EFECTOS NOCIVOS DE LA T.V, VIDEOJUEGOS, CONSOLAS, EN EL DESARROLLO DEL NIÑO/A

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El efecto de la televisión en los niños está completamente comprobado que es nocivo para su desarrollo.

En sus primeros 8 años de desarrollo su interacción con el mundo real debería activar sus circuitos neurológicos latentes para que pueda percibir, distinguir, valorar y escoger los estímulos sensoriales importantes para su supervivencia y desarrollo. Pues solo así dispondrá posteriormente de una base confiable para apreciar las cualidades del mundo real y podrá distinguir claramente si se ubica en un mundo real o si vive en un mundo imaginario.

Jerry Mander, autor del libro “Cuatro Argumentos para eliminar la TV” resume los efectos en los siguientes:

 

  1. La TV interrumpe la comunicación normal entre los hemisferios derecho e izquierdo del cerebro. El hemisferio izquierdo (el crítico y analítico) se queda como en “pausa” con menor actividad que durante el sueño; y el hemisferio derecho que responde a las imágenes, absorbe informaciones que deja pasar al inconsciente sin censura. El efecto es la desconexión de la verdadera realidad.
  2. Las técnicas tecnológicas empleadas en TV producen un aumento de las hormonas del estrés; que si después no son liberadas a través del juego libre, pueden causar hiperactividad y hasta “epilepsia televisiva”.
  3. La tecnología de la TV distorsiona los estímulos auditivos y visuales y genera confusión en la integración sensorial.
  4. Las radiaciones nocivas, la iluminación artificial, junto con un déficit de movimiento libre y aire fresco originan problemas de salud de muchas clases.

 

¿Pero que pasa con las noticias, documentales?

A parte de los motivos anteriormente citados Mander además demuestra cómo las noticias mundiales son manipuladas. Como las películas culturales son una distorsión de la realidad que el niño no es capaz de procesar debido a la carencia de estructuras mentales que le permiten comprender; como por ejemplo, que nada más buceamos vemos millones de peces de colores, o que nada más entramos en el amazonas vemos un montón de animales exóticos, …. La vida real es más lenta y requiere paciencia para descubrir sus secretos; lo cual hace a los niños impacientes cuando algo requiere de un esfuerzo o aburridos cuando las cosas no se las dan hechas.

Para que un niño pueda desarrollarse requiere movimiento, manipular objetos, desenvolverse en situaciones reales y concretas, expresar sus vivencias; sobretodo la “expresión de lo que hace” le permite producir imágenes en su hemisferio derecho que sirven de material para un razonamiento creativo.

Pero frente a la tv no puede hacer nada concreto, se llena de imágenes, palabras, sonidos; irreales que no le permiten experimentar la verdadera vida real.

 

En otra obra “el niño beta “ de Michael Millner, éste realiza una contraposición entre el “mundo alfa” o mundo real con el “mundo beta” el mundo creado por la tv. Sus comparaciones son enfocadas desde los procesos de desarrollo de acuerdo a las investigaciones de la psicología genética de Jean Piaget.

Para los adultos el mundo beta de la tv no es más que una distracción o ilusión “que nos mantiene informados en el mundo”, pero nuestros esquemas de comprensión de las realidades concretas están firmes y nos resulta complicado entender que para los niños es bastante diferente y que las impresiones que les deja la tv y videojuegos son de mucha trascendencia en su manera de ser.

Como por ejemplo, para los adultos los objetos siguen existiendo aunque no los veamos, y las relaciones entre el espacio – tiempo; los niños tienen que construir sus propias realidades por medio de interacciones directas con la realidad que les permite desarrollar sus propias imágenes (indispensables para la creación del símbolo).

Existe una evolución en el desarrollo de las capacidades del niño, como en la de juzgar, planificar, organizar, y comprobar las realidades concretas, de resolver problemas prácticos y sociales, hasta de explorar y experimentar nuevas comprensiones; todo esto en interacción con los límites de todo tipo (físicos, sociales, emocionales,…).

Delante de la tv el niño no puede orientarse y activar su potencial en concordancia entre su realidad interna y las realidades concretas externas.

Las alteraciones causadas por la tv pueden impedir la interacción íntegra del organismo con su medio concreto; y lo que para los adultos es una simple información o distracción para el niño es la materia prima para la elaboración de su equipamiento vital para poder vivir en este mundo.

 

Millner destaca algunas particularidades del desarrollo del niño en la etapa sensorio-motriz:

 

  • La permanencia de los objetos: un niño recién nacido no comprende que los objetos siguen existiendo aunque estos desaparezcan, y requiere de repetidas experiencias que van tejiendo sus conexiones neurológicas para conseguir retener a los objetos. Según Piaget, la capacidad de saber que los objetos son permanentes se desarrolla en seis estadios, que hasta que estos no son completados el niño no puede imaginarse un objeto fuera del alcance de sus sentidos. Como tampoco se convence de que los objetos cambian dependiendo de su posición en el espacio. Es obvio, que el concepto de la permanencia de los objetos no se puede desarrollar con un medio de imágenes en continuo movimiento.

