{"id":1318,"date":"2020-10-10T13:08:19","date_gmt":"2020-10-10T11:08:19","guid":{"rendered":"https:\/\/slowtechinstitute.org\/?page_id=1318"},"modified":"2020-11-09T22:28:54","modified_gmt":"2020-11-09T21:28:54","slug":"jak-vybirat-zdrave-a-vzdelavaci-aplikace","status":"publish","type":"page","link":"https:\/\/slowtechinstitute.org\/en\/jak-vybirat-zdrave-a-vzdelavaci-aplikace\/","title":{"rendered":"Jak vyb\u00edrat zdrav\u00e9 a vzd\u011bl\u00e1vac\u00ed aplikace"},"content":{"rendered":"

Pro v\u00fdb\u011br hodnotn\u00fdch aplikac\u00ed pro d\u011bti se doporu\u010dujeme orientovat na z\u00e1klad\u011b aktu\u00e1ln\u00edch v\u00fdsledk\u016f v\u011bdeck\u00fdch studi\u00ed nebo doporu\u010den\u00ed odborn\u00edk\u016f na d\u011btsk\u00fd v\u00fdvoj. Pe\u010dliv\u011b si je prohl\u00e9dn\u011bte, alespo\u0148 kousek odehrajte, v\u0161\u00edmejte si p\u0159\u00edpadn\u00fdch reklam, \u010di vyskakovac\u00edch oken, aby neobsahovaly pro d\u011bti nebezpe\u010dn\u00e1 nebo nevhodn\u00e1 t\u00e9mata.<\/p>\n

