Research Article
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Examining Parents’ Views and Behaviors About Preschool Children’s Technology Use

Year 2024, Volume: 21 Issue: 1, 185 - 211, 24.04.2024

Özge Özel Seden Yay

https://doi.org/10.33711/yyuefd.1370713

Abstract

The purpose of this study is to examine the views and behaviors of parents of preschool children about their use of technology. This study was designed as a qualitative design. Participants were selected from convenience sampling, one of the purposeful sampling types. The participants comprised 29 parents of children studying in kindergartens and preschools in the Central District of Burdur Province in 2022-2023. Data were collected through semi-structured interviews and analyzed using the descriptive analysis method. The findings were explained under the themes of the duration of children's use of technology, time restrictions, children's reactions to these restrictions, various methods applied by parents against these reactions, and the measures they took to restrict technology. Findings showed children are intertwined with technology, technology should be used within the controls, children react to time restrictions, parents have some methods of agreement against these reactions, they resort to techniques such as deprivation of technology in case of failure to reach an agreement, their children should comply with the predetermined time, they followed the content in general, and benefit from some programs or were present with their children while creating content.

Keywords

Technology use preschool period 2 parents’ view parents’ behavior qualitative design

References

  • Akçay, D. (2020). Parent’s attitude and behavior toward children’s addiction to digital games. Middle Black Sea Journal of Communication Studies, 5(2), 65-71.
  • Aksoy, T. (2021). Teachers' views on the use of technology in the education of preschool children. Journal of Primary Education, (11), 30-38. https://doi.org/10.52105/temelegitim.11.3
  • Buabbas, A., Hasan, H., & Shehab, A. A. (2021). Parents’ attitudes toward school students’ overuse of smartphones and its detrimental health impacts: Qualitative study. JMIR Pediatrics and Parenting, 4(2), e24196. https://doi:10.2196/24196
  • Chen, J.-Q., & Chang, C. (2006). Using computers in early childhood classrooms Teachers’ attitudes, skills, and practices. Journal of Early Childhood Research, 4(2), 169-188. https://10.1177/1476718X06063535
  • Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. (3rd Ed.). Sage.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage.
  • Demirezen, D., & ALAKURT, T. (2022). An ınvestigation of the psychometric properties of the Technological Pedagogical Content Knowledge Scale for preschool teachers in turkish sample. Anadolu University Journal of Education Faculty, 6(3), 277-293. https://doi.org/10.34056/aujef.1068474
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
  • Doğan, U., & Tosun, N. İ. (2016). Mediating effect of problematic smartphone use on the relationship between social anxiety and social network usage of high school students. Adıyaman University Journal of Social Sciences (22), 99-128. http://dx.doi.org/10.14520/adyusbd.66762
  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children And Youth Services Review, 118, 105440. https://doi:10.1016/j.childyouth.2020.105440
  • Flick, U., von Kardoff, E., & Steinke, I. (Eds.). (2004). A companion to qualitative research. Sage.
  • Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo. International Journal of Instruction, 13(1), 165-184. https://doi:10.29333/iji.2020.13111a
  • Gök, A., Turan, S., & Oyman, N. (2011). Preschool teachers’ views on usage of ınformation techonologies. Pegem Journal of Education and Instruction, 1(3), 59-66.
