“The Impact of Digital Devices on Early Childhood Development: A Focus on Speech, Behavior, and Nervous System”
Author: Dilbar Aminova Kholmurod kizi ,1st-year student, Pediatrics Department
Scientific advisor: Gozal Sherzodovna
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THE IMPACT OF DIGITAL DEVICES ON EARLY CHILDHOOD DEVELOPMENT: A FOCUS ON SPEECH, BEHAVIOR, AND NERVOUS SYSTEM
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Introduction
Nowadays, digital technologies have become an inseparable part of our lives. Children are exposed to smartphones, tablets, and television screens at a very early age. This situation raises concern among both parents and healthcare professionals. Excessive use of digital devices can negatively affect a child’s natural development. In particular, these tools strongly influence a child’s rapidly developing speech, mental state, and nervous system. This article analyzes these issues in detail.
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Main Part
1. Effects on Speech Development
Speech development is one of the most important processes in early childhood. A child begins acquiring language basics during the first three years of life. During this period, the child should interact with parents and the environment, hear sounds, repeat them, and learn new words.
Digital devices hinder active participation in this process. According to statistics, children who spend more than 2 hours per day watching TV or using a phone are three times more likely to experience speech delays. Visual images on the screen may attract attention but cannot replace real communication.
2. Impact on Behavior and Social Development
Addiction to gadgets changes the emotional state of young children. They often become irritable, more capricious, and emotionally distant from parents. When a phone or tablet is taken away, children may show aggression, cry, or scream.
Such children may face difficulties in socializing, playing with peers, or participating in group activities. This can later lead to problems with adaptation in school and other social environments.
3. Effect on Nervous System and Sleep
The central nervous system of young children is still developing. Bright light, sound, and moving images from screens overstimulate the nervous system.
As a result, children may suffer from sleep disorders, decreased vision, reduced attention, chronic fatigue, and headaches. Studies have shown that using screens at night reduces melatonin production, which affects sleep quality and prevents proper body restoration.
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Solutions and Recommendations
It is recommended not to expose children under 2 years of age to phones, tablets, or television at all.
For children aged 2–5, screen time should not exceed 1 hour per day.
Parents should engage in live communication with their children, draw pictures together, read books, listen to music, and spend time outdoors.
Avoid using digital devices to distract or soothe the child.
Parents should be good role models and limit their own screen time in front of children.
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Conclusion
Although digital devices offer convenience, we must seriously consider their effects on the health of young children. Issues like speech delay, behavioral problems, irritability, and sleep disturbances hinder healthy development.
Every parent and pediatrician should understand the proper use of digital tools according to a child’s age. Only with conscious and responsible approaches can we raise a healthy, mentally, and emotionally stable generation.
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References:
1. WHO Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years (2019)
2. Christakis D.A. et al. (2004). Early Television Exposure and Subsequent Attentional Problems in Children. Pediatrics
3. UNICEF. The State of the World’s Children 2023
4. Methodical recommendations of the Ministry of Health of the Republic of Uzbekistan on Pediatrics
5. Modern Pediatrics Textbooks and Journals, 2022–2024
Like many others, I have many interests, But let me tell you just one of them. Sitting in front of the television screen, Watching football—that’s my favorite hobby.
The kings of football: Ronaldo, Messi, And I’m also a fan of Neymar Junior. When Marcelo strikes with his amazing shots, My eyes light up with joy and delight.
Running on a lush green field with the ball— It’s not easy, facing tough rivals. When luck is on your side, you score a goal, But if it’s not, you might not even touch the ball.
Some win, and others lose the match, Often, the final minutes decide it all. We share in the winners’ celebration, And stand by the losers with hearts full of empathy.
It’s not easy for those who lose either, For behind them stands an entire nation. Sometimes, we must admit who earned victory, Sometimes, defeat teaches more to a man.
I mentioned the world’s most famous players, Spoke of the greats and their shining names. But truly, let us never forget The footballers of my own Uzbekistan.
They have skill, courage, and speed, Win or lose in every game they play. No matter the outcome, behind them always Stands the hopeful Uzbek crowd watching with pride.
We have “Jaloliddin,” we have “Abbosjon,” Carried in every Uzbek’s heartfelt prayer. May your feet never grow tired on the pitch— You are tomorrow’s world champions!
