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39Bei der namentlichen Begrüßung sind mögliche akademische oder Adelstitel hinzuzufügen, denn diese sind häufig Bestandteil des offiziellen Namens. Amtsträger redet man mit ihrer offiziellen Amtsbezeichnung an, jedoch ohne den Namen. Beim Geschäftstreffen vermeide man, regionale Begrüßungsformen einzusetzen (wie z.B. „Grüß Gott!" in Bayern).
Zu einem professionellen Auftritt im internationalen Business gehört es, dass man einem neuen Geschäftspartner zu Beginn eines Treffens eine Visitenkarte überreicht. Diese sollte für das Gegenüber jedoch auch lesbar und verständlich sein. Eine Business-Card mit chinesischen Schriftzeichen ist nur von den wenigsten zu verstehen. Die Business-Karten gehören in eine Box oder in die Brieftasche. Dabei achte man auch darauf, dass die gerade überreichte Karte nicht mit eigenen zu verwechselt ist, was eine peinliche Situation hervorrufen könnte.
Zuletzt möchten wir noch ein Thema der modernen Kommunikationsmittel berühren, u. z. Handys. Sie sind im Business längst nichts ungewöhnliches mehr und ebenfalls kein Prädikat für den weltweit agierenden Geschäftsmann. Mobile Telefone schaffen Kontakte und können genauso überall stören.
Es gilt auch hier, eine gewisse Etikette an den Tag zu legen. So sollte beim Meeting, bei Gesprächen und auch beim Geschäftsessen das Telefon ausgeschaltet bleiben. Störungen durch Telefonklingeln werden von Gesprächspartnern zu Recht als unhöflich empfunden. Sollte man wirklich telefonieren müssen, entferne man sich von unfreiwilligen Zuhörern, egal ob beim Geschäftsessen oder im Zugabteil. Wenn man aber in einer Sitzung auf einen wirklich wichtigen Anruf wartet, kündigt man dieses bereits vorher mit einer entsprechenden Entschuldigung an. Da heute Handy ein Wunderwerk der Technik darstellt, ist lautes Reden nicht mehr erforderlich, um selbst über Kontinente hinweg verstanden zu werden. Man achte sonst auf eine für das Gegenüber angenehme Lautstärke der Stimme. Man achte auch unbedingt darauf, dass das Mobiltelefon auch im Theater bzw. im Kino abgeschaltet ist.
Nach einer Begrüßung und vielen anderen Gelegenheiten folgt, ehe man zur Tagesordnung übergeht oder auch um sich zu beschnuppern, die kleine Unterhaltung am Rande, der Small Talk.
Business Situationen, wo ein Small Talk gefragt ist, sind unerschöpflich und alltäglich von der Begrüßung, über Pausen beim Meeting, den Sitznachbarn im Flugzeug, Betriebsempfänge und vieles mehr. Erfolgreiches und das so wichtige „Networking" ist ohne Small Talk ebenso undenkbar, wie der Einstieg zu einem Sach- und Fachgespräch in angenehmer Atmosphäre.
Die Kunst des Small Talks besteht darin, unverfänglich, dabei aber nicht inhaltsleer, unverbindlich aber nicht floskelhaft aufeinander zuzugehen.
Beruflich fachliche Neuigkeiten können im entsprechenden Umfeld interessanten Gesprächsstoff bieten, wobei man aber Fachsimpelei vermeide, der die Zuhörer nicht mehr folgen können. Man vergesse auch Themen aus der persönlichen Lebensplanung, Krankheiten, Moral oder auch Religion und Politik, denn es gibt zu viel sinnlosen Streit weltweit, dass es sich nicht lohnt, Position zu beziehen und dadurch die nächste Meinungsverschiedenheit heraufzubeschwören. Kunst und Kultur, Reisen und fremde Länder, Hobbys und Interessen, damit beweget man sich beim Small Talk auf einer unverbindlichen, sicheren Seite, denn Small Talks schaffen eine positive Gesprächsatmosphäre und stellen oftmals die Basis für intensivere Kontakte und ein heute so wichtiges Kontinente und Branchen übergreifendes Netzwerk.
QUELLENNACHWEIS:
1. Kistanowa L., Tschekulaewa N. Zur Frage der Herausbildung der beruflichen Fremdsprachenkompetenzen der künftigen Spezialisten für Tourismus in Russland mittels der Studiendisziplin "Fremdsprache". Norwegian Journal of development of the International Science No 19/2018, S. 45
2. Kistanowa L., Tschekulaewa N. Zur Frage der Auswahl von Bildungstechnologien im Fremdsprachenunterricht an den touristischen Hochschulen. Danish Scientific Journal № 6, 2017, S.51-53
PECULIARITIES OF TEACHING ENGLISH TO PRESCHOOL CHILDREN
Kovalchuk S.