  • Gülen, M. (2021). Eexamination of the attitudes of preschool teachers towards the use of technological tools [Unpublished Master's thesis]. Fatih Sultan Mehmet Vakıf University, Türkiye.
  • Güngör, M. (2014). Preschool children’s watching television habits and parental attitudes. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(28), 199-216.
  • Hiniker, A., Schoenebeck, S. Y., & Kientz, J. A. (2016, February). Not at the dinner table: Parents' and children's perspectives on family technology rules. In Proceedings of the 19th ACM conference on computer-supported cooperative work & social computing (pp. 1376-1389).
  • Internet World Stats (2022). https://www.internetworldstats.com/stats.htm.
  • İnan-Kaya, G., Mutlu-Bayraktar, D., & Yılmaz, Ö. (2018). Digital parenting: Perceptions on digital risks. Kalem International Journal of Education and Human Sciences, 8(1), 131-157. https://doi:10.23863/kalem.2018.96
  • Jabbar, S. A., Al-Shboul, M., Tannous, A., Banat, S. A., & Aldreabi, H. (2019). Young children’s use of technological devices: Parents’ views. Modern Applied Science, 13(2), 66-80. https://doi:10.5539/mas.v13n2p66
  • Karataş, Z. (2017). Paradigm transformation in social sciences research: Rise of qualitative approach. Türkiye Journal of Social Work Research, 1 (1), 68-86.
  • Konca, A. S. (2021). Digital technology usage of young children: Screen time and families. Early Childhood Education Journal, 50(7), 1097-1108. https://doi.org/10.1007/s10643-021-01245-7
  • Konca, A. S., Ozel, E., & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10-15.
  • Konca, A. S., & Tantekin Erden, F. (2021). Young Children’s Social Interactions with Parents during Digital Activities at Home. Child Indicators Research, 14(4), 1365-1385. https://doi.org/10.1007/s12187-020-09800-1
  • Korkmaz, F., & Ünsal, S. (2016). An investigation of preschool teachers’ perceptions on the concept of “technology”. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(35) 194-212.
  • Kuzgun, H., & Özdinç, F. (2017). Investigating teacher's views for technology use in preschool education. Uşak University Journal of Social Sciences, 10(ERTE Special Issue), 83-102.
  • NAEYC (National Association for the Education of Young Children) (2012). https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf.
  • Nevski, E. ve Siibak, A. (2016). Young children’s (0-3 years) touch screen use and parental mediation. Recieved from: https://t.ly/Dwusk
  • Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of child and family studies, 24, 3423-3435. https://doi.org/10.1007/s10826-015-0144-4
  • Oğuz, B. N., & Kutluca, A. Y. (2020). Okul öncesi dönemde çocukları olan ebeveynlerin teknoloji kullanımına yönelik görüşlerinin incelenmesi. Ondokuz Mayis University Journal of Education Faculty, 39(2), 252-268. https://doi.org/10.7822/omuefd.727132
  • Öner, D. (2020). The using technology and digital games in early childhood: an investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154. https://doi.org/10.29129/inujgse.715044
  • Özel, Ö. (2019). An exploration of Turkish kindergarten early career stage teachers’ technology beliefs and practices. [Unpublished doctoral dissertation]. University of South Florida, USA.
  • Özel, Ö., & Yay, S. (2023). Examining preschool teachers’ use of technology in education. In Ö. Baltacı (ed.), Educational Sciences Research-IV (141-158). Özgür Publications. https://doi.org/10.58830/ozgur.pub170.c839
  • Öztürk, C., & Karayağız, G. (2007). Child and television. Ataturk University School of Nursing Journal, 10(2), 81-85.
  • Özyürek, A. (2018). Analysis of computer technology use of perschool children based on the views of their mothers. Journal of Child and Development (J-CAD), 2(2), 1-12.
