doi: 10.56294/mr202350
SHORT COMMUNICATION
Communication synergy in social networks as an interactive aspect for the development of early childhood education in educational institutions in Riohacha, La Guajira
Sinergia comunicacional en las redes sociales como aspecto interactivo para el desarrollo de la educación infantil en instituciones educativas de Riohacha, La Guajira
Noris Laudith Jiménez Pitre1 
*, Orlando Cárcamo Berrio1 *,
Yesica Paola Bula Amaya2 *
1Universidad de la Guajira, Grupo de Investigación EDUCARÉ, La Guajira, Colombia.
2Universidad de la Guajira, Facultad de Ciencias de la Educación, Semillero de Investigación LUREDI.E, La Guajira, Colombia.
Cite as: Jiménez Pitre NL, Cárcamo Berrio O, Bula Amaya YP. Communication synergy in social networks as an interactive aspect for the development of early childhood education in educational institutions in Riohacha, La Guajira. Metaverse Basic and Applied Research. 2023;2:50. https://doi.org/10.56294/mr202350
Submitted: 20-04-2023 Revised: 13-07-2023 Accepted: 01-10-2023 Published: 02-10-2023
Editor: Lic.
Mabel Cecilia Bonardi
Note: Paper presented at Congreso Internacional en Educación, Tecnología y Ciencia 2023 (CIETYC).
ABSTRACT
This research examines the communicative synergy on social media as an interactive aspect in the development of early childhood education. Its objective is to analyze the communicative correlation on social media and its effects on cyberbullying, sexting, grooming, vamping, among others. Additionally, it seeks to determine the conditions of social media use by school-aged children, as well as the advantages they provide in terms of message exchange with other familiar children, friends, and relatives, known adults, friends, and family members. It also aims to identify the disadvantages of social media for school-aged children, particularly regarding the risks of exchanging messages about sex and love with unknown children and adults, and describes how these disadvantages can negatively impact their emotional and physical well-being, as well as their social isolation.
Keywords: Social Networks; Internet; Risks; Family; Education; Students.
RESUMEN
Esta investigación analiza la sinergia comunicacional en las redes sociales como un aspecto interactivo en el desarrollo de la educación infantil. Su objetivo es examinar la correlación comunicativa en las redes sociales y sus efectos en el ciberbullying, el sexting, el grooming, el vamping, entre otros. Además, busca determinar las condiciones de uso de las redes sociales por parte de los niños en edad escolar, así como las ventajas que estas les brindan en términos de intercambio de mensajes con otros niños conocidos, amigos y familiares, adultos conocidos, amigos y familiares. También se enfoca en identificar las desventajas de las redes sociales para los niños escolares, especialmente en lo que respecta a los riesgos de intercambiar mensajes sobre temas de sexo y amor con niños y adultos desconocidos, y describe cómo estas desventajas pueden afectar negativamente su estado emocional, físico y su aislamiento social.
Palabras claves: Redes Sociales; Internet; Riesgos; Familia; Educación; Estudiantes.
INTRODUCTION
The increasing concern among parents and teachers regarding the use and abuse of social media by children in Colombia and around the world is a topic that calls for attention and action.(1) This phenomenon has been accentuated by rapid digitization and the potential exposure of children to abuses by adults and relatives.(2,3,4)
Given the context of the pandemic in 2020, a survey method through phone calls was used to collect data, as children were not attending schools by mandate of the Colombian Ministry of Health.(5,6)
The interest in this topic is undeniable, given the prevalence of social media and information and communication technologies today. Sociologists, educators, psychologists, and other professionals have expressed their concern about the expansion of applications and the multiple opportunities children have to access sites that could be harmful to their upbringing and development.(7,8)
Social networks, with their wide coverage and capacity for social and psychological penetration in Colombia and around the world, have become a tool of great importance.(9,10) The immediacy of information encourages citizen participation, especially of children and young people, which raises questions such as: How can social networks influence the process of socialization and learning of children and young people?
In response to these concerns, the government and its competent bodies are seeking to control media and social networks through the creation of alternative means, legal norms, and awareness policies. It is vital that parents, guardians, and educators are alert and supervise the use that their children or students make of social networks to prevent their excessive and inappropriate use.(11,12,13)
This study seeks to understand children's perception of the use of social media. The objective is to clarify doubts about their behavior in relation to topics such as love or sex messages exchanged with unknown adults or with their peers of the same age.
This work intends to provide useful information for educational institutions to take as a reference when establishing policies or actions aimed at protecting childhood and youth.
METHODS
This research was conducted based on the positivist paradigm, at the descriptive level and of a cross-sectional type. Similarly, this research was developed according to the prevalence design. Instruments: Surveys with single-selection closed questions and multiple-selection were used. Dichotomous and polyatomic questions were taken into account. For the validity of the measurement instruments, these were evaluated and endorsed by experts and scientists from the University of La Guajira, and another university.
