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Psychological and Pedagogical Expertise of Animated Films 4757
, Doctor of Psychology, Head of the Center for Psychological and Pedagogical Expertise of Play and Toys, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.orgSokolova M.V.
, PhD in Psychology, specialist at the Center for Psychological and Educational Expertise of Play and Toys, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
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
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