Should our kindergartens and schools be electronic media free zones?

This article raises the question of the place of media in educational institutions. Various media formats from the surrounding, general culture are integrated naturally into kindergartens and schools. Schools have always reflected the spirit of their time and culture and the question of media is no different. This article examines another path. A path of resistance and of creating an opposing culture. First, I will examine the position of each one of us, the adult individual, with regard to screen technology, then I will look closely at the relations between the young child and screen culture, and at child development and its relationship to the issue of screen technology. Finally, I will attempt to show that educational processes and institutions should, fittingly, be media-free safe spaces.

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What are the frequently asked questions about electronic media in kindergartens and schools?

This section addresses common inquiries regarding the role of electronic media in educational settings, specifically kindergartens and schools, as discussed in the article. The FAQs cover topics such as whether educational institutions should be electronic media-free zones, how the article addresses the relationship between young children and screen culture, and the article's stance on the individual adult's relationship with screen technology. For example, the article examines a path of resistance and creating a counter-culture, aiming to show that educational processes and institutions should be safe, media-free spaces. It focuses on the relationship between young children and screen culture and its impact on child development, suggesting that its place in educational institutions should be re-evaluated. Furthermore, it begins by examining each adult's position regarding screen technology as a basis for understanding the overall approach to media in education.