 

  • La constancia de los objetos: Cuando un adulto percibe un objeto en el espacio implicamos automáticamente un tamaño, color, forma aunque la proyección en nuestro ojo pueda modificar las condiciones de distancia, posición, iluminación.

Si por ejemplo vemos un caballo que se encuentra a 20 m, y un perrito a un metro de distancia parecen ser del mismo tamaño. Pero no nos cabe duda de que el caballo es mucho más grande. Incluso si comienza a galopar hacia nosotros no tenemos la sensación de que se hace cada vez más grande sino de que es siempre el mismo (constancia del tamaño).Y si vemos la caballo desde diferentes ángulos lo reconocemos siempre como que es un caballo (constancia de la forma).También un mismo caballo color café, según sea la iluminación lo podemos ver más marrón o más beige, pero no deja de ser color café (constancia del color).

La constancia de los objetos requieren de un largo proceso de maduración neurológico que sólo es posible en relación a las experiencias del mundo real.

 

  • La consistencia de los objetos: Piaget demostró que los niños no maduran sus conceptos sobre las realidades del mundo solo mirándolas, sino que necesita interactuar con todos sus sentidos con su entorno. El niño necesita actuar sobre los objetos y los objetos sobre el niño.

Hasta los 7-8 años las motivaciones de los niños surgen de la necesidad de conocer e integrar las cualidades diferenciadas de las cosas de su entorno. En los siguientes 7 años su necesidad de experimentar y comprender las leyes y regularidades del mundo físico y social les permite desarrollar su capacidad de razonamiento personal sobre el mundo.

Este tipo de experiencias solo pueden darse en el mundo real no televisivo.

 

  • La fuerza de la gravedad y los objetos: El niño se da cuenta de las posibilidades de los objetos por un sinnúmero de experiencias y observaciones de éstos en el espacio, tirándolos, girándolos, empujándolos, recogiéndolos, etc. Cada vez su cuerpo registra una serie de impresiones nuevas, según la altura, los ángulos, las profundidades, velocidades, et. Todas estas sensaciones y observaciones van constituyendo su red neurológica interna.

 

  • Reconocer un objeto: Esta es una de las metas principales de la percepción. Para que algo pueda ser reconocido la percepción ha de ser similar, sería imposible recordar un objeto sin cierta constancia en sus características.

Para que los niños desarrollen su capacidad de ordenar el mundo por categorías requieren de constancia en la percepción. La relación entre percepciones constantes y variables es decisiva para que el niño se oriente entre un sinnúmero de objetos existentes en su espacio.

Michael Millner en su experiencia como pediatra y psiquiatra de niños, observó que los niños televisivos eran incapaces de orientarse satisfactoriamente en el espacio y en su interacción con objetos y situaciones concretas.

 

  • La orientación en el tiempo: Cuando un niño nace su percepción del tiempo son prácticamente inexistentes. Para él es todo presente y si una necesidad no es satisfecha al instante, para el niño pequeño es como si nunca fuese satisfecha. A través de los años de experiencias los niños adquieren la noción de la duración y del pase del tiempo, y logran captar que al tiempo no se lo puede ni extender ni comprimir y que realmente hay una continuidad en toda la vida. También comprueba que no se puede alterar la secuencia ni eliminar trozos de tiempo. En la vida real todo requiere un tiempo, un principio y un fin.

Pero en el mundo de la televisión, los tiempos son continuamente recortados, no existe tiempo para pensar, sentir, guardar, ordenar o interconectar las impresiones. Los niños pierden el hilo de las escenas, se vuelven irritados, confusos, al mismo tiempo incapaces de enfrentar su propia realidad en el tiempo y espacio.

 

Con la televisión hay cada vez más niños que padecen de desarreglos mentales causados por su incapacidad de interesarse profundamente, de vencer obstáculos, de sentirse plenamente en su cuerpo y estar conectados con sus propios sentimientos y su propia voluntad.

 

 

 

 

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    Bu nedenle, kart seçenekleri limiti oldukça yüksektir.

    Alıcıya verilen bir kerelik bir PIN kartı satın alırken. Satın alımlarda,
    ödeme yöntemlerinde Paykwik Al seçilmiştir.
    Ardından, belirtilen PIN kodunu girerek satın alma işlemi hızlı bir şekilde tamamlanır.
    Ardından kart iptal edilir. Bu haritayı izlemeyi ve bilgi toplamayı imkansız hale getirir.

    Karttaki satın alımdan sonra para kalabilir.
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    Bu, hem güvenlik hem de işlemin hızlı bir şekilde tamamlanması açısından bir avantajdır

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