Characterization of audiovisual consumption for early childhood development. A look from Cuba.

Author: Cano Pérez A., Study Center for the Improvement of Higher Education of the University of Havana (Cuba)

Keywords

Characterization, audiovisual consumption, early childhood development, Cuba

Abstract

There are many national and international investigations that recognize the important role that audiovisuals play in the development of the human being, as well as the need for the consumption activity to be mediated, guided by others. However, few are those that provide a look at audiovisual consumption from early childhood, but fewer are those that do so with a potentializing vision of development. In a general sense, the exclusion of early childhood is not surprising, since this behavior is similar in other spheres of action or areas of study, in which the first years of the life of girls and boys (in addition, those of greater significance for its current and future development), are subsumed or made invisible, in a more encompassing denomination such as childhood, which, by including them, also generalizes them, depriving them of the consideration of particularities and peculiarities, which make them not only specific but also different. The exposed, constitute reasons to locate the Cuban child of early childhood in the center of the investigations and to reveal the particularities that audiovisual consumption acquires from the dimensions; conception of child development, determination of audiovisual content, exercise of mediation, management of audiovisual content and carrier devices, as well as sociocultural context, its components and indicators. Which transcends the practices and consumption habits traditionally studied in other age groups. Being able to identify characteristic features of this process in the specific context of Cuba not only constitutes a valuable contribution of the social sciences for the development of more accurate public policies, but also aims to contribute to the improvement of early childhood education that is developed. Likewise, it opens a way to settle debts from the sciences with an age period that decisively marks the future life of individuals, society and the nation. The focus of the study carried out is fundamentally qualitative, in which the theoretical, analytical-synthetic, inductive-deductive and systematization methods of scientific research are privileged.

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