Page 209 - Vseživljenjsko učenje kot temelj trajnostne družbe

Odgovornarabazaslonov pri predšolskih otrocih

Vintar Spreitzer, M., Baš, D., Radšel, A., Anderluh, M., Vreča, M., Reš, Š., Selak, Š.,
Hudoklin, M., in Osredkar, D. (2021). Smernice za uporabo zaslonov pri otro-
cih in mladostnikih: priročnik za strokovnjake. Nacionalni inštitut za javno
zdravje.
Zimmer, F., Scheibe, K., in Henkel, M. (2019). How parents guide the digital me-
dia usage of kindergarten children in early childhood. V C. Stephanidis
(ur.), HCI International 2019 – Posters: Communications in computer and in-
formation science (zv. 1034, str. 345–351). Springer.

Responsible use of Screens by Preschool Children: Fostering Digital
Competence as a Foundation for Lifelong Learning
Thepaperdiscussestheimportanceofdevelopingdigitalcompetencesofchil-
dren, parents and also preschool teachers as one of the key aspects of lifelong
learning. A sustainable society depends on individuals’ ability to use digital
technology critically, responsibly, and in a balanced manner; hence, fostering
digital competence should begin in early childhood. Since children encounter
digital technologies – especially screen devices – at a very young age, adults
play a pivotal role in shaping healthy screen use habits. The study, conducted
among 183 parents and 31 preschool educators in the Goriška region of Slove-
nia, examined screen-use habits in preschool-aged children, adults’ attitudes
toward screen use, and educators’ observations of children’s behaviour, lan-
guage development, attention, social interaction, and emotional responses –
domains potentially influenced by screen exposure. Findings show that televi-
sion and smartphones are the most commonly used devices among children,
and parental modelling plays a significant role. Educators report increased
impulsivity, reduced attention span, and language difficulties, which may be
associated with inappropriate or excessive screen use. Moreover, they ob-
serve that children incorporate screen content into their play. While parents
acknowledge the importance of balanced and supervised screen use, most
do not receive consistent guidance from kindergartens. The results highlight
the need to establish integrated support systems that connect families, ed-
ucational institutions, and the broader social environment. Promoting early
development of digital competence and ensuring support throughout the
process are essential for cultivating skills fundamental to an inclusive, respon-
sible, and sustainability-oriented digital society.
Keywords: screen use, early childhood and care, digital competencies, lifelong
learning, child development

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