No abstract

In order to find out how 2–3-year-old children use smart devices and what the impact on children's development is, a systematic analysis of literature has been performed. Articles published in the EBSCOhost database during the period 2009–2019 have been selected for the analysis. They deal with studies focusing on 2–3-year-old children and the use of smart devices. The studies describe how 2–3-year-old children use touchscreen devices, as well as summarizing the benefits and risks of using touchscreen devices in the early years. It is concluded that the studies conducted are rather similar regarding form and content. Children use touchscreen devices for similar purposes and with similar time limits. Children under the age of two should not use smartphones and tablets; in turn, 2–3-year-old children should not be denied the technologies, though there should be awareness that use of the smartphone or tablet, along with positive benefits, also creates risks.

Usingthephotostimulatedluminescenceof !F-In?*)defect pairsinKBr-lnavery sensitive method for the determination oi the oscillator strength of F centres has been proposed. Its main advantage is that there is no need to know any absorption characteristics nor the concentration of F centres. Some criteria for the applicability of this method are analvsed

The aim of the research is to identify the interactions between the parenting style in the family and the use of smartphones and tablets of 2-3 year-old children. Mixed-methods design was used for research including the use of such research methods as literature analysis, systematic literature review, questioning of parents about the parenting style, children's playing habits and usage of touchscreen devices (about 30 children 2-3 years old) and a case study (observation) about one child's usage of touchscreen devices and parenting styles. As the result of research we can conclude that children are skilful users of a smartphone and tablet when they use the device regularly, but parents do not have time to work with children, i.e. parents teach the child a skill to prevent the child from disturbing the parent. If a child has the opportunity to use a smart device on a regular basis, he or she becomes a skilled user at a level that allows a smartphone and tablet to meet their needs without the help of a parent. Parents have different views on the impact of the use of smartphones and tablets on child development (positive, negative, and unaffected). Parents whose views are dominated by the perception that the use is positive or has no effect allow children to play with the touchscreen device more often and for a longer period of time and do not impose consistent rules. The habits and skills of using smart devices for children do not have a significant relationship with the parenting style.