Informatization and gadgetization of modern society and childhood

Inna A. Isako­va 
Nation­al Research Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod
Ali­na L. Yanak
Nation­al Research Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

Informa­ti­za­tion and gad­geti­za­tion of mod­ern soci­ety and child­hood

Abstract. This arti­cle con­sid­ers the process­es of informa­ti­za­tion and gad­geti­za­tion of soci­ety and child­hood. The study aims to describe major trends and effects of inte­grat­ing infor­ma­tion and tech­no­log­i­cal com­po­nents into dai­ly, fam­i­ly, social, indus­tri­al, eco­nom­ic, polit­i­cal and cul­tur­al prac­tices. The research objec­tives are to elu­ci­date the direc­tions of these process­es, iden­ti­fy and describe their pos­i­tive and neg­a­tive impacts on mod­ern soci­ety. The authors place par­tic­u­lar empha­sis on chil­dren as the most mobile (“quick­ly absorb­ing” trends and inno­va­tions) and, along with it, vul­ner­a­ble socio-demo­graph­ic group, less adap­tive than adults. The paper presents the con­clu­sions from top­ic stud­ies (some involv­ing par­tic­i­pa­tion of the authors) con­duct­ed by means of soci­o­log­i­cal sur­veys and in-depth inter­views. The results demon­strate that informa­ti­za­tion and gad­geti­za­tion are actu­al and rel­e­vant process­es, though frag­men­tar­i­ly stud­ied. Along with it, they appear very ambigu­ous. Their pos­i­tive impacts include increased oppor­tu­ni­ties for self-real­iza­tion, self-pre­sen­ta­tion, and ful­fill­ment of cog­ni­tive needs, as well as grow­ing resources and mobil­i­ty. As for the neg­a­tive influ­ence, it embraces a con­stant infor­ma­tion flow (some­times destruc­tive to health) requir­ing new infor­ma­tion fil­ter­ing skills; updat­ing of the infor­ma­tion secu­ri­ty prob­lem; a clip, frag­men­tary, and super­fi­cial char­ac­ter of the younger gen­er­a­tions’ think­ing; replace­ment of actu­al social con­nec­tions and iden­ti­ties by vir­tu­al ones; trans­for­ma­tion of sta­tus attrib­ut­es, etc. The authors con­clude that in the era of dig­i­tal tech­nol­o­gy it is adults’ respon­si­bil­i­ty to ori­ent and edu­cate chil­dren. Par­ents need to exer­cise a flex­i­ble chil­dren con­trol by help­ing tem through infor­ma­tion reflec­tion, being atten­tive to their needs and inter­ests, and con­struct­ing sen­si­tive, trust­ing, emo­tion­al­ly intense rela­tion­ships.

Key­words: informa­ti­za­tion, infor­ma­tion soci­ety, gad­get, child­hood, child­hood gad­geti­za­tion, social net­works, infor­ma­tion secu­ri­ty

DOI: 10.5840/dspl20192114

The report­ed study was fund­ed by RFBR accord­ing to the research project №18–311-00348 “Trans­for­ma­tion of child-par­ent rela­tions in the era of informa­ti­za­tion of soci­ety.”


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