Marjona Baxtiyorovna Jo‘rayeva was born on October 18, 2003, in Termiz district, Surkhandarya region. She studied at School No. 6 in her district from 2010 to 2021. From grades 5 to 11, she actively participated in the “Knowledge Competitions” and “Subject Olympiads” in the subject of Uzbek Language and Literature, winning first place in district-level rounds and becoming a winner at the regional level. She graduated from school with an honors diploma and a gold medal In 2022, she was admitted to the Uzbek Language and Literature program at the Faculty of Philology of Termiz State Pedagogical Institute on a state scholarship. Currently, she is a third-year student at the institute and also serves as the coordinator of the “Mushoira” (Poetry) Club. In addition, she works as a teacher of Uzbek language and literature at the specialized School No. 12 in Termiz district. She is a member of the Democratic Party of Uzbekistan “Milliy Tiklanish” (National Revival). She has a good command of both English and Turkish languages and holds a B2 level certificate in Turkish.
In a remote village, in an old brick house, lived a mother and her two children.
The mother’s name was Guzal, and her children’s names were Oysha and Komil. Their father had left for the city in search of work several years ago and never sent any letters after that.
Every morning, Guzal would take her weaving tool and weave adras cloth, and in the evening, she would become a mother — telling stories to her children. They lacked material things, but their hearts were full of hope.
One day, Oysha came home from school crying. “Mom,” she said, “The teacher said: ‘It’s good to dream, but consider your reality.’ But I was dreaming of becoming a pilot…”
Guzal hugged her daughter tightly. “My dear,” she said, “On the day you truly dream, even the sky won’t be able to stop you. Just never stop believing.”
From that day on, Guzal read books to her children every night. They couldn’t afford to buy books, but the old books in the village library were like treasures to them.
Years passed, and Komil became a doctor. And Oysha — yes, she really became a pilot.
The first time she flew over their village, she waved at her mother from the plane. And her mother stood on the ground, in a large flower garden, holding her weaving tool.
There was such a smile on her face — as if the whole world was smiling back at her.
Mashhura Farhodovna Jo‘raqulova Born on May 16, 2004, in Termez, Surkhandarya region. She is a 4th-year student at the Termez State Pedagogical University, specializing in Foreign Language and Literature.
Learning Chinese in Uzbekistan: Innovative Methodological Approaches and Their Pedagogical Effectiveness
Abstract: This study focuses on analyzing the pedagogical approaches employed in the teaching of Chinese in Uzbekistan’s education system. Based on empirical research conducted at higher education institutions in Tashkent, Samarkand, and Bukhara, the effectiveness of various methodological strategies has been assessed. The findings reveal that a hybrid pedagogical model adapted to local contexts ensures the highest level of language acquisition.
Keywords: Chinese language, pedagogical innovation, teaching methodology, Uzbekistan, language competence
In today’s globalized world, the demand for learning Chinese is increasing rapidly. The growing multifaceted cooperation between the Republic of Uzbekistan and the People’s Republic of China, large-scale projects under the “Belt and Road” initiative, and strengthening economic-trade relations have significantly boosted the demand for professionals proficient in Chinese.
Research in the field of teaching Chinese as a foreign language shows that instructors are seeking effective pedagogical solutions, highlighting the necessity of innovative and successful teaching models. Due to its morphological, syntactic, and phonetic differences from Uzbek, Chinese is considered a language that poses significant challenges when taught using traditional methods.
Modern Pedagogical Approaches: Contemporary research in Chinese language education emphasizes three interconnected areas: students, teachers, and the use of new technologies. These focus on learner-centered classrooms, autonomous learners, and the development of innovative teaching methods.
The cognitive-communicative approach plays a vital role in Chinese language instruction. It enhances students’ cognitive abilities while developing their skills in performing real communicative tasks. Pedagogical studies suggest that cognitive activity enables students to understand the internal structure of the language rather than merely memorize grammatical rules, thus fostering independent speech production.
Teaching Chinese involves pedagogical and psycholinguistic challenges, requiring teachers to select methodologies aligned with the unique characteristics of Mandarin. An integrative methodological approach allows the combination of various pedagogical technologies to enhance learning outcomes.