  • Papadakis, S., & Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with Scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3), 231-246.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage
  • Pila, S., Lauricella, A. R., Piper, A. M., & Wartella, E. (2021). The power of parent attitudes: Examination of parent attitudes toward traditional and emerging technology. Human Behavior and Emerging Technologies, 3(4), 540-551. https://doi.org/10.1002/hbe2.279
  • Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of digital storytelling in preschool education: A case study from croatia. Digital Education Review, 30, 94-105.
  • Rideout, V. J., & Hamel, E. (2006). The media family: Electronic media in the lives of infants, toddlers, preschoolers, and their parents. Kaiser Family Foundation.
  • Saltuk, M. C., & Erciyes, C. (2020). Iinvestigation and attitude of parents about the use of technology in preschool children. e-Journal of New Media, 4(2), 106-120. https://doi.org/10.17932/IAU.EJNM.25480200
  • Sancar-Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). An investigation of Mersin University early childhood pre-service teachers’ self-confidence about their Technological Pedagogical Content Knowledge (TPACK). Journal of Kirsehir Education Faculty, 14(1), 35-51.
  • Seferoğlu, S. S. (2009). Technology use in primary schools and administrators' perspectives. Akademic Informatics, 2, 11-13.
  • Sert, G., Kurtoğlu, M., Akıncı, A., & Seferoğlu, S. S. (2012). A review of research examining teachers' use of technology: A content analysis study. Akademic Informatics, 1(3), 1-8.
  • Shin, W., & Li, B. (2017). Parental mediation of children’s digital technology use in Singapore. Journal of Children and Media, 11(1), 1-19. https://doi.org/10.1080/17482798.2016.1203807
  • Sıngın, R. H. Ö., & Gökbulut, B. (2020). Determination of technopedagogic competencies of preschool teachers. Bolu Abant Izzet Baysal University Journal of Faculty of Education (BAIBUEFD), 20(1), 269-280. https://doi.org/10.17240/aibuefd.2020.20.52925-556477
  • Şalcı, O., Karakaya, K., & Tatlıeşme, S. (2018). Evaluation of pre-school teachers 'effects on the development of children 3- 6 years of ıntelligent device use. Journal of Karabuk University Institute of Social Sciences, 4 (Special Issue), 53-63.
  • Toombs, E., Mushquash, C. J., Mah, L., Short, K., Young, N. L., Cheng, C., ... & Born, K. B. (2022). Increased screen time for children and youth during the COVID-19 pandemic. Science Briefs of the Ontario COVID-19 Science Advisory Table, 3(59), 1-19. COVID-19 Science Advisory Table. https://doi.org/10.47326/ocsat.2022.03.59.1.0
  • TÜİK (2021). Turkish Statistical Institute. Survey on the use of information technologies among children, 2021. Retrieved from: https://t.ly/B8jkc
  • TÜİK (2023). Turkish Statistical Institute. Household information technology (IT) usage survey, 2023. Retrieved from: https://t.ly/Xo9VT . United States Census Bureau (2021). https://www.census.gov/.
  • Urfa, D. T. (2020). The role of smart phone / tablet use habits and parent attitudes on the development levels of preschool chıldren [Unpublished master’s thesis]. İstanbul Sabahattin Zaim University, Türkiye.
  • Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43-54. https://doi.org/10.1177/1476718X14523749.
  • Yaşar Ekici, F. (2016). Parents' views on the use of technology in the early childhood period. Journal of Education and Training Studies, 4(12), 58-70. https://doi.org/10.11114/jets.v4i12.1925
  • Yıldırım, A. ve Şimşek, H. (2008). Qualitative research methods in social sciences (6th. ed.). Seçkin Publishing.
  • Yılmaz, E., Tomris, G., & Kurt, A. A. (2016). Pre-school teachers’ self-efficacy beliefs and their attitudes towards the use of technological tools: Balıkesir province sample. Anadolu Journal of Educational Sciences International, 6(1), 1-26.

