Research Article
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Is Digital Play Popular? Examining Parents' Play Preferences for Their Children

Year 2019, Volume: 46 Issue: 46, 1 - 17, 22.05.2019
https://doi.org/10.9779/pauefd.446654

Abstract

Digital
play has entered into houses and the lives of children and brought many debates
with it. In spite of debates the number of research is very limited. For this
reason, the purpose of this research is to examine parents’ play preferences
for their children by focusing on the digital play. 351 parents having a child
attending preschools participated in this research. The data were collected
through the Parental Play Preference Scale developed by the paired comparison
method. Two-way ANOVA and MANOVA were used for analysis. Research findings
showed that parents mostly favored constructive play and digital play received
the lowest preference scores.  It has
been determined that education and working conditions of parents and age and
gender of children were influential on play preferences.  Play preferences and daily times for
different play types were found to be related. In the light of these findings,
home-based awareness-raising activities and the creation and dissemination of
social areas were suggested. 

References

  • Ahioğlu-Lindberg, N. (2012). Çocuk Yetiştirme Açısından Türkiye'de Çocukluğun Tarihi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 31 (1),41-52.
  • American Academy of Pediatrics, Council of Communications and Media (AAP). Policy statement (2016). Media and young minds. Pediatrics, 138(5). doi:10.1542/peds.2016-2591
  • Agger, B., ve Shelton, B. (2007). Fast families, virtual children: A critical sociology of families and schooling. Boulder, CO: Paradigm.
  • Bergen, D., Davis, D. R., ve Abbitt, J. T. (2016). Technology play and brain development: Infancy to adolescence and future Implications. New York: Routledge.
  • Brown, F. (2014). Play and Playwork. NY: Open University Press
  • Chiong, C., ve Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop
  • Common Sense Media. (2013). Zero to eight: Children's media use in America. Retrieved from https://www.commonsensemedia.org/research/zero-to-eight-childrens-mediause-in-america-2013
  • Cristia, A., ve Seidl, A. (2015). Parental reports on touch screen use in early childhood. PLoS ONE, 10(6), doi:10.1371/journal.pone.0128338
  • Edwards, S. (2014). Towards contemporary play: Sociocultural theory and the digital-consumerist context. Journal of Early Childhood Research, 12(3), 219–233.
  • Ernest, J. M., Causey, C., Newton, A. B., Sharkins, K., Summerlin, J., ve Albaiz, N. (2014). Extending the global dialogue about media, technology, screen time, and young children. Childhood Education, 90, 182-191
  • Fisher, K. R., Hirsh-Pasek , K., Golinkoff, R. M., ve Gryfe, S. G. (2008). Conceptual split? Parents' and experts' perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29, 305–316.
  • Fleer, M. (2014). The demands and motives afforded through digital play in early childhood activity settings. Learning Culture and Social Interaction, 3(3), 202–209.
  • Gray, P., (2012). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play 3(4).
  • Golombok, S., Rust, J., Zervoulis, K., Croudace, T., Golding, J., ve Hines, M. (2008). Developmental trajectories of sex-typed behavior in boys and girls: A longitudinal general population study of children aged 2.5–8 years. Child Development, 79, 1583–1593
  • Hirsh-Pasek K, Zosh, J. M,, Golinkoff, R.M., Gray, J.H., Robb, M.B., ve Kaufman, J. (2015). Putting education in “educational” apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34.
