Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 7 Sayı: 1, 16 - 29, 13.01.2022
https://doi.org/10.53850/joltida.945975

Öz

Kaynakça

  • Akın, E. (2015). Reading comprehension skills of 6th grade students who are educated in multimedia-aided classes and their attitudes towards Turkish lesson (Muş sample). (Unpublished doctoral thesis). University of İnönü, Malatya.
  • Akıncı, A. (2013). The presentations of values in cartoons prepared for preschool term: TRT child channel sample. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Aktaş, G. (2019). Visual perception and social examination of the visual elements used in TRT cartoons (example of niloya). (Unpublished master’s thesis). University of Giresun, Giresun.
  • Alabay, E. (2006). Make to learn the children who are attending the pre-school age of six about same mathematical concepts with the helping of computer. (Unpublished master’s thesis). University of Selçuk, Konya.
  • Altınkılıç, Z. (2014). Determination of mothers’ attitudes and behaviors about the effects of tv watching upon the health of children aged 1-6 years. (Unpublished master’s thesis). University of Atatürk, Erzurum.
  • Altun, D. (2019). An investigation of preschool children’s digital footprints and screen times and of parents sharenting and digital parenting roles. International Journal of Eurasia Social Sciences, 10(35), 76-97.
  • Ateş, M. A., & Durmuşoğlu Saltalı, N. (2019). Investigation of Parents' Views on the Use of Tablets and Mobile Phones in 5-6 Years Old Children Living in TRNC. Gazi Journal of Education Sciences, 5(1), 62-90.
  • Avşalak, K. (2008). The study of the effects of music education that applied to 60-72 months preschool semester children on concept development. (Unpublished master’s thesis). University of Marmara, İstanbul.
  • Aydoğan, A. E. (2019). Reflections of cultural items on cartoons: Pepee and Cedric example. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Banko, Ç., İlhan, T., & Şallı, F. (2017). Parents of preschoolers’ usage of television program rating symbols and their protective ways from television. Journal of Early Childhood Studies, 1(1), 45-59.
  • Bayır, E., & Günşen, G. (2017). Scientific analysis of cartoons which children watch the most in preschool period. Trakya Journal of Education, 7(2), 746-761.
  • Beydoğan, H. Ö., & Hayran, Z. (2015). The Effect of Multimedia-Based Learning on the Concept Learning Levels and Attitudes of Students. Eurasian Journal of Educational Research, 60, 261-280.
  • Bozkurt Yükçü, Ş., İzoğlu Tok, A., & Bencik Kangal, S. (2019). The current situation of children's literature: A Developmental overview of the preschool picture e-books. Journal of Early Childhood Studies, 3(1), 139-164.
  • Bracken, B. A., & Shaughnessy, M. F. (2003). An interview with Bruce Bracken about the measurement of basic concepts in children. North American Journal of Psychology, 5(3), 351-364.
  • Bulut, R. (2018). Effects of social studies course designed in accordance with the multimedia learning principles on student motivation, achievement and attitudes. (Unpublished doctoral thesis). University of Afyon Kocatepe, Afyonkarahisar.
  • Bulut, A. (2018). The effects of pre-school students' technological habits on their development characteristics. Journal of New Approaches in Education, 1(1), 52-69.
  • Bütün Ayhan, A., & Aral, N. (2007). The adaptation study of the bracken basic concept scale-revised form for six-year-old children. Hacettepe University Journal of Education, 32, 42-51.
  • Can, A. (1995). Okul öncesi çocuklara yönelik televizyon programları içinde çizgi filmlerin çocukların gelişimine ve iletişimine etkileri [The effects of cartoons on children's development and communication among television programs for preschool children]. (Unpublished doctoral thesis). University of Marmara, İstanbul.
  • Canbekli, R. (2019). The effects of stories and line films on 3-6 year old class students. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Carson, V., & Janssen, I. (2012). Associations between factors within the home setting and screen time among children aged 0–5 years: a cross-sectional study. BMC Public Health, 12(1), 1-8.
  • Coşkun, E., & Köroğlu, M. (2016). Concept teaching in the cartoons of Pepee and Caillou. The Journal of National Education, 45(210), 601-619.
  • Coşkun, H. İ. (2015). The relationship among students’ learning styles, cognitive loads, academic achievements in 3d multimedia environments. (Unpublished master’s thesis). University of Hacettepe, Ankara.
  • Çakıroğlu, Ü., & Taşkın, N. (2016). Teaching numbers to preschool students with interactive multimedia: an experimental study. Çukurova University Faculty of Education Journal, 45(1), 1-22.
  • Çamlıbel Çakmak, Ö. (2012). The analysis of the effect of concept education program on the acquisition of basic concepts by young children aged 60-71 months who attend preschool institutions. (Unpublished doctoral thesis). Selçuk University, Konya.
  • Çamlıbel Çakmak, Ö. (2018). An overview of postgraduate theses within the field of concept at early childhood education. In 1. Uluslararası Eğitim ve Sosyal Bilimlerde Yeni Ufuklar Kongresi Bildiriler Kitabı [Proceedings of the 1st International Congress on New Horizons in Education and Social Sciences] (pp. 286-299). İstanbul.
  • Çankaya, Ö. (2012). The effect of using computer games on the teaching of some mathematical concepts in pre-school education. (Unpublished master’s thesis). University of Atatürk, Erzurum.
  • Çeliköz, N., & Kol, S. (2016). Gaining the effect of time and space concepts to six-year-old children in computer assisted instruction. Kastamonu Education Journal, 24(4), 1803-1820.
  • Çıkrıkçı, S. (1999). The effect of cartons in gaining and improving concept for eyes 5 and 6. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Çoruh, L. (2004). Effect of teaching basic concept to preschool children with CAE (Computer Assisted Education). (Unpublished master’s thesis). University of Gazi, Ankara.
