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How do children differ from books and screens?

Dr. Radeski, who participated in research projects with Dr. Munzer, spoke of the importance of children being able to master reading that goes beyond memorized details — words or characters or events — so that the child “can integrate the knowledge gained into history through life experience. »: And again, these would mean that you have to spend for these processes. “The things that make you think, slow down, deeply process things, do not sell, do not get the maximum clicks,” he said.

Dr. Radeski said, discussing the story and asking questions that help children draw those connections.

“When children enter digital spaces, they will have an unlimited number of applications and websites in addition to the e-books you are likely to read,” said Dr. Radeski. “We have all been there to help our children with distance learning, watching how they can not resist opening that less demanding tab.”

“Throughout the fall, I was constantly helping families manage their child from YouTube,” said Dr. Radeski. “They get bored, it’s easy to open the browser window,” as adults know very well. “I’m concerned about the fact that during distance learning, children have learned to orient themselves to devices that have this partial slight focus.”

Professor Baron said that in an ideal world, children would learn “how to read a related text for fun, how to stop, how to reflect”.

He said that in elementary school there is an opportunity to talk about the advantages of different media. “It is printed, it goes to the digital screen, it goes to the audio, it goes to the video, everyone has their own use. We need to let children know that not all media outlets are best suited for all purposes. ” Children can experiment with digital-printed reading, can be encouraged to talk about what they perceive, what they enjoy.

Dr. Radeski spoke about the fact that children will help develop what he called “mutual recognition”, in which they ask themselves questions. He started at the age of 8 to 10, he said, as children develop skills to understand how their tasks stay and how they deviate. “Children realize when the class is too busy. “We want them to know when you’re really entering a digital space,” he said.


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