  • Hughes, F.P. (2010). Children, Play and Development. CA:SAGE
  • Isikoglu Erdogan, N., Johnson, J.E., Dong, P.I. ve Qiu, Z. (2018). Do Parents Prefer Digital Play? Examination of Parental Preferences and Beliefs in Four Nations. Early Childhood Education Journal. https://doi.org/10.1007/s10643-018-0901-2
  • Johnson, J. E. (2015). Development of play ages from 4 to 8 years. In Play from Birth to Twelve: Contexts, Perspectives, and Meanings (Fromberg, D.P.; Bergen, D.) Routledge: New York, NY
  • Lauricella, A. R., Wartella, E., ve Rideout, V.J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17.
  • Levin, D. E. (2015). Technology play concerns. In D. P. Fromberg ve D. Bergen (Eds.), Play from birth to twelve : Contexts, perspectives, and meanings (pp.225-232). New York : Routledge.
  • Marsh, J. (2010). Young children's play in online virtual worlds. Journal of Early Childhood Research, 8, 23. doi: 10.1177/1476718X09345406.Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., ve Scott, F. (2016) Digital play: a new classification. Early Years, 36(3), 242-253, doi: 10.1080/09575146.2016.1167675.
  • Miller, D., Robertson, D., Hudson, A., ve Shimi, J. (2012). Signature pedagogy in early years education: A role for cots game-based learning. Computers in the Schools, 29(1–2), 227–247. doi: 10.1080/07380569.2012.651423
  • Mustola, M., Koivula, M., Turja, L., ve Laakso M.L., (2016) Reconsidering passivity and activity in children’s digital play. New Media ve Society. doi:10.1177/1461444816661550.
  • O’Connor, J. ve Fotakopoulou, O. (2016). A threat to childhood innocence or the future of learning? Parents’ perspectives on the use of touch-screen technology by 0–3 year-olds in the UK. Contemporary Issues in Early Childhood, 17(2), 235– 247. doi: 10.1177/1463949116647290
  • Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. Journal European Early Childhood Education Research, 24(1), 5-24, doi:10.1080/1350293X.2014.929876.
  • Plowman, L., Stevenson, O., Stephen, C., ve McPake, J. (2012). Preschool children's learning with technology at home. Computers ve Education, 59(1), 30–37.
  • Reimers, A.K., Schoeppe S., Demetriou, Y. ve Knapp, G. (2018). Physical Activity and Outdoor Play of Children in Public Playgrounds—Do Gender and Social Environment Matter? International Journal of Environmental Research and Public Health. 15, 1356; doi:10.3390/ijerph150713564
  • Roopnarine. J.. Johnson. J.. ve Hooper. F. (Eds.). (1994). Children’s play in diverse cultures. Albany. NY: State University of New York Press
  • Stephen C.,ve Plowman, L. (2014) Digital play. In L. Brooker, M. Blaise, ve S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 330-341). London: Sage.
  • Streiner. D. L. ve Norman, G. R. (2015) Health measurement scales: A practical guide to their development and use. 5. Baskı. Oxford: Oxford University Press.
  • Türkiye İstatistik Kurumu (TUİK) (2017). Hanehalkı bilişim teknolojileri kullanım araştırması Haber Bülteni. İnternet'ten 30 Haziran 2018’de alınmıştır. http://www.tuik.gov.tr/PdfGetir.do?id=2177
  • Whitebread, D. (2012). The importance of play. Toy Industries of Europe (TIE). İnternet'ten 30 Haziran 2018’de alınmıştır. http://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf
  • Wohlwend, K. E. (2015). One Screen, Many Fingers: Young Children's Collaborative Literacy Play With Digital Puppetry Apps and Touchscreen Technologies. Theory Into Practice, 54,154-162, doi: 10.1080/00405841.2015.1010837.

Dijital Oyun Popüler mi? Ebeveynlerin Çocukları İçin Oyun Tercihlerinin İncelenmesi

Year 2019, Volume: 46 Issue: 46, 1 - 17, 22.05.2019
https://doi.org/10.9779/pauefd.446654