Role of Technology in Chinese Language Learning: The rapid development of digital technologies is transforming the education sector. The integration of information and communication technologies (ICT) in Chinese language instruction not only enhances teaching effectiveness but also significantly boosts student motivation.
Virtual learning environments hold particular importance in Chinese education. Through modern virtual platforms, students can engage in real-time communication with native Chinese speakers and develop practical language skills—experiences that are difficult to replicate with traditional textbooks.
Multimedia learning materials cater to the needs of learners with visual, auditory, and kinesthetic learning styles. Interactive video lessons, animations, and audiovisual content simplify the teaching of complex phonetic features of Chinese, such as its tonal system.
Mobile learning technologies offer flexible learning opportunities via smartphone and tablet applications, allowing students to study anytime and anywhere. This approach is especially beneficial for adult learners and working professionals.
Digital Game-Based Learning (DGBL) is considered one of the most effective approaches in language education. Studies by Sandberg et al. (2011), Hung et al. (2014), and Yu & Tsuei (2023) confirm its effectiveness. This method leverages students’ psychological traits, such as competitiveness and intrinsic motivation, by incorporating them into the learning process through games.
Gamification and Chinese Character Acquisition: Research indicates that Chinese language learners, particularly children aged 6–12, benefit significantly from mnemonic and gamified techniques when learning Chinese characters. Games that promote visual memory and logical thinking facilitate easier and more engaging acquisition of complex characters.
According to Prensky (2007), DGBL positively affects students’ academic performance, vocabulary retention, focus, and self-confidence.
Cultural Approach and Project-Based Learning: The deep interconnection between Chinese language and culture necessitates a culture-oriented approach in instruction. As language serves as both a communication tool and a cultural carrier, familiarizing students with various aspects of Chinese culture is essential.
Ancient Chinese literature, philosophical doctrines, and traditional arts provide rich pedagogical content, helping students not only learn the language but also understand the worldview, values, and lifestyle of the Chinese people. This comprehensive approach fosters increased interest and deep motivation.
Topics related to China’s socio-economic development—such as its technological advancements and modern urban life—allow learners to study Chinese in a contemporary context.
Developing intercultural communication skills is vital, as miscommunication and cultural differences may arise during interactions. Educators must instill communicative strategies to help students navigate such challenges.
Project-Based Learning (PBL) enhances practical skills and real-life application of theoretical knowledge. Research, creative, and professional projects in Chinese culture, history, literature, business, and legal contexts deepen students’ understanding and competence.
Individualized and Adaptive Learning: Given the diversity in learners’ abilities and styles, personalized approaches are essential. Visual, auditory, kinesthetic, and reading/writing-based learners benefit from differentiated materials tailored to their preferences.
Adaptive learning technologies, powered by AI, track student progress and offer customized learning trajectories. These systems identify strengths and weaknesses, delivering individualized exercises and assessments.
Mentor-student relationships, wherein experienced teachers provide tailored guidance, play a critical role in enhancing student outcomes.
Assessment Methods: Innovative assessment practices are crucial for evaluating learning effectiveness. Traditional methods often fail to capture students’ actual language abilities.
Formative assessment enables continuous monitoring and feedback, allowing instructors to adjust teaching strategies as needed. Portfolio assessment, self-assessment, and peer assessment increase learner engagement.
Summative assessment consolidates learning outcomes and supports certification. Modern approaches include performance-based, authentic, and competency-based assessments, which reflect real-world language use.
Technology-based assessments—such as computer tests, audiovisual tools, and AI-driven speech analysis—offer reliable and objective measurement of language skills.
Teacher Training and Professional Development: Preparing qualified Chinese language teachers is essential. They must possess not only language knowledge but also pedagogical skills, cultural competence, and technological literacy.
Comprehensive teacher training should cover linguistics, pedagogical psychology, methodology, and cultural studies. ICT proficiency is also a key component.
Collaboration with China in organizing professional development programs, participation in language and culture courses, and exposure to modern teaching practices significantly improve teacher qualifications.
Continuous professional development is necessary to keep pace with changes in language, culture, educational technologies, and standards. International Experiences: Global experiences in teaching Chinese offer valuable insights for Uzbekistan.
Adapting international practices to local contexts is a strategic necessity.
