Computer games in preschool education: Potential risks from the teachers' perspective

• Main Authors: Mamutović Anastasija, Stanisavljević-Petrović Zorica, Marković Marija
• Format: Article
• Language: English
• Published: Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu 2021-01-01
• Series: Nastava i Vaspitanje
• Subjects: preschool age; computer games; attitudes; preschool teachers; risks
• Online Access: https://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2021/0547-33302101037M.pdf

Today's society is characterized by the expansion of scientific and technological development, leading to changes in the conception of educational work at all levels of education. The integration of digital technology is aimed at modernizing the education system. In practice, however, even the best designed media tools can quite often prove to have numerous drawbacks. Consequently, there is a need for empirical research into the educational value of digital learning tools. In view of the fact that, apart from parents, preschool teachers are the most important mediators between children and contemporary ICT devices, the aim of our study was to explore preschool teachers' perceptions of the risks and potential negative influences of computer games on children's development, behavior and learning. Teachers' attitudes were analyzed in relation to their educational level, place of work, age, and years of service, in order to identify tendencies linked to changes in the research sample structure. A quantitative approach to result analysis was employed, with a tabular and graphical presentation of the obtained data. Research results suggest teachers believe that excessive use of computer games at preschool level is accompanied by addiction, aggressive thoughts, feelings and insensitivity to scenes of violence in the real world. In contrast, teachers believe that social isolation, passivity, a decline in children's creativity and adverse effects on their physical health are not an inevitable consequence of the excessive use of computer games. As regards statistically significant differences in teachers' attitudes, the results indicate that an increase in the number of years of service and educational level is linked to increased perceptions of the drawbacks relative to the benefits of using computer games. Teachers' place of work is not statistically significant in determining their attitudes to the potential risks of using computer games.