“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
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.
It brings destruction to the lives, civilization, humanity, economics
And what not?
As the rose is burnt in the heat wave
The lives like the roses burned, make us stumbled
On the way the stars fall down
You see, I see, we all see
breaking down our hearts the mangrove forest is firing.
The sound of cry reaches the sky
From above the sky the creator laughs at the play
We everyday are playing with ourselves
With the country people or with the people of the world
Killing mankind without any hesitation awaits a great punishment.
How sweet the scented the roses blowing in the morning breeze!
Would you please meet the dead faces to make the safe journey to heaven?
O the sweet scented flowers in the bushes you refresh us
to the sunny bright beginning of the day.
Please be the companion to our loving brothers, sisters, daughters and sons
Passing away from us.
Chapainawabganj, Bangladesh
03 July, 2025
Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.
Mirta Liliana Ramírez has been a poet and writer since she was 12 years old. She has been a Cultural Manager for more than 35 years. Creator and Director of the Groups of Writers and Artists: Together for the Letters, Artescritores, MultiArt, JPL world youth, Together for the letters Uzbekistan 1 and 2. She firmly defends that culture is the key to unite all the countries of the world. She works only with his own, free and integrating projects at a world cultural level. She has created the Cultural Movement with Rastrillaje Cultural and Forming the New Cultural Belts at the local level and also from Argentina to the world.
In the afternoon, when the sun goes down, the evening comes down.
Life comes in the chariot of praise, and the garbage of the dark also comes.
If the catastrophe is a little overwhelming to stop, to show,
Be stopped, however
Greater
Roses to developed in the mind,
There will be a lot of attention,
If the fear is to show fear, the fear will escape,
The language of the gentleness does not understand that showing it to him.
Short biography: Amb. Dr.Priyanka Neogi from Coochbehar. She is an administrative Controller of United Nations PAF, librarian, CEO of Lio Messi International Property & land Consultancy, international literacy worker, sports & peace promoter, dancer, singer, reciter, live telecaster, writer, editor, researcher, Literary journalist, host, beauty queen, international Co-ordinator of Vijay Mission of Community Welfare Foundation of India.
that resist gravity, but succumb to the inexorable fall.
Time, a mighty, dark river that overflows,
carrying memories like dry, withered, and faded leaves.
A withered petal, the ephemeral beauty of a moment lost forever.
A distant echo, the dying whisper of a lament.
A ghost train moving away,
taking with it the promise of a tomorrow
that will never come.
An iceberg slowly melting,
the inexorable erosion of existence,
leaving behind a frozen void.
A blank canvas, waiting for the final brushstroke,
but finding only the shadow of what was.
A whisper in the wind, the silent farewell,
a goodbye with no return,
an echo of pain in the cold immensity.
GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet IN THE EDUCATIONAL AND SOCIAL RELATIONS DIVISION, of the UNACCC SOUTH AMERICA ARGENTINA CHAPTER.
