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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

Psychological and Pedagogical Expertise of Animated Films

Smirnova E.O., Doctor in Psychology, Director of the Center of Play and Toys, Moscow State University of Psychology and Education, Professor, Chair of Preschool Pedagogic and Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, smirneo@mail.ru
Sokolova M.V., Ph.D. in Psychology, specialist at the Center for Psychological and Educational Expertise of Play and Toys, Moscow State University of Psychology and Education, Moscow, Russia, sokolovamw@mail.ru
Abstract
The paper describes a technique for age-based psychological and pedagogical expertise of animated films. The technique aims to define the criteria for identifying animations that would be of special value to children at particular ages in terms of their development. The suggested criteria are as follows: ethic, cognitive and emo¬tional aspects of animations and patterns of main characters' behavior. The paper outlines the specifics of these criteria for four age groups (early preschool, preschool, early school and adolescent ages) and provides exam¬ples of animated films appropriate for each group in terms of age relevance and prospective positive outcomes for the child's development. Finally, the paper considers some areas of application in which this technique might work the best.

Keywords: animated films, psychological and pedagogical expertise, age ratings, potential for development, ethic, cognitive and emotional aspects of animation, patterns of behavior in main characters

Column: Animated films in modern childhood

For Reference

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