THE IMPACT OF VIDEO CONTENT ON THE LANGUAGE OF PRESCHOOL CHILDREN

Abstract

The presence of words and phrases from two different languages, specifically Russian and English, in the speech of preschool children is a growing concern for parents. This phenomenon is especially noticeable among children between the ages of 3 and 5, and it is largely attributed to their frequent exposure to videos in different languages. To gain a more comprehensive understanding of this issue, a social survey was conducted among parents of children in this age group who exhibit elements of bilingualism in their speech. The survey aimed to explore the extent and nature of these bilingual elements, as well as the potential influence of video content on their language development. The findings revealed that although these children cannot be classified as fully bilingual, they frequently use a mixture of languages in their speech. This can be directly linked to their exposure to videos in both Russian and English. The analysis of the survey data indicated that this exposure significantly contributes to the incorporation of bilingual elements into children's speech, even if they are not consciously learning a second language. The results suggest that video content plays a critical role in the early language development of children and can introduce elements of a second language, thus influencing their natural language acquisition process. These findings emphasize the importance for parents and educators to carefully consider the type of video content that children are exposed to, as it has a significant impact on their linguistic development. This study highlights the significant impact of video content on the language development of preschool children. The practical significance of the research results is directly related to the explanation to parents and teachers about the strong influence of video content on the development of children's speech.