Spr\u00e1vn\u00e9 aplikace by m\u011bly m\u00edt n\u00e1sleduj\u00edc\u00ed:<\/h3>\n
    \n
  1. Vzd\u011bl\u00e1vac\u00ed hodnota<\/strong>. Ve\u0161ker\u00e9 medi\u00e1ln\u00ed obsahy, kter\u00e9 na\u0161e d\u011bti konzumuj\u00ed maj\u00ed dalekos\u00e1hl\u00fd vliv na to, jak mluv\u00ed, co \u0159\u00edkaj\u00ed a jak se chovaj\u00ed k sob\u011b i k druh\u00fdm. A\u017e budete p\u0159edvybran\u00e9 aplikace hodnotit, zam\u011b\u0159ujte na to, zda designery slibovan\u00e1 t\u00e9mata, dovednosti a hodnoty jsou p\u0159ed\u00e1v\u00e1ny srozumiteln\u011b a\u00a0 komplexn\u011b, ale i na to, zda se v aplikaci objevuj\u00ed postavy a situace, kter\u00e9 je hodno ve vlastn\u00edm \u017eivot\u011b n\u00e1sledovat.<\/li>\n
  2. Jasn\u00e9 instrukce<\/strong>, kter\u00e9 d\u00edt\u011b prov\u00e1d\u011bj\u00ed vzd\u011bl\u00e1vac\u00edm procesem jsou z\u00e1sadn\u00ed pro \u00fasp\u011b\u0161n\u00e9 u\u010den\u00ed a zdrav\u00fd v\u00fdvoj mozku. Za posledn\u00edch 60 let v\u00fdzkumu\u00a0 bylo opakovan\u011b prok\u00e1z\u00e1no, \u017ee instrukt\u00e1\u017e, kter\u00e1 respektuje kognitivn\u00ed struktury a funkce, v\u00fdrazn\u011b podporuje proces zapamatov\u00e1n\u00ed si p\u0159edkl\u00e1dan\u00e9 l\u00e1tky a minimalizuje negativn\u00ed aspekty jako je nap\u0159. p\u0159et\u00ed\u017een\u00ed pracovn\u00ed pam\u011bti vedouc\u00ed k hor\u0161\u00edmu u\u010den\u00ed, ale i t\u0159eba nez\u00e1jmu a\u017e frustraci. V neposledn\u00ed \u0159ad\u011b by m\u011bl program nab\u00edzet konzistentn\u00ed zp\u011btnou vazbu na v\u0161echny akce d\u00edt\u011bte.<\/li>\n
  3. Vyv\u00e1\u017eenost multimedi\u00e1ln\u00edho obsahu. <\/strong>Tzn., \u017ee jsou audio a vizu\u00e1ln\u00ed obsah vyv\u00e1\u017een\u00e9 a motivuj\u00ed d\u00edt\u011b k \u010dinnostem, kter\u00e9 nemaj\u00ed p\u0159\u00edli\u0161n\u00e9 n\u00e1roky na jeho pracovn\u00ed pam\u011b\u0165. Nevyv\u00e1\u017een\u00fd multimedi\u00e1ln\u00ed obsah typicky nelogicky mixuje hudbu,\u00a0 zvuky s animacemi, co\u017e m\u016f\u017ee odv\u00e1d\u011bt pozornost d\u00edt\u011bte od podn\u011btn\u00fdch aktivit, ale v extr\u00e9mn\u011bj\u0161\u00edch p\u0159\u00edpadech i k p\u0159\u00edli\u0161n\u00e9 stimulaci mozku, co\u017e m\u016f\u017ee m\u00edt za n\u00e1sledek chronick\u00e9 poruchy soust\u0159ed\u011bn\u00ed a pozornosti v budoucnosti. Nov\u00e9 informace by tak\u00e9 m\u011bly b\u00fdt p\u0159edkl\u00e1d\u00e1ny v logick\u00e9m sledu a postupn\u011b, aby je d\u00edt\u011b dok\u00e1zalo zpracovat. Tedy i opakov\u00e1n\u00ed aktivit je velice vhodn\u00fdm dopl\u0148kem v u\u010den\u00ed.<\/li>\n
  4. Propojen\u00ed s ka\u017edodenn\u00edm \u017eivotem <\/strong>d\u00edt\u011bte se zd\u00e1 b\u00fdt kritick\u00fdm \u010dl\u00e1nkem v u\u010den\u00ed d\u011bt\u00ed s technologiemi. N\u011bkter\u00e9 studie mluv\u00ed u mal\u00fdch d\u011bt\u00ed o tzv. video deficitu, kdy d\u00edt\u011b nen\u00ed schopno transponovat d\u011bn\u00ed na obrazovce do re\u00e1ln\u00e9ho \u017eivota, v\u011bdomosti tak nen\u00ed schopn\u00e9 d\u00e1le vyu\u017e\u00edt. K zm\u00edrn\u011bn\u00ed tohoto probl\u00e9mu m\u016f\u017ee p\u0159isp\u011bt \u0159ada faktor\u016f, jako je obsah, kter\u00fd je d\u00edt\u011bti zn\u00e1m\u00fd z p\u0159edchoz\u00edch zku\u0161enost\u00ed, smyslupln\u00e9 postavy, kter\u00e9 m\u016f\u017ee m\u00edt d\u00edt\u011b \u201cr\u00e1do\u201d a d\u016fv\u011b\u0159ovat jim (nebo je zn\u00e1 z p\u0159edchoz\u00edch aktivit). Obecn\u011b napom\u00e1h\u00e1 i re\u00e1ln\u00e1 grafika – video nebo fotografie.<\/li>\n
  5. Kreativita<\/strong>. D\u011bti se obecn\u011b nejl\u00e9pe u\u010d\u00ed, kdy\u017e jsou v aktivit\u011b pln\u011b pono\u0159eny a zapojuj\u00ed se na z\u00e1klad\u011b vlastn\u00ed vnit\u0159n\u00ed motivace. N\u011bkter\u00e9 programy, kter\u00e9 p\u0159\u00edmo\u010da\u0159e vy\u017eaduj\u00ed jeden typ aktivit (te\u010f virtu\u00e1ln\u00ed panence nasa\u010f klobouk, a pak t\u011b za to pochv\u00e1l\u00edm tane\u010dkem, apod.) mohou demotivovat d\u00edt\u011b, kter\u00e9 rad\u011bji aktivn\u011b prozkoum\u00e1v\u00e1 v\u0161echny mo\u017enosti a zkou\u0161\u00ed realizovat v\u0161echny svoje n\u00e1pady. Aplikace by tak\u00e9 m\u011bla respektovat individu\u00e1ln\u00ed tempo u\u010den\u00ed.<\/li>\n
  6. Podpora <\/strong>je d\u016fle\u017eit\u00fdm aspektem v u\u010den\u00ed, proto\u017ee aplikace sama o sob\u011b nedok\u00e1\u017ee z\u00e1zraky. V pomoci s rodi\u010dem, kter\u00fd p\u0159esn\u011b v\u00ed, co se d\u00edt\u011b nau\u010dilo, a dok\u00e1\u017ee to vyu\u017e\u00edt v kreativn\u00ed h\u0159e nebo ka\u017edodenn\u00edch aktivit\u00e1ch, u\u017e z\u00e1zraky mo\u017en\u00e9 jsou. Proto je d\u016fle\u017eit\u00e9, aby aplikace poskytovala jasn\u00e9 informace o obsahu, nebo i postupu d\u00edt\u011bte.<\/li>\n<\/ol>\n