Content validity was taken into account, but construct validity and criterion validity were added, even if they were not necessary as the instrument was well defined by the content validity.(14) For this, the concepts recorded in books, magazines and research mentioned in the bibliography of this research were taken into account (content validity); some teachers were consulted about terms and meanings used in the use of social networks for child communication (construct validity); other experts were consulted (expert validity) on the topic who gave their favorable judgment to the constructed instruments despite this, once satisfied with the results, a comparison with other similar instruments was made without it being necessary (criterion validity).(14)
In the reliability test of the survey, a Pearson correlation coefficient r of 0,8 was obtained. The test was carried out with a test and re-test trial on two children from the schools of Riohacha.
The population of students in Riohacha is approximately 44000 projected, from which a sample of 120 children aged 7 to 12 was chosen, distributed in the ages of 7 to 8, 9 to 10, and 11 to 12, with random sampling, with a margin of error of 8 % and a confidence level of 92 %.
Two variables were used: a) characterization variable: communication strategies; b) Variables of interest: use of social networks.
RESULTS AND DISCUSSION
The characterization of the sample of children included in the study is shown in table 1 and 2.
|
Table 1. Ages of children using social networks in Riohacha |
||
|
Ages |
N |
% |
|
7 a 8 |
70 |
58 |
|
9 a 10 |
40 |
33 |
|
11 a 12 |
10 |
8 |
|
Total |
120 |
100 |
At the time of the pandemic, the children chosen for this study were 7 to 8 years old (58 %), 9 to 10 years old (33 %) and 10 to 12 years old (8 %).
|
Table 2. Sex of children using social networks in Riohacha |
||
|
Gender |
N |
% |
|
Male |
70 |
58 |
|
Female |
50 |
42 |
|
Total |
120 |
100 |
The majority of the children offered in the study were boys (58 %).
Conditions of children's environments
A) Devices used by school children in Riohacha
A large number of children in Riohacha use cell phones to access social networks, with a significant percentage of 50 %. In contrast, the use of laptops and desktop computers is less common, with only 10 % and 25 % respectively. It is worrying that, in the midst of the pandemic, 8 % of these children do not have access to any technological device for their studies (table 3).
|
Table 3. Devices available to children for social networking in Riohacha |
||
|
Devices |
N |
% |
|
Tablet |
8 |
7 |
|
Smartphone or cell phone |
60 |
50 |
|
Laptop computer |
12 |
10 |
|
Desktop computer |
30 |
25 |
|
I have no electronic devices |
10 |
8 |
|
Total |
120 |
100 |
|
Table 4. Internet availability of children using social networks in Riohacha |
||
|
Internet availability |
N |
% |
|
Internet is available at my home |
30 |
25 |
|
I buy data recharge |
73 |
61 |
|
I borrow |
10 |
8 |
|
I go to places where they rent internet equipment |
7 |
6 |
|
Total |
120 |
100 |
Children in Riohacha mostly use social networks; they also buy data recharge (61 %), borrow devices (8 %), go to places where they rent internet equipment (6 %). Some have internet at home (25 %) (table 4).
B) Social networks most used by schoolchildren in Riohacha
|
Table 5. Social networks most used by children in Riohacha |
||
|
Most used social networks |
N |
% |
|
|
62 |
35 |
|
|
37 |
21 |
|
|
0 |
0 |
|
YouTube |
67 |
38 |
|
|
8 |
5 |
|
Interactive games |
1 |
1 |
|
Other |
0 |
0 |
|
None |
0 |
0 |
|
Total |
175 |
100 |
The social networks most used by children in Riohacha are YouTube (38 %),WhatsApp (35 %), Facebook (21 %), email (5 %) and interactive games (1 %) (table 5).
|
Table 6. Day in which children in Riohacha use social networks |
||
|
Day |
N |
% |
|
Morning |
44 |
37 |
|
Afternoon |
44 |
37 |
|
Evening |
22 |
18 |
|
Early morning |
10 |
8 |
|
Total |
120 |
100 |
Children in Riohacha most frequently use social networks in the mornings (37 %) and afternoons (37 %), but they also use them at night (18 %) and in the early morning (8 %) (table 6).
|
Table 7. Time spent by children on social networks |
||
|
Time spent on social networks |
N |
% |
|
1 to 2 hours per day |
21 |
18 |
|
From 2 to 3 hours per day |
50 |
42 |
|
3 to 4 hours daily |
49 |
41 |
|
Total |
120 |
100 |
Children in Riohacha mostly use social networks for 3 to 4 hours per day (41 %) (table 7).