Abstract

Dijital oyun bugün evlere ve çocukların yaşamlarına
girmiş ve beraberinde pek çok tartışmayı getirmiştir.  Okul öncesi dönem çocukları için dijital
oyunun kullanımı ve etkileri konusunda tartışmaların çok olmasına rağmen konuyla
ilgili araştırmalar sınırlıdır. Bu nedenle bu araştırmanın amacı ebeveynlerin
çocukları için oyun tercihlerini dijital oyuna odaklanarak incelemektir.
Araştırmaya
çocuğu anaokuluna devam eden 351 ebeveyn katılmıştır. Veriler eşli
karşılaştırmalar metodu ile geliştirilen Ebeveyn Oyun Tercih Ölçeği ile
toplanmıştır.  Araştırma verilerinin
analizinde iki yönlü ANOVA ve MANOVA kullanılmıştır. Araştırma bulguları
ebeveynlerin en fazla yapı inşa oyunlarını en az ise dijital oyunları çocukları
için tercih ettiklerini göstermiştir. Ebeveynlerin eğitim ve çalışma
durumlarının ve çocukların ise yaş ve cinsiyetlerinin oyun tercihleri üzerinde
ilişkili olduğu saptanmıştır.  Oyun
tercihleri ve günde farklı oyun türlerine ayrılan süreler ilişkili
bulunmuştur.  Bu bulgular doğrultusunda
evde oyunu destekleyici farkındalık çalışmaları ve ailelerin çocukları ile oyun
oynayabilecekleri sosyal alanların oluşturulması ve yaygınlaştırılması
önerilmiştir.



 