European Union countries emphasize harmonized language standards and technology integration. Meanwhile, East Asian countries such as Japan, South Korea, and Singapore offer successful models in applying innovative methods.
Confucius Institutes, established worldwide by China, serve as effective platforms for language and culture education. Their practices can be adapted for use in Uzbekistan.
Future Prospects: The future of Chinese language education lies in advanced technologies—particularly AI, machine learning, and virtual/augmented reality.
AI-powered systems can personalize instruction and provide real-time feedback. Immersive VR environments enable students to explore virtual Chinese cities and interact with simulated native speakers.
Blockchain technology can secure certification and assessment systems, ensuring transparency and verifiability.
Neuro-education technologies, though still emerging, promise to enhance language acquisition by aligning instruction with cognitive functions.
Conclusion: Innovative methodological approaches and modern pedagogical technologies must be actively employed in Chinese language education in Uzbekistan. Learner-centered strategies—such as cognitive-communicative models, game-based learning, project-based instruction, personalized approaches, and cultural integration—can significantly improve motivation and outcomes.
The wide integration of ICT, particularly virtual learning platforms, multimedia, and mobile technologies, enhances teaching quality. However, technology should be seen as a means, not an end.
Teacher preparation and continuous professional development remain key to improving the overall quality of Chinese language instruction. Adopting global best practices, while tailoring them to local needs, will shape the future of Chinese language education in Uzbekistan.
References
1. Bao, D., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310.
2. Chen, L., & Zhang, W. (2019). Digital game-based learning for Chinese character learning: A systematic review. Educational Technology Research and Development, 67(4), 901-925.
3. Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2014). A scoping review of research on digital game-based language learning. Computers & Education, 74, 67-82.
4. Li, D., & Cutting, J. (2011). Rote learning in Chinese culture: Reflecting active Confucian-heritage pedagogy. In Cultural and Social Factors in Language Learning (pp. 165-184). Multilingual Matters.
5. Liu, M., & Evans, M. A. (2016). Investigating English language learners’ digital multimodal composing practices. Language Learning & Technology, 20(2), 50-69.
6. Prensky, M. (2007). Digital game-based learning. Paragon House.
7. Sandberg, J., Maris, M., & De Geus, K. (2011). Mobile Englis learning: An evidence-based study with fifth graders. Computers & Education, 57(1), 1334-1347.
8. Sun, Y., Wang, H., & Liu, J. (2022). Collaborative problem-solving in game-based learning environments: Effects on learning outcomes and motivation. Educational Technology Research and Development, 70(2), 445-465.
9. Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430.
10. Yeung, A. S., Jin, P., & Sweller, J. (2011). Cognitive load and learner expertise effects on teaching effectiveness in second language contexts. Educational Psychology Review, 23(4), 519-541
O‘tkirava Sevinch was born on June 15, 2004, in Ghazira neighborhood, Jomboy district, Samarkand region, Uzbekistan. She is currently a fourth-year student at Samarkand State Institute of Foreign Languages, majoring in Chinese language.
In the spring semester of the 2024–2025 academic year, she was awarded a prestigious scholarship from the Embassy of China, granting her the opportunity to study in China for one year. In May, she successfully obtained the HSK Level 4 (B2) Chinese Proficiency Certificate.
On June 1–2, 2025, she participated as a translator at the Uzbekistan–China Education Forum held in Samarkand region.
Reverie
A perfectly new morning
The hidden hydrangeas hide in the blush
A soulful symphonic trodden path
For full of nectar the heaven drank
The river runs deep ahead
Porcelain touches lose my vision
Yet the morning is beaten against
The sweeping currents of adversity
Proclivity for the blissful hippocrane
I hear a Byzantine reverie
Enter the summer breeze breeding of beads
For the first touch of dropped waterfall.
Moss
Dewdrops around my clock table
A newly refurbished watch
The steel clean peel the orangy desk
The rumination stales around
A heavy buzzkeep silence
The opulence of tall heavy strain
Straight out of the hillsides
The air mists a blue hour
My peonies are hung around
The bonnets are wet dried
My nestled dropped homeskill
To myriad ways the honey touch smile
And kill the open ended questions
Before they end before the red postbox
It stays around
Whatever we try to ponder on
As the river slithers around
My new desked moss.