Candidate of Philology, Associate professor of the Department of Foreign Languages and Intercultural
Professional Communication of Natural Sciences, Tyumen State University
Mukhina Y.
Senior Lecturer of the Department of Foreign Languages and Intercultural Professional Communication of Natural Sciences, Tyumen State University
Abstract
This study examined the effective methods used for teaching English to Russian preschoolers. We determined the possibilities of preschoolers in foreign language acquisition and analyzed the difficulties the children can encounter while learning English. Additionally, we investigated the exercises contributing to the development of logic thinking, memory, imagination, communicative and cognitive abilities of preschoolers.
Keywords: leading activities, teaching methods, preschooler, intelligence
INTRODUCTION
It became obvious that a modern man cannot do without knowledge of foreign languages. Now parents are eager as soon as possible to start teaching children a foreign language. Preschool age is recognized by psychologists as the most favorable period for this type of activity. Teaching kids is a very difficult task which requires a completely different methodological approach than teaching students and adults. The increased attention to teaching a foreign language to preschool children, the need to develop the personality of a child, the necessity for coordinated development of speech activity of a child in native and foreign languages predict the relevance of this study.
Preschool age is unique for learning a foreign language. Quick memory of linguistic information, intensive formation of cognitive processes, and the ability to analyze and synthesize speech patterns in different languages without confusing these languages predict favourable child outcomes, such as early language acquisition. Preschool childhood is a period for mastering the social sphere of human relations through communication with adults, as well as through playing and real relations with peers. In order to understand the peculiarities of interaction between a foreign language teacher and preschool children, it is necessary to consider their psychological and physiological characteristics.
1. Social situation of development
2. Psychological neoformation central neoformation (self-consciousness) partial neoformation
3. Leading activity
4. Motor activity
5. The development of mental processes cognitive emotional and motivational
Table 1.
Psychological and physiological characteristics of preschool age
The aim of the current study is to test the main possible areas of use and efficiency of teaching English to Russian preschool children.
The transition from early to preschool childhood changes the social situation of child development. The social situation of development is the ratio of external and internal conditions of mental development. The social situation of development is changing at the very beginning of the age period. Neoformations appear by the end of the period. The special place in these neofor-mations is occupied by the central neoformation which has the greatest development in the next stage. The central neoformation of preschool children is the development of self-consciousness, namely the realization of their place in social relations. We can observe the emergence of a new internal position, self-esteem, subordination of motives [7].
Partial neoformations related to separate aspects of child's personality and development processes associated with neoformations of previous ages are around the central neoformations. The leading activity predicts the emergence of psychological neoformations which are of paramount importance for the entire subsequent development of a child. The appeared neoformations change the structure of child's consciousness. The new structure of consciousness means a new character of perception of the external reality and activity, a new character of perception of child's life and the internal activity of mental processes. There is a critical attitude to assessment of adults and peers. Evaluation of a peer helps a child assess himself. Self-assessment appears in the second half of the childhood on the basis of the emotional self-esteem (I'm good) and rational assessment of another's behavior. The moral qualities of a child are judged mainly by child's behavior which is either agreed with the standards adopted in the family and the team of peers or does not fit into the system of
these relations. Therefore, child's self-esteem almost in all cases coincides with the external assessment of close relatives.