Okul Öncesi Dönem Çocuklarının Teknoloji Kullanımları Hakkında Ebeveyn Görüşlerinin ve Davranışlarının İncelenmesi

Year 2024, Volume: 21 Issue: 1, 185 - 211, 24.04.2024

Özge Özel Seden Yay

https://doi.org/10.33711/yyuefd.1370713

Abstract

Bu çalışmanın amacı, okul öncesi dönemdeki çocukların ebeveynlerinin teknoloji kullanımına ilişkin görüş ve davranışlarını incelemektir. Bu çalışma nitel bir desen olarak tasarlanmıştır. Katılımcılar amaçlı örnekleme türlerinden biri olan kolayda örnekleme yoluyla seçilmiştir. Katılımcılar, 2022-2023 yıllarında Burdur İli Merkez İlçedeki anaokulu ve anasınıflarında öğrenim gören 29 çocuğun ebeveyninden oluşmaktadır. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmış ve betimsel analiz yöntemi kullanılarak analiz edilmiştir. Bulgular, çocukların teknolojiyi kullanma süreleri, zaman kısıtlamaları, çocukların bu kısıtlamalara tepkileri, ebeveynlerin bu tepkilere karşı uyguladıkları çeşitli yöntemler ve teknolojiyi kısıtlamak için aldıkları önlemler temaları altında açıklanmıştır. Bulgular, çocukların teknoloji ile iç içe olduğunu, teknolojinin kontroller dahilinde kullanılması gerektiğini, çocukların zaman kısıtlamalarına tepki gösterdiğini, ebeveynlerin bu tepkilere karşı bazı anlaşma yöntemleri olduğunu, anlaşma sağlanamaması durumunda teknolojiden mahrum bırakma gibi tekniklere başvurduklarını, çocuklarının önceden belirlenen zamana uyması gerektiğini, genel olarak içerikleri takip ettiklerini ve bazı programlardan faydalandıklarını ya da içerik oluşturulurken çocuklarının yanında bulunduklarını göstermiştir.

Keywords

Teknoloji kullanımı okul öncesi dönem ebeveyn görüşü ebeveyn davranışı nitel desen