    Zdroje<\/p>\n

    Krcmar, M. (2010). Can social meaningfulness and repeat exposure help infants and\u00a0<\/em>toddler overcome the video deficit.<\/em><\/p>\n

    Lauricella, A. R., Gola, A. H., & Calvert, S. L. (2011). Toddlers‘ Learning From Socially Meaningful Video Characters.<\/em><\/p>\n

    Lerner, C., Barr, R. (2014). Key Research Findings Screen Sense: Setting the Record Straight. Research-Based Guidelines for Screen Use for Children Under 3 Years Old. <\/em><\/p>\n

    Mayer, Richard M. (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction.<\/em><\/p>\n

    \"\"<\/a><\/p>","protected":false},"excerpt":{"rendered":"

    Pro v\u00fdb\u011br hodnotn\u00fdch aplikac\u00ed pro d\u011bti se doporu\u010dujeme orientovat na z\u00e1klad\u011b aktu\u00e1ln\u00edch v\u00fdsledk\u016f v\u011bdeck\u00fdch studi\u00ed nebo doporu\u010den\u00ed odborn\u00edk\u016f na d\u011btsk\u00fd v\u00fdvoj. Pe\u010dliv\u011b si je prohl\u00e9dn\u011bte, alespo\u0148 kousek odehrajte, v\u0161\u00edmejte si p\u0159\u00edpadn\u00fdch reklam, \u010di vyskakovac\u00edch oken, aby neobsahovaly pro d\u011bti nebezpe\u010dn\u00e1 nebo nevhodn\u00e1 t\u00e9mata. Spr\u00e1vn\u00e9 aplikace by m\u011bly m\u00edt n\u00e1sleduj\u00edc\u00ed: Vzd\u011bl\u00e1vac\u00ed hodnota. Ve\u0161ker\u00e9 medi\u00e1ln\u00ed obsahy, kter\u00e9 na\u0161e d\u011bti konzumuj\u00ed maj\u00ed dalekos\u00e1hl\u00fd…<\/p>","protected":false},"author":1,"featured_media":960,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"my-templates\/template-fullwidth.php","meta":[],"_links":{"self":[{"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/pages\/1318"}],"collection":[{"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/comments?post=1318"}],"version-history":[{"count":4,"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/pages\/1318\/revisions"}],"predecessor-version":[{"id":1595,"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/pages\/1318\/revisions\/1595"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/media\/960"}],"wp:attachment":[{"href":"https:\/\/slowtechinstitute.org\/en\/wp-json\/wp\/v2\/media?parent=1318"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}