The correct differentiated self-esteem, self-criticism, self-awareness in time and personal consciousness appear by the end of preschool age. A preschool child realizes physical abilities, skills, moral qualities, experiences and some mental processes. Neoformations leading to the restructuring of child's consciousness change the whole system of relations to reality. As a result, there is a contradiction between the way of child's life and his capabilities. The former situation of development disintegrates as a child develops and a new situation of development is formed which becomes the starting point for the next age period. Thus, there is a transition to a new stage of development of child's mental life which changes leading activities. The development of leading activities causes major changes in mental processes and psychological characteristics of child's personality. Leading activity connects children with the surrounding reality which in this period is the source of mental development. The basic personal neoformations are formed in this activity. The leading activity predicts the change of mental processes and the emergence of new activities. The central neoformation leads to contradictions between child's desires and real opportunities. The solution to this contradiction is a genetic problem of preschool age. The only thing that allows a child to solve this contradiction is story-role-playing. Story-role-playing is a combination of playing activities with communication simulating a certain social situation and participants' role behavior. The motive of a play lies in the play itself. The formula of the motivation in a play is not to win, but to play. In addition to story-role-playing, the same age is associated with the beginning of two other important activities: labor and learning. We can trace certain
stages of consistent improvement of plays, labor and learning of children if we divide preschool childhood into three periods: early preschool age (three-year-olds and four-year-olds), middle preschool age (four-year-olds and five-year-olds) and senior preschool age (five-year-olds and six-year-olds). Early preschoolers play more and they usually do it alone. While playing they improve perception, memory, imagination, thinking and motor skills. Story-role-playing of children at this age usually reproduces the actions of those adults they observe in everyday life. Gradually, by the middle period of preschool childhood plays become collaborative and they include more and more children. They highlight the roles and rules on which these relationships are built, children strictly follow them in the play. Story-role-playing has different themes familiar to a child from life experience. The roles that are played by children are usually family roles (mom, dad, grandma, grandpa, son, daughter), educational roles (music teacher, foreign language teacher, kindergarten teacher), professional roles (doctor, pilot) or fairytale roles (wolf, hare, snake). In the middle and senior preschool ages story-role-playing is used but themes, roles, actions are more diverse than in early preschool age. The content of a play is what the child identifies as the main point of activity and relations between adults, what actions and relationships of people are reproduced by a child in a playful way. Such relations as man-man can be reproduced in child's own activities in different ways, depending on how deeply a child understands the essence of a particular activity of adults. The content of a play develops and deepens during preschool childhood [5].
Fine arts, in particular children's painting, occupy a large place among the various types of creative activity of preschool age. Music plays an important role in the artistic and creative activities of preschool children. Children enjoy listening to music; they repeat sounds of various instruments. The interest in serious music can grow into a real hobby and contribute to the development of musical talent of a child. Physical and mental development of children is interconnected: physical education is carried out by affecting the psyche of children which in its turn affects the development of the psyche. In other words, physical development causes mental one. Physical development of a child, improvement of cognitive processes, personality and behavior are not separate and independent processes. They are interconnected elements of the same process of psychophysical improvement. At this stage of development children undergo qualitative changes in the psyche and they continue to develop mental processes.
The methodology of teaching a foreign language to preschool children includes the linguistic basis of learning (what to teach?); teaching the basics (how to teach?); psychological and pedagogical principles of learning (why to teach?). The following methods of teaching foreign languages to preschoolers are distinguished:
I. Essential method
Communicative learning method combines systematic and informative approaches. This method involves working on both the form and content of speech.
II. Alternative methods
1. The method of learning through movement (Total Physical Response) is developed by psychologist J. Asher and based on structural linguistics, behaviorism and humanist direction in learning, as well as on the coordination of speech and physical actions [1]. When teaching preschool children a foreign language it is necessary to simulate the process of mastering their native language which is assimilated simultaneously with the implementation of appropriate physical actions [4]. The perception of the structures is simplified if it is accompanied by the actions performed by a teacher and children. Additionally, the emphasis is on listening associated with the physical actions that serve to better understanding of basic linguistic structures.
2. The method based on the theory of multiple intelligence (the Theory of Multiple Intelligences). According to Gardner intelligence assumes the ability to solve problems arising in the environment. H. Gardner believes that it is imperative to define and develop all kinds of human intelligence and all its combinations. We are all very different due to different combinations of types of intelligence [3]. Gardner notes that there are many distinct types of intelligence abilities that are characterized by different ways of learning and understanding the world. It highlights the following types of intelligence:
1. Verbal or linguistic intelligence is the ability to generate speech including mechanisms responsible for phonetic (sounds of speech), syntax (grammar), semantic (meaning) and pragmatic components of speech (use of speech in different situations). The use of fairy tales, inventing stories, solving crosswords and collecting puzzles can contribute to the development of this type of intelligence.
2. Logical-mathematical intelligence is the ability to use and assess the relationship between actions and objects when they are not actually present. It is recommended to use a variety of logic games and puzzles, tasks for gumption and ingenuity to develop this type of intelligence.
3. Visual and spatial intelligence is the ability to perceive visual and spatial information, modify it and recreate visual images without reference to the original stimuli. Drawing elements, modelling, imagination, fantasy, visualization and video develop this type of intelligence.