References

  • Akçay, D. (2020). Parent’s attitude and behavior toward children’s addiction to digital games. Middle Black Sea Journal of Communication Studies, 5(2), 65-71.
  • Aksoy, T. (2021). Teachers' views on the use of technology in the education of preschool children. Journal of Primary Education, (11), 30-38. https://doi.org/10.52105/temelegitim.11.3
  • Buabbas, A., Hasan, H., & Shehab, A. A. (2021). Parents’ attitudes toward school students’ overuse of smartphones and its detrimental health impacts: Qualitative study. JMIR Pediatrics and Parenting, 4(2), e24196. https://doi:10.2196/24196
  • Chen, J.-Q., & Chang, C. (2006). Using computers in early childhood classrooms Teachers’ attitudes, skills, and practices. Journal of Early Childhood Research, 4(2), 169-188. https://10.1177/1476718X06063535
  • Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. (3rd Ed.). Sage.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage.
  • Demirezen, D., & ALAKURT, T. (2022). An ınvestigation of the psychometric properties of the Technological Pedagogical Content Knowledge Scale for preschool teachers in turkish sample. Anadolu University Journal of Education Faculty, 6(3), 277-293. https://doi.org/10.34056/aujef.1068474
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
  • Doğan, U., & Tosun, N. İ. (2016). Mediating effect of problematic smartphone use on the relationship between social anxiety and social network usage of high school students. Adıyaman University Journal of Social Sciences (22), 99-128. http://dx.doi.org/10.14520/adyusbd.66762
  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children And Youth Services Review, 118, 105440. https://doi:10.1016/j.childyouth.2020.105440
  • Flick, U., von Kardoff, E., & Steinke, I. (Eds.). (2004). A companion to qualitative research. Sage.
  • Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo. International Journal of Instruction, 13(1), 165-184. https://doi:10.29333/iji.2020.13111a
  • Gök, A., Turan, S., & Oyman, N. (2011). Preschool teachers’ views on usage of ınformation techonologies. Pegem Journal of Education and Instruction, 1(3), 59-66.
  • Gülen, M. (2021). Eexamination of the attitudes of preschool teachers towards the use of technological tools [Unpublished Master's thesis]. Fatih Sultan Mehmet Vakıf University, Türkiye.
  • Güngör, M. (2014). Preschool children’s watching television habits and parental attitudes. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(28), 199-216.
  • Hiniker, A., Schoenebeck, S. Y., & Kientz, J. A. (2016, February). Not at the dinner table: Parents' and children's perspectives on family technology rules. In Proceedings of the 19th ACM conference on computer-supported cooperative work & social computing (pp. 1376-1389).
  • Internet World Stats (2022). https://www.internetworldstats.com/stats.htm.
  • İnan-Kaya, G., Mutlu-Bayraktar, D., & Yılmaz, Ö. (2018). Digital parenting: Perceptions on digital risks. Kalem International Journal of Education and Human Sciences, 8(1), 131-157. https://doi:10.23863/kalem.2018.96
  • Jabbar, S. A., Al-Shboul, M., Tannous, A., Banat, S. A., & Aldreabi, H. (2019). Young children’s use of technological devices: Parents’ views. Modern Applied Science, 13(2), 66-80. https://doi:10.5539/mas.v13n2p66
  • Karataş, Z. (2017). Paradigm transformation in social sciences research: Rise of qualitative approach. Türkiye Journal of Social Work Research, 1 (1), 68-86.
  • Konca, A. S. (2021). Digital technology usage of young children: Screen time and families. Early Childhood Education Journal, 50(7), 1097-1108. https://doi.org/10.1007/s10643-021-01245-7
  • Konca, A. S., Ozel, E., & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10-15.
  • Konca, A. S., & Tantekin Erden, F. (2021). Young Children’s Social Interactions with Parents during Digital Activities at Home. Child Indicators Research, 14(4), 1365-1385. https://doi.org/10.1007/s12187-020-09800-1
  • Korkmaz, F., & Ünsal, S. (2016). An investigation of preschool teachers’ perceptions on the concept of “technology”. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(35) 194-212.
  • Kuzgun, H., & Özdinç, F. (2017). Investigating teacher's views for technology use in preschool education. Uşak University Journal of Social Sciences, 10(ERTE Special Issue), 83-102.
  • NAEYC (National Association for the Education of Young Children) (2012). https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf.
  • Nevski, E. ve Siibak, A. (2016). Young children’s (0-3 years) touch screen use and parental mediation. Recieved from: https://t.ly/Dwusk
  • Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of child and family studies, 24, 3423-3435. https://doi.org/10.1007/s10826-015-0144-4
  • Oğuz, B. N., & Kutluca, A. Y. (2020). Okul öncesi dönemde çocukları olan ebeveynlerin teknoloji kullanımına yönelik görüşlerinin incelenmesi. Ondokuz Mayis University Journal of Education Faculty, 39(2), 252-268. https://doi.org/10.7822/omuefd.727132
  • Öner, D. (2020). The using technology and digital games in early childhood: an investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154. https://doi.org/10.29129/inujgse.715044
