Autyzm cyfrowy – zaburzenie neurorozwojowe czy efekt zaniedbań rodzicielskich?
 
Więcej
Ukryj
1
Uniwersytet Komisji Edukacji Narodowej w Krakowie, Instytut Pedagogiki Specjalnej, Podchorążych 2, 30-084 Kraków, Polska
 
2
Uniwersytet Komisji Edukacji Narodowej w Krakowie, Instytut Psychologii, Podchorążych 2, 30-084 Kraków, Polska
 
 
Data nadesłania: 17-02-2024
 
 
Data ostatniej rewizji: 10-04-2024
 
 
Data akceptacji: 05-05-2024
 
 
Data publikacji online: 27-06-2024
 
 
Autor do korespondencji
Joanna Monika Kossewska   

Uniwersytet Komisji Edukacji Narodowej w Krakowie, Instytut Pedagogiki Specjalnej, Podchorążych 2, 30-084 Kraków, Polska
 
 
Wychowanie w Rodzinie 2024;31(1):181-202
 
SŁOWA KLUCZOWE
DZIEDZINY
STRESZCZENIE
Cel. Artykuł przedstawia opis obserwowanego coraz częściej zjawiska o nazwie autyzm cyfrowy, związanego z nadmiernym korzystaniem dzieci z nowoczesnych urządzeń zawierających ekrany. Rodzice i profesjonaliści coraz częściej konfrontują się z negatywnymi skutkami długotrwałego narażenia dzieci na interakcję z elektronicznymi urządzeniami oraz na treści multimedialne niedostosowane do ich potrzeb rozwojowych. Metody i materiały. Metodę zbierania danych stanowiło przeszukiwanie źródeł wtórnych, wobec których zastosowano racjonalną analizę treści. Artykuł przygotowano na podstawie najnowszej literatury psychologicznej dotyczącej zjawiska autyzmu cyfrowego oraz uwarunkowań zaburzeń ze spektrum autyzmu. Wyniki i wnioski. W oparciu o literaturę przedmiotu dokonano analizy charakterystyki i uwarunkowań fenomenu autyzmu cyfrowego. Nie istnieje naukowy konsensus co do tego, czy i w jaki sposób ekspozycja na technologie cyfrowe może powodować autyzm cyfrowy, lecz nie można lekceważyć szkodliwego ich wpływu na przebieg rozwoju w okresie niemowlęctwa i średniego dzieciństwa. Ze względu na podobieństwo charakterystyk behawioralnych autyzm cyfrowy może być utożsamiany z zaburzeniami ze spektrum autyzmu, których genetyczne mechanizmy oraz implikacje rozwojowe zostały pokrótce opisane w celu zobrazowania różnic pomiędzy analizowanymi fenomenami. Choć czynniki neurorozwojowe mają kluczowe znaczenie dla autyzmu, a oddziaływania rodziców per se nie stanowią jego bezpośredniej przyczyny, to jednak zaniedbywanie dziecięcych potrzeb w istotny sposób może indukować zmiany rozwojowe. Środowisko społeczne i wczesne doświadczenia mogą wpływać także na manifestację i nasilenie objawów u osób z ASD. Na zakończeniu przedstawiono postulaty dla praktyki rodzicielskiej, których realizacja może przyczynić się do obniżenia ryzyka autyzmu cyfrowego, a także do podniesienia potencjału rozwojowego współczesnych dzieci. Odpowiednie wsparcie i opiekuńcze środowisko mogą pozytywnie wpłynąć także na rozwój i dobrostan dzieci autystycznych.
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