References

  • Ahioğlu-Lindberg, N. (2012). Çocuk Yetiştirme Açısından Türkiye'de Çocukluğun Tarihi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 31 (1),41-52.
  • American Academy of Pediatrics, Council of Communications and Media (AAP). Policy statement (2016). Media and young minds. Pediatrics, 138(5). doi:10.1542/peds.2016-2591
  • Agger, B., ve Shelton, B. (2007). Fast families, virtual children: A critical sociology of families and schooling. Boulder, CO: Paradigm.
  • Bergen, D., Davis, D. R., ve Abbitt, J. T. (2016). Technology play and brain development: Infancy to adolescence and future Implications. New York: Routledge.
  • Brown, F. (2014). Play and Playwork. NY: Open University Press
  • Chiong, C., ve Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop
  • Common Sense Media. (2013). Zero to eight: Children's media use in America. Retrieved from https://www.commonsensemedia.org/research/zero-to-eight-childrens-mediause-in-america-2013
  • Cristia, A., ve Seidl, A. (2015). Parental reports on touch screen use in early childhood. PLoS ONE, 10(6), doi:10.1371/journal.pone.0128338
  • Edwards, S. (2014). Towards contemporary play: Sociocultural theory and the digital-consumerist context. Journal of Early Childhood Research, 12(3), 219–233.
  • Ernest, J. M., Causey, C., Newton, A. B., Sharkins, K., Summerlin, J., ve Albaiz, N. (2014). Extending the global dialogue about media, technology, screen time, and young children. Childhood Education, 90, 182-191
  • Fisher, K. R., Hirsh-Pasek , K., Golinkoff, R. M., ve Gryfe, S. G. (2008). Conceptual split? Parents' and experts' perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29, 305–316.
  • Fleer, M. (2014). The demands and motives afforded through digital play in early childhood activity settings. Learning Culture and Social Interaction, 3(3), 202–209.
  • Gray, P., (2012). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play 3(4).
  • Golombok, S., Rust, J., Zervoulis, K., Croudace, T., Golding, J., ve Hines, M. (2008). Developmental trajectories of sex-typed behavior in boys and girls: A longitudinal general population study of children aged 2.5–8 years. Child Development, 79, 1583–1593
  • Hirsh-Pasek K, Zosh, J. M,, Golinkoff, R.M., Gray, J.H., Robb, M.B., ve Kaufman, J. (2015). Putting education in “educational” apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34.
  • Hughes, F.P. (2010). Children, Play and Development. CA:SAGE
  • Isikoglu Erdogan, N., Johnson, J.E., Dong, P.I. ve Qiu, Z. (2018). Do Parents Prefer Digital Play? Examination of Parental Preferences and Beliefs in Four Nations. Early Childhood Education Journal. https://doi.org/10.1007/s10643-018-0901-2
  • Johnson, J. E. (2015). Development of play ages from 4 to 8 years. In Play from Birth to Twelve: Contexts, Perspectives, and Meanings (Fromberg, D.P.; Bergen, D.) Routledge: New York, NY
  • Lauricella, A. R., Wartella, E., ve Rideout, V.J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17.
  • Levin, D. E. (2015). Technology play concerns. In D. P. Fromberg ve D. Bergen (Eds.), Play from birth to twelve : Contexts, perspectives, and meanings (pp.225-232). New York : Routledge.
  • Marsh, J. (2010). Young children's play in online virtual worlds. Journal of Early Childhood Research, 8, 23. doi: 10.1177/1476718X09345406.Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., ve Scott, F. (2016) Digital play: a new classification. Early Years, 36(3), 242-253, doi: 10.1080/09575146.2016.1167675.
  • Miller, D., Robertson, D., Hudson, A., ve Shimi, J. (2012). Signature pedagogy in early years education: A role for cots game-based learning. Computers in the Schools, 29(1–2), 227–247. doi: 10.1080/07380569.2012.651423
  • Mustola, M., Koivula, M., Turja, L., ve Laakso M.L., (2016) Reconsidering passivity and activity in children’s digital play. New Media ve Society. doi:10.1177/1461444816661550.
  • O’Connor, J. ve Fotakopoulou, O. (2016). A threat to childhood innocence or the future of learning? Parents’ perspectives on the use of touch-screen technology by 0–3 year-olds in the UK. Contemporary Issues in Early Childhood, 17(2), 235– 247. doi: 10.1177/1463949116647290
  • Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. Journal European Early Childhood Education Research, 24(1), 5-24, doi:10.1080/1350293X.2014.929876.
  • Plowman, L., Stevenson, O., Stephen, C., ve McPake, J. (2012). Preschool children's learning with technology at home. Computers ve Education, 59(1), 30–37.
  • Reimers, A.K., Schoeppe S., Demetriou, Y. ve Knapp, G. (2018). Physical Activity and Outdoor Play of Children in Public Playgrounds—Do Gender and Social Environment Matter? International Journal of Environmental Research and Public Health. 15, 1356; doi:10.3390/ijerph150713564
  • Roopnarine. J.. Johnson. J.. ve Hooper. F. (Eds.). (1994). Children’s play in diverse cultures. Albany. NY: State University of New York Press
  • Stephen C.,ve Plowman, L. (2014) Digital play. In L. Brooker, M. Blaise, ve S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 330-341). London: Sage.
  • Streiner. D. L. ve Norman, G. R. (2015) Health measurement scales: A practical guide to their development and use. 5. Baskı. Oxford: Oxford University Press.
  • Türkiye İstatistik Kurumu (TUİK) (2017). Hanehalkı bilişim teknolojileri kullanım araştırması Haber Bülteni. İnternet'ten 30 Haziran 2018’de alınmıştır. http://www.tuik.gov.tr/PdfGetir.do?id=2177
  • Whitebread, D. (2012). The importance of play. Toy Industries of Europe (TIE). İnternet'ten 30 Haziran 2018’de alınmıştır. http://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf
  • Wohlwend, K. E. (2015). One Screen, Many Fingers: Young Children's Collaborative Literacy Play With Digital Puppetry Apps and Touchscreen Technologies. Theory Into Practice, 54,154-162, doi: 10.1080/00405841.2015.1010837.
There are 33 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Nesrin Işıkoğlu Erdoğan 0000-0001-7010-302X

Publication Date May 22, 2019
Submission Date July 22, 2018
Acceptance Date January 24, 2019
Published in Issue Year 2019 Volume: 46 Issue: 46

Cite

APA Işıkoğlu Erdoğan, N. (2019). Dijital Oyun Popüler mi? Ebeveynlerin Çocukları İçin Oyun Tercihlerinin İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46(46), 1-17. https://doi.org/10.9779/pauefd.446654

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