  • Özel, Ö. (2019). An exploration of Turkish kindergarten early career stage teachers’ technology beliefs and practices. [Unpublished doctoral dissertation]. University of South Florida, USA.
  • Özel, Ö., & Yay, S. (2023). Examining preschool teachers’ use of technology in education. In Ö. Baltacı (ed.), Educational Sciences Research-IV (141-158). Özgür Publications. https://doi.org/10.58830/ozgur.pub170.c839
  • Öztürk, C., & Karayağız, G. (2007). Child and television. Ataturk University School of Nursing Journal, 10(2), 81-85.
  • Özyürek, A. (2018). Analysis of computer technology use of perschool children based on the views of their mothers. Journal of Child and Development (J-CAD), 2(2), 1-12.
  • Papadakis, S., & Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with Scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3), 231-246.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage
  • Pila, S., Lauricella, A. R., Piper, A. M., & Wartella, E. (2021). The power of parent attitudes: Examination of parent attitudes toward traditional and emerging technology. Human Behavior and Emerging Technologies, 3(4), 540-551. https://doi.org/10.1002/hbe2.279
  • Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of digital storytelling in preschool education: A case study from croatia. Digital Education Review, 30, 94-105.
  • Rideout, V. J., & Hamel, E. (2006). The media family: Electronic media in the lives of infants, toddlers, preschoolers, and their parents. Kaiser Family Foundation.
  • Saltuk, M. C., & Erciyes, C. (2020). Iinvestigation and attitude of parents about the use of technology in preschool children. e-Journal of New Media, 4(2), 106-120. https://doi.org/10.17932/IAU.EJNM.25480200
  • Sancar-Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). An investigation of Mersin University early childhood pre-service teachers’ self-confidence about their Technological Pedagogical Content Knowledge (TPACK). Journal of Kirsehir Education Faculty, 14(1), 35-51.
  • Seferoğlu, S. S. (2009). Technology use in primary schools and administrators' perspectives. Akademic Informatics, 2, 11-13.
  • Sert, G., Kurtoğlu, M., Akıncı, A., & Seferoğlu, S. S. (2012). A review of research examining teachers' use of technology: A content analysis study. Akademic Informatics, 1(3), 1-8.
  • Shin, W., & Li, B. (2017). Parental mediation of children’s digital technology use in Singapore. Journal of Children and Media, 11(1), 1-19. https://doi.org/10.1080/17482798.2016.1203807
  • Sıngın, R. H. Ö., & Gökbulut, B. (2020). Determination of technopedagogic competencies of preschool teachers. Bolu Abant Izzet Baysal University Journal of Faculty of Education (BAIBUEFD), 20(1), 269-280. https://doi.org/10.17240/aibuefd.2020.20.52925-556477
  • Şalcı, O., Karakaya, K., & Tatlıeşme, S. (2018). Evaluation of pre-school teachers 'effects on the development of children 3- 6 years of ıntelligent device use. Journal of Karabuk University Institute of Social Sciences, 4 (Special Issue), 53-63.
  • Toombs, E., Mushquash, C. J., Mah, L., Short, K., Young, N. L., Cheng, C., ... & Born, K. B. (2022). Increased screen time for children and youth during the COVID-19 pandemic. Science Briefs of the Ontario COVID-19 Science Advisory Table, 3(59), 1-19. COVID-19 Science Advisory Table. https://doi.org/10.47326/ocsat.2022.03.59.1.0
  • TÜİK (2021). Turkish Statistical Institute. Survey on the use of information technologies among children, 2021. Retrieved from: https://t.ly/B8jkc
  • TÜİK (2023). Turkish Statistical Institute. Household information technology (IT) usage survey, 2023. Retrieved from: https://t.ly/Xo9VT . United States Census Bureau (2021). https://www.census.gov/.
  • Urfa, D. T. (2020). The role of smart phone / tablet use habits and parent attitudes on the development levels of preschool chıldren [Unpublished master’s thesis]. İstanbul Sabahattin Zaim University, Türkiye.
  • Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43-54. https://doi.org/10.1177/1476718X14523749.
  • Yaşar Ekici, F. (2016). Parents' views on the use of technology in the early childhood period. Journal of Education and Training Studies, 4(12), 58-70. https://doi.org/10.11114/jets.v4i12.1925
  • Yıldırım, A. ve Şimşek, H. (2008). Qualitative research methods in social sciences (6th. ed.). Seçkin Publishing.
  • Yılmaz, E., Tomris, G., & Kurt, A. A. (2016). Pre-school teachers’ self-efficacy beliefs and their attitudes towards the use of technological tools: Balıkesir province sample. Anadolu Journal of Educational Sciences International, 6(1), 1-26.
There are 54 citations in total.

Details

Primary Language English
Subjects Child Development Education
Journal Section Articles
Authors

Özge Özel 0000-0003-4992-483X

Seden Yay 0009-0007-7648-8873

Early Pub Date April 20, 2024
Publication Date April 24, 2024
Published in Issue Year 2024 Volume: 21 Issue: 1

Cite

APA Özel, Ö., & Yay, S. (2024). Examining Parents’ Views and Behaviors About Preschool Children’s Technology Use. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 185-211. https://doi.org/10.33711/yyuefd.1370713
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