4. Motor intelligence is the ability to use all parts of the body in solving problems or creating products: the ability to manipulate external objects. Motor intelligence can be developed in story-role-playing, dramatization, physical training, dancing, sports activities and other types of outdoor games.
5. Musical and rhythmic intelligence is the ability to generate, transmit and understand the meanings associated with sounds, including mechanisms responsible for the perception of height, rhythm and tone. Educational and playing activities related to music, singing, audio materials, natural sounds help to expand musical and rhythmic intelligence.
6. Interpersonal intelligence is the ability to recognize and distinguish among feelings, views and intentions of other people. Interpersonal intelligence is
developed well in the process of learning in small groups, working in teams, performing group projects.
7. Intrapersonal intelligence is the ability to recognize children's own feelings, intentions and motives. Intrapersonal intelligence can be developed with the help of individualized teaching methods, methods of self-regulation, self-control and self-assessment, the development of intuitive abilities of children.
8. Naturalistic intelligence shows the interest of its owner in nature, natural phenomena, animals, vegetation demonstrates the ability to understand the world of nature and classify the characteristics and properties of the environment. It is necessary to organize tours to the zoo and conduct outdoor classes watching the phenomena of nature and make riddles to recognize the species of birds, fish and trees [2].
The educator defining the basic method of teaching in the classroom uses a variety of techniques in order to improve its effectiveness. The following techniques of teaching a foreign language to preschool children are distinguished: teaching via a play; teaching via learning rhymes, poems, songs; teaching via movement (dancing, different physical exercises); teaching via visual activities (modelling, drawing, making collages).
METHOD
We used the complex of theoretical and empirical research methods in the current study. Theoretical methods include: analysis and synthesis, interpretation of linguistic, psycholinguistic, psychological, pedagogical and methodical literature, comparative methods. We applied to socio-pedagogical analysis of existing programs and manuals.
PARTICIPANTS
Two groups of participants took part in experimental English acquisition. The group of four-year-olds consisted of 20 Russian learners of English. There were 12 boys and 8 girls. The group of five-year-olds consisted of 15 boys and 10 girls.
PROCEDURE
Learning a foreign language traditionally begins with sound production. Children are much faster than adults can master speech sounds. Moreover, the younger the child the less time it takes to learn new sounds. Learning phonetics in preschool age was carried out in a playful way. We told the children Tale about the tongue, where in an accessible and understandable way we explained the articulation position of lips, teeth and tongue. At subsequent lessons the teacher reminded the children the parts of the tale referring to the sounds planned for current classes. Grammar was not priority since even native speakers at the age of four and five speak with grammar mistakes. Most of the grammatical phenomena were not explained or systematized and their development was carried out on the basis of speech patterns used for the expression of communicative intention of the speaker [6]. Thus, the focus was on the language as a means of communication rather than a set of grammatical rules. The main material of the language was vocabulary. The number of words, speech patterns, and lexical topics varied depending on each course or an individual program. However, there were certain criteria for the selection of lexical material
for preschool children: all learned words meant the concepts well known to the child in native language; the words had frequent use in language and greater com-binability with each other. A large variety of plays allowed the teacher to work out new lexical units in a fun way for a certain amount of time. The most common plays were based on questions and answers. The main aim for a child was to understand the question. Children could show their understanding by answering: Yes, No, Blue, Three. It was desirable to identify the intonation of key words during play. Much attention in vocabulary instruction was given to the play with cards that were of two types: developing verbal recognition, namely listening comprehension and developing oral playback, that is speaking. It was important to provide children with sufficient listening practice before proceeding to reproduce the lexical units under study. The first introduction of English words started with learning the short rhymes in which the English words were only parts of the rhymes. Gradually with the accumulation of lexical units there was a transition to rhyming poems and songs that were fully spoken in English and helped the children learn simple everyday phrases and answer basic questions. The teacher used the following learning algorithm when the children memorized poems, songs, rhymes via listening:
1. Listening comprehension based on visualization.
2. Searching familiar words by preschoolers.
3. Practicing new words (repetition of words by children all together and individual repetition by each child).
4. Responses to the questions.
5. The revision of the text with the children.
6. Independent reproduction by each child.
Musical activity presented songs that helped improve the process of language learning, expand the lexical units and speech samples. When words were connected by rhythm and music they became more emotional and individually meaningful and were better remembered. The study showed that after learning poems and rhyming, its lexical content became the active vocabulary of preschool children. It should be noted that vocabulary was remembered when the meaning of words was demonstrated visually, using images, gestures, facial expressions or objects. The following types of exercises were used at the lessons:
(1) Clap, clap, clap - clap all together,
Stamp, stamp, stamp - stamp all together,
Jump, jump, jump - jump all together,
Fly, fly, fly - we fly together,
Run, run, run - run all together,
Swim, swim, swim - swim all together,
Climb, climb, climb - climb all together,
Go, go, go - we walk together.
