudity, and wasting judicious time on chatting and playing video games. These may eventually have harmful consequences on children.
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Dzhura, Nataliіa, and Nataliіa Machynska. "THEORETICAL AND METHODOLOGICAL ASPECTS OF ENVIRONMENTAL COMPETENCE FORMATION AS A NECESSARY COMPONENT OF PROFESSIONAL TRAINING OF PRESCHOOL EDUCATION SPECIALISTS." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-7.

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In the conditions of anthropogenic pressure on the environment and aggravation of environmental problems, a need to rethink and review the content of professional training of preschool education specialists arises. Being participants in the educational process, teachers are leading generators of environmental literacy among the youth. Therefore, the issue of environmental competence formation as a necessary component of professional training of preschool education specialists is relevant and requires further coverage. In the curriculum for BA students of 012 «Preschool education» Programme Subject Area at the Ivan Franko National University of Lviv, academic discipline Fundamentals of Natural Science and Methodology of introducing children to nature is a compulsory course. The discipline aims to develop environmental competence which is an integral component of professional training of preschool education specialists, who are to be competitive in the labour market, work on self-improvement and have a nature-centred worldview. We suggest the following ways of environmental competence development: to develop a system of integrated knowledge about nature based on the scientific worldview, learning, cognitive and environmental activity; to develop skills and abilities to use pedagogically appropriate means, methods and forms of organizing nature-learning activities with preschoolers; to develop creativity and ability to apply it together with scientific, pedagogical and psychological knowledge while familiarizing children with nature; to develop a socially active individual who cares about the environment and carefully uses natural resources. To this end, within the given academic discipline, we use the following innovative training techniques: problem-based learning, research work, interactive learning methods (fishbone diagram, cluster analysis, brainstorming), games, modelling, projects etc. It is advisable to form professional environmental competence through environmentalization of the learning process in higher education institutions. For this purpose, we suggest including the discipline Education for Sustainable Development to the curriculum of 012 «Preschool education» students. Such discipline is to contribute to the systematic generalization of environmental and pedagogical experience and to form the ability to professionally apply theoretical knowledge in the educational process while fostering an attitude of care towards nature and environmental lifestyle among preschoolers. Training of preschool education specialists is practically oriented and thus implemented through teaching practice and apprenticeships. It is practical training that continues to form the environmental competence of future preschool education specialists through the consolidation of certain moral principles and views, as well as the feeling of responsibility for one’s actions. Here, it is important to involve students in the organization of environmental events of different kinds: workshops, excursions etc. We believe that the solution of key education development issues and creating appropriate conditions for providing high-quality educational services should be based on cooperation between higher education institutions and pre-school education institutions. To this end, it is necessary to make regular updates to the curricula, taking into account current problems and providing for introducing natural science component and innovative educational techniques to the process of professional training of preschool education specialists. After all, highquality education is a necessary condition for preserving the environment and ensuring sustainable development of the society.
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