Page 146 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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a Ruzic-Baf, Andrea Debeljuh, and Ranko Rajović
on social media. Spending time on social media increases the risk of devel-
oping depression (Rideout, Foehr, and Roberts 2010). Additionally, teenagers
and young adults who use Facebook more often show more narcissistic ten-
dencies and antisocial behaviours, mania and aggressive tendencies, respec-
tively (American Psychological Association 2011). Study conducted in 2013 has
shown that Facebook use influences subjective well-being over time. The
more people used Facebook at one time point, the worse they felt afterwards
(Kross et al. 2013). Moreover, the more they used Facebook over two-weeks,
the more their life satisfaction levels declined over time (Kross et al. 2013).
Studies found that adolescents and even college students who have tenden-
cies to often check Facebook achieve lower grades (American Psychological
Association 2011).
Considering the age of our research participants, as well as the potential
sources of danger, we think it is necessary to educate not only children but
their parents and teachers as well. Viewed from the physiologically develop-
mental perspective of children, physical activity as a way of preschool age
play forms the firm ground for the future scholastic achievement. Guided by
intrinsic need, a child uses her body as an instrument of play and the modern
lifestyle provides less and less possibilities for the satisfaction of these needs.
At the preschool age, play-based learning includes not only intellectual but
emotional and motivational development as well.
It is extremely important to educate parents and teachers on this issue,
because recent research indicates that a lack of aerobic activities can have
an impact on decline of cognitive abilities (Chadock et al. 2010). It is known
that the most sensitive brain function are those that are the evolutionary
youngest-most recently evolved; among which are cognitive processes re-
quired for reading, writing, and calculating. If some areas of the cortex are
underdeveloped or not stimulated enough, the first function to be affected
will be those required for reading, writing, and calculating. The fact is that
modern society, in addition to the many benefits, carries with it many po-
tentially dangerous consequences. Recommendation of American Society of
Pediatricians (AAP) is that children and teens should spend no more than an
hour or two a day in front of screens. Despite this recommendation, it has
been shown the children in the United States, born after year 2005, are spend-
ing on average 35 hours per week watching television; not including the time
spent on a video game or other technological devices and gadgets (Rothman
2013). On the other hand, the World Health Organization (WHO) recommends
at least 60 minutes of daily physical activity (moderate to strong) for children
5–17 years old. Although the use of modern technology devices is useful, it is
146
on social media. Spending time on social media increases the risk of devel-
oping depression (Rideout, Foehr, and Roberts 2010). Additionally, teenagers
and young adults who use Facebook more often show more narcissistic ten-
dencies and antisocial behaviours, mania and aggressive tendencies, respec-
tively (American Psychological Association 2011). Study conducted in 2013 has
shown that Facebook use influences subjective well-being over time. The
more people used Facebook at one time point, the worse they felt afterwards
(Kross et al. 2013). Moreover, the more they used Facebook over two-weeks,
the more their life satisfaction levels declined over time (Kross et al. 2013).
Studies found that adolescents and even college students who have tenden-
cies to often check Facebook achieve lower grades (American Psychological
Association 2011).
Considering the age of our research participants, as well as the potential
sources of danger, we think it is necessary to educate not only children but
their parents and teachers as well. Viewed from the physiologically develop-
mental perspective of children, physical activity as a way of preschool age
play forms the firm ground for the future scholastic achievement. Guided by
intrinsic need, a child uses her body as an instrument of play and the modern
lifestyle provides less and less possibilities for the satisfaction of these needs.
At the preschool age, play-based learning includes not only intellectual but
emotional and motivational development as well.
It is extremely important to educate parents and teachers on this issue,
because recent research indicates that a lack of aerobic activities can have
an impact on decline of cognitive abilities (Chadock et al. 2010). It is known
that the most sensitive brain function are those that are the evolutionary
youngest-most recently evolved; among which are cognitive processes re-
quired for reading, writing, and calculating. If some areas of the cortex are
underdeveloped or not stimulated enough, the first function to be affected
will be those required for reading, writing, and calculating. The fact is that
modern society, in addition to the many benefits, carries with it many po-
tentially dangerous consequences. Recommendation of American Society of
Pediatricians (AAP) is that children and teens should spend no more than an
hour or two a day in front of screens. Despite this recommendation, it has
been shown the children in the United States, born after year 2005, are spend-
ing on average 35 hours per week watching television; not including the time
spent on a video game or other technological devices and gadgets (Rothman
2013). On the other hand, the World Health Organization (WHO) recommends
at least 60 minutes of daily physical activity (moderate to strong) for children
5–17 years old. Although the use of modern technology devices is useful, it is
146