(2) The play 'Confusion'
The teacher or the child called the action the children had to make, but another action was shown at the same time. The players had to perform the command that the teacher or the child called but not showed.
(3) The play 'Zoo' with visuals
Children got to the zoo, saw animals there and called them: a bear, a hare, a fox, a crocodile, etc. The
teacher applied visibility at the lesson. The teacher used a card with an image of animals or a poster with painted animals at the lesson. By asking questions the teacher motivated children to repeat all the words they saw in the pictures.
(4) The play 'Eatable-uneatable'
The teacher said the word in English and threw the ball to the child. The kid caught the ball if the word meant an eatable object. If the word denoted an uneatable object, the child did not need to catch the ball.
(5) Active plays were combined with quiet one like 'Lotto'
(6) The play 'Pass the card'
The children sat in a semicircle and passed a card to each other calling the word on it. The children could say: I have a.../I have a... and a... to make the task more complicated.
(7) The play 'WordRoad'
The cards with the words were laid out on the carpet with small intervals. The child went along the 'road' calling all the words.
(8) The play 'What is missing?'
The cards with the words were laid out on the carpet and the children named them. The teacher gave the command Close your eyes! and removed one or two cards. Then the teacher gave another command Open your eyes! and asked the question What is missing? The child tried to recall the missing words.
RESULTS
The variety of plays allowed the teacher to create and maintain high motivation to foreign language communication. The most important condition for the success of teaching was the activation of children's speech-making activities and involvement in foreign language communication. It was necessary to change the order of speech actions (the order of questions and the names of objects) so that children reacted to the meaning of the word and did not memorize the sounds mechanically. At least once each child performed the speech action at the lesson. The educator prevented the difficulties in the educational process in the following way:
1. The teacher frequently changed the leader in the play. The children knew that at any moment one of them could become the leader.
2. The teacher asked the children to help players if they were unable to cope with the task of the play.
3. The teacher proposed the children to assess the actions of other players.
4. The teacher dramatized the situations so that children could watch with interest how they would end.
The current study proved that the play method is the most effective one in teaching English to Russian preschool children. The play was aimed at the interaction of the child and the teacher on equal terms. This approach was useful for learning lexico-grammatical, communicative and cross-cultural content. In the play all participants were equal. It was feasible even the children who were bad at English. Moreover, these children could be the first ones in the play: resourcefulness and intelligence in the play were more important than knowledge of the subject. The sense of equality, the atmosphere of joyfulness, the feeling of feasible tasks made it possible for the children to overcome shyness
that prevented them from using the words of another language.
DISCUSSION
The practical knowledge of English has become an urgent need for the society. Moreover, there are favorable conditions for teaching a foreign language. The teacher can choose the methods and techniques of early learning. The environment itself, age characteristics, conditions allow the teacher to organize communication interesting for children in another language. The results of the current study indicated that five-year-olds were ready to learn English, whereas four-year-olds had some difficulties in understanding the tasks. The children were often distracted when they participated in the plays offered by the teacher. Some of the exercises turned to be ineffective in the English language acquisition. The study pointed to the methodology of teaching based on the psychological and physiological characteristics of preschoolers as an important pathway to the development of linguistic abilities of preschoolers. Four-year-olds demonstrated the abilities to perceive visual objects and recreate them. Preschoolers of this age were fond of rhyming and singing, they showed great interest in natural phenomena. Thus, we could benefit learning opportunities and development of intelligence abilities at this age. Four-year-olds exhibited visual-spatial, musical and naturalistic types of intelligence. The situation changed when we observed five-year-olds. Besides three types of intelligence mentioned above, the findings underlined the combination of verbal, interpersonal and motor types. Preschoolers were very active at solving crosswords and collecting puzzles. They were able to dramatize the proposed situations and rather easily manipulated external objects. Additionally, five-year-olds were more concentrated and self-controlled learning in teams.