Consequences of the use of social networks by school children in Riohacha
A) Physical and psychological conditions of school children due to the use of social networks
|
Table 8. How children end up after long hours on social networks |
||
|
How children end up after using social networks |
N |
% |
|
Happy |
54 |
45 |
|
Tired |
51 |
43 |
|
Late night |
7 |
6 |
|
Stressed |
1 |
1 |
|
With dark circles under their eyes |
7 |
6 |
|
Total |
120 |
100 |
The children in Riohacha enjoy (45 %) social networks, but are tired (43 %); few children are stressed (1 %) by using social networks; others have dark circles under their eyes (6 %) (table 8).
|
Table 9. Type of affectation of children by the use of social networks in Riohacha |
||
|
Options |
N |
% |
|
Academic performance |
46 |
38 |
|
Social isolation |
32 |
27 |
|
Fears |
19 |
16 |
|
Depression |
0 |
0 |
|
Visual fatigue |
15 |
13 |
|
Brain fatigue |
6 |
5 |
|
In all of the above |
0 |
0 |
|
Not at all |
2 |
2 |
|
Total |
120 |
100 |
The children in Riohacha are negatively affected in their academic performance (38 %), present a lot of social isolation (27 %), feel fear (16 %), visual fatigue (13 %) or brain fatigue (5 %) due to the use of social networks (table 9).
|
Table 10. Innovations in social networks that children like |
||
|
Options |
N |
% |
|
Interactive games |
99 |
85 |
|
Teaching |
18 |
15 |
|
Sex and love |
0 |
0 |
|
Total |
117 |
100 |
Most of the children in Riohacha like the innovations of social networks in terms of interactive games (85 %) and few children like them for teaching (15 %). No children like the innovations of social networks in terms of sex or love (table 10).
|
Table 11. Benefits of social networks, according to the children of Riohacha |
||
|
Options |
N |
% |
|
Apply knowledge |
54 |
43 |
|
Allows to ratify friendship |
18 |
14 |
|
News exchange |
11 |
9 |
|
Task exchange |
9 |
7 |
|
Rest |
9 |
7 |
|
Fun |
17 |
13 |
|
Cheerful mood |
8 |
6 |
|
Total |
126 |
100 |
Children in Riohacha feel that social networks benefit them as they exchange knowledge (43 %) with them, they reaffirm friendship (14 %), exchange news (9 %), and tasks (7 %) as well as provide them with fun (13 %), joy (6 %) and rest (7 %) (table 11).
CONCLUSIONS
The research conducted adopted a positivist and descriptive approach, with a cross-sectional prevalence design. Data collection was carried out through telephone surveys directed at 120 children from the previously mentioned educational institutions. Several important conclusions were derived from this study:
Firstly, it was found that the use of social networks negatively affects the academic performance of children in Riohacha. Additionally, these children tend to experience a high degree of social isolation, as well as manifestations of fear, visual fatigue, and brain fatigue related to the use of these platforms.
In terms of duration, it was observed that children in Riohacha tend to spend between 3 to 4 hours daily on social networks. However, it is worth noting that they do not use these platforms to exchange sexual or love messages with unknown adults.
With regard to the reception of messages, photos, or videos of loving or sexual content, the majority of children in Riohacha indicated that they have not received this type of communication. Among those who did receive them, the predominant response was to delete these messages, block the contacts involved, or forward these communications.
REFERENCES
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3. Chen J, Lin T-J, Justice L, Sawyer B. The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms. J Autism Dev Disord 2019;49:2779-94. https://doi.org/10.1007/s10803-017-3272-4.
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12. Cohen-Almagor R. Social responsibility on the Internet: Addressing the challenge of cyberbullying. Aggression and Violent Behavior 2018;39:42-52. https://doi.org/10.1016/j.avb.2018.01.001.
13. Fowler JH, Dawes CT, Christakis NA. Model of genetic variation in human social networks. Proceedings of the National Academy of Sciences 2009;106:1720-4. https://doi.org/10.1073/pnas.0806746106.
14. Hernández-Sampieri R, Mendoza C. Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. Mexico, D.F.: McGraw-Hill Education; 2020.
FINANCING
None.
CONFLICT OF INTEREST
None.
AUTHORSHIP CONTRIBUTION
Conceptualization: Noris Laudith Jiménez Pitre, Orlando Cárcamo Berrio, Yesica Paola Bula Amaya.
Methodology: Noris Laudith Jiménez Pitre, Orlando Cárcamo Berrio, Yesica Paola Bula Amaya.
Software: Noris Laudith Jiménez Pitre, Orlando Cárcamo Berrio, Yesica Paola Bula Amaya.
Research: Noris Laudith Jiménez Pitre, Orlando Cárcamo Berrio, Yesica Paola Bula Amaya.
Original writing: Noris Laudith Jiménez Pitre, Orlando Cárcamo Berrio, Yesica Paola Bula Amaya.
Writing and editing: Noris Laudith Jiménez Pitre, Orlando Cárcamo Berrio, Yesica Paola Bula Amaya.