Okul öncesi dönemi çocuklarının dijital medya kullanımları ve öz-düzenleme becerisi

Abstract

This study aimed to examine self-regulation skill of 4-6-year-old children regarding digital media usage. The data were collected through the questionnaire, which includes self-regulation skills of 4-6-year-old Children (Mother Form), and the demographic information section was filled by 911 volunteer mothers who live in Turkey. Children’s digital media usage was examined in terms of the amount of time spent with digital media tools, the types of digital media tools used, and which content was preferred. Analysis of the results clearly showed that the more time children spent using digital media the more likely they were to have lower level of self-regulation. In addition, children who did not use smartphones exhibited higher levels of self-regulation than those who did. Moreover, preferring horror or violent content was associated with the low level of children’s self-regulation. On the other hand, children’s preference for educational and foreign language content on digital media appeared to be related to a high score in self-regulation. The study results show a relationship between digital media usage and self-regulation skill. The study suggests that children’s amount of spent time with digital media tools might be limited, the content might be controlled, and types of digital media tools might be carefully chosen. Parents have an important role here. They should be aware that improper digital media usage is harmful to children’s self-regulation skill.

Perceptions of Families on ICT Use of Pre-School Children in Turkey

“…Overall ICT devices are mostly used for watching cartoons and playing games. Previous studies also support this result (Canaslan Akyar & Sungur, 2022;Dere, 2022;Kaya, 2020;McCloskey et al, 2018;Papadakis et al, 2022). Children identify themselves with the heroic characters in cartoons and have the opportunity to reflect their inner world through animal characters.…”

“…Several studies conducted in Turkey investigated the views of parents on the use of ICT by preschool children. These studies examined the relationship between university graduate parents' perceptions (Kaya, 2020) and television (Güngör, 2014), technology use (Biber et al, 2019), smartphones (Genç, 2014), new media (Durmuş & Övür, 2021), tablets (Yılmaz Genç & Fidan, 2017), the relationship between technology use and social skills and social status (Gülay Ogelman et al, 2018), the relationship between digital media use and self-regulation skills, and technology addiction (Canaslan Akyar & Sungur, 2022) and compulsive behaviors (Dere, 2022). Several international studies have investigated the relationship between computers (Hatzigianni & Margetts, 2014), tablets and smartphones (Ateş & Durmuşoğlu Saltalı, 2019;Guedes et al, 2019), screens (Assathiany et al, 2018;Waisman et al, 2018), digital technology (Gjelaj et al, 2020;Jabbar et al, 2019), problematic smartphone use (Park & Park, 2021), digital device usage for learning (Sivrikova et al, 2020), parents' technology usage, the relationship between parental attitudes and children's age (Lauricella et al, 2015), mobile device usage frequency, preferred application types, parents' beliefs and strategies (Papadakis et al, 2022), children's mobile device use in low-income rural areas (McCloskey et al, 2018), and concept of ICT (Vodopivec & Samec, 2017).…”

Predictors of Media Emotion Regulation and Its Consequences for Children’s Socioemotional Development

“…On the other hand, there are also studies indicating a positive role of media use in children's development. For instance, in a study conducted with children aged four to six, children who watched educational media displayed better prosocial behavior and self-regulation performance than their peers (Canaslan and Sungur 2022). Also, in studies conducted over three to six years olds, media use that requires social engagement and interaction and provides instructional information has been related to increased empathy, self-efficacy, emotion recognition, and emotion expression skills among children (Rasmussen et al 2016, Koivula et al 2017.…”