The teacher understood the classes in a foreign language as a part of the overall development of child's personality. Teaching children was communicative. The children learned to make the statements in accordance with communicative needs. Communication in a foreign language was motivated and purposeful. A way to create positive motivation was to play. The play technique uniting and integrating other activities in the process of language learning was absolutely necessary. The basis of the play was the creation of an imaginary situation and penetration of the child or the teacher into the role. The play method of teaching English was the main one, as the play was a normal and natural state of a child. Additionally, the variety of play situations created the atmosphere of joyfulness and relaxedness. Therefore, plays in the educational process had great opportunities for further development and enhancing children's skills of creative thinking and cognitive activity. The use of cards, pictures and toys increased interest and motivation, affected the emotional memory of children and helped to understand the lexical units better. Acquaintance with the culture of the country, training of politeness and goodwill of children put forward the task of humanistic formation of child's personality. English language acquisition was intended to make a certain contribution to the development of
child's independent thinking, logic, memory, imagination, formation of emotions, development of communicative and cognitive abilities.
REFERENCES:
1. Asher 2016 — Asher J. Total Physical Response. Retrieved from <http://doclecture.net/1 -49931.html>.
2. Benson 1993 — Benson M. The structure of four- and five-year olds' narratives in pretend play and storytelling. First Language. 1993. Pp. 203-223.
3. Gardner 1993 — Gardner H. Multiple Intelligence: The Theory in practice. - New York, 1993.
4. Ratner, Bruner 1978 — Ratner N., Bruner J. Games, social exchange and the acquisition of language. JChLang. Vol. 5. Pp. 391-401.
5. Shatz, Gelman 1973 — Shatz M., Gelman, R. The development of communication skills: modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development. Vol. 38. Pp. 1-37.
6. Tabors, Patton 2008 — Tabors, Patton O. One child, two languages: a guide to early childhood educators of children learning English as a second language. Paul H. Brookes Publishing Company, 2008.
7. Vygotsky 1987 — Vygotsky L. S. Mind in society. Cambridge, MA: Harvard University Press, 1987.
COUNSELING TEENS WITH A COMPUTER ADDICTION
Kulachenko M.
candidate of pedagogical sciences, the senior lecturer of the cathedral ofpedagogics and professional education, Orlovsky state university at the name of Ivan Turgenev
ПСИХОЛОГИЧЕСКОЕ КОНСУЛЬТИРОВАНИЕ ПОДРОСТКОВ С КОМПЬЮТЕРНОЙ
АДДИКЦИЕЙ
Кулаченко М.П.
кандидат педагогических наук, доцент, доцент кафедры педагогики и профессионального образования, Орловский государственный университет имени И. С. Тургенева
Abstract
There is considered the problem of the pedagogical help for the computer-dependent teenagers in present article. Psychological consultation is presented as optimum means of basic protective treatment of the computer addiction present with teenagers, and The Author also taking into account its specificity and the features of age of the target client.
Аннотация
В представленной статье рассматривается проблема педагогической помощи подросткам с компьютерной зависимостью. Психологическое консультирование представлено как оптимальное средство базовой профилактики компьютерной аддикции подростков с учетом ее специфики и особенностей возраста целевого клиента.
Keywords: computer addiction, psychological consultation of teenagers
Ключевые слова: компьютерная аддикция, психологическое консультирование подростков
На сегодняшний день цифровые технологии стали неотъемлемой частью нашей жизни. Конечно, такая популярность, в первую очередь, обусловлена широким спектром возможностей, которые открывает для нас их использование: свободный и быстрый доступ к информации, расширение границ в общении, экономия времени на выполнение различных работ. Однако использование современных технологий, в частности компьютера, в последнее время выходит далеко за рамки необходимости получить информацию или выполнить задание. Все чаще компьютер становится незаменимым средством удовлетворения потребностей в общении и отдыхе, вытесняя традиционные формы проведения досуга: посещение культурных и спортивных мероприятий, семейные праздники и т.д. Такое стремление к использованию компьютерных технологий обусловлено самой их спецификой:
легкость и доступность, возможность быстрой самореализации, заданность сценария и отсутствие необходимости самостоятельно принимать решения. В связи с этим в последнее время можно отметить выраженную тенденцию к чрезмерному использованию компьютера, что не может не оказать влияние на социальную ситуацию и развитие личности человека.
Современные исследования показывают, что компьютерная аддикция является достаточно распространенной. Данный феномен предполагает «патологическую увлеченность использования компьютера и невозможность самостоятельно сократить время пребывания за ним» (А.Г.Асмолов [2], А.Е. Войскунский [3], В.Д. Менделевич [5], М.Г.Чухрова [6] и др.).