  • Çoruk, H. (2015). The effect of multimedia use on academic achievement and anxiety in elementary school students. (Unpublished master’s thesis). University of Amasya, Amasya.
  • Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers & Education, 52(4), 741-748.
  • Demir, N., & Kabadayı, A. (2008). Comparison of traditional and computer-assisted teaching methods for preschoolers’ color concept acquisition. International Journal of Human Sciences, 5(1), 1-18.
  • Dorey, E., Roberts, V., Maddison, R., Meagher‐Lundberg, P., Dixon, R., & Ni Mhurchu, C. (2010). Children and television watching: a qualitative study of New Zealand parents' perceptions and views. Child: care, health and development, 36(3), 414-420.
  • Duisembekova, Z. (2014). Use of English songs on YouTube to teach vocabulary to young learners. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Emir, Ö. M. (2011). The effects of children programs on children between 60 and 72 monthly. (Unpublished master’s thesis). University of Afyon Kocatepe, Afyonkarahisar.
  • Ergün Özdel, Z. G. (2019). The analysis of negative content for children on the most watched video chanel YouTube; in Turkey. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Ergüney, M. (2017). A research on the effects of internet on preschool children. Ulakbilge-Journal of Social Science, 5(17), 1917-3938.
  • Ergül, A. (2007). Turkish adaptation of Boehm preschool test of basic concept-3 on 36-47 month old. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Fırat, H. (2019). Child reality in cartoons: niloya as an example. International Journal of Turkish Literature Culture Education, 8(2), 1007-1033.
  • Glesne, C. (2012). Nitel araştırmaya giriş [Introduction to qualitative research]. (Translation Editors: A. Ersoy & P. Yalçınoğlu). Ankara: Anı Publishing.
  • Grubb, P. W. (2000). A comparison of concept age gains of kindergarten children in traditional and twenty-first century classrooms. (Unpublished master’s thesis). Johnson Bible College.
  • Güleken Katfar, Ü. (2019). Investigation of the effects of dominant personality characteristics on children in cartoons. (Unpublished master’s thesis). University of Dicle, Diyarbakır.
  • Gülmez, E. (2019). Using YouTube as an educational technology for teaching concepts in pre-school. (Unpublished master’s thesis). University of Necmettin Erbakan, Konya.
  • Gündoğdu, Z., Seytepe, Ö., Pelit, M. B., Doğru, H. Güner, B. Arıkız, E., … & Kaya, E. (2016). Media use by preschool-aged children. Journal of Health Sciences of Kocaeli University, 2(2), 6-10.
  • Gündüz Kalan, Ö. (2010). Media Literacy and Pre-school Children: A Research of Media Literacy Awareness. İstanbul University Faculty of Communication Journal, 1(39), 59-73.
  • 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.
  • Hamarat, D., Işıtan, S., Özcan, A., & Karaşahin, H. (2015). An Assessment on Cartoons Which are Watched by Preschoolers: The Sample of Caıllou and Sponge Bob. Balıkesir University The Journal of Social Sciences Institute, 18(33), 75-91.
  • Hayran, Z. (2010). The impact of multi stimuli educational environment on concept development of students. Education and Science, 35(158), 128-142.
  • Holloway, D. J., Green, L., & Stevenson, K. (2015). Digitods: Toddlers, touch screens and Australian family life. M/C Journal 18(5). https://doi.org/10.5204/mcj.1024.
  • İnci, M.A., & Kandır, A. (2017). Evaluation of scientific studies related to the use of digital technology in preschool education. Hitit University Journal of Social Sciences Institute, 10(2), 1705-1724.
  • Jinqiu, Z., & Xiaoming, H. (2004). Parent–child co‐viewing of television and cognitive development of the Chinese child. International Journal of Early Years Education, 12(1), 63-77.
  • Jones, M., & Liu, M. (1997). Introducing interactive multimedia to young children: A case study of how two-year-olds interact with the technology. Journal of Computing in Childhood Education, 8(4), 313-343.
  • Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044-1050.
  • Kacar, A. Ö. (2006). The role of computer-assisted education in pre-school education. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Kaptan, F. (1998). Fen öğretiminde kavram haritası yönteminin kullanılması [Using the concept map method in science teaching]. Hacettepe University Journal of Education, 14, 95-99.
  • Kaya, S. (2005). The effect of a multimedia material for concept development on the preschool children’s environmental concept development. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Kaynak, N. B. (2020). Ads that target children in social media applications: a review on YouTube. (Unpublished master’s thesis). University of Erciyes, Kayseri.
  • Kenanoğlu, R, & Kahyaoğlu, M. (2011). Relationship between the cognitive, emotional and social behavior of pre-school children and the internet use. In 5th international computer & instructional technologies symposium proceedings book (pp. 649-654). Fırat University, Elazığ.
  • Kesicioğlu, O. S. (2011). An analysis of the impact of an instructional program designed with direct instruction method and of a computer assisted instructional program designed in accordance with this method on preschoolers` geometric figures concepts learning. (Unpublished doctoral thesis). Gazi University, Ankara.
  • Kılıçkaya, A., Yıldırım, M., Çelik, B., & Uyanık Balat, G. (2018). The investigation of mothers’ views of preschool aged children’s use of smartphones and tablets. In Uluslararası IV. çocuk gelişimi kongresi tam metin kitabı [International IV. child development congress full text book] (pp. 133-143). Hacettepe University Culture Center, Ankara.
  • Kılınç, S. (2015). Investigation of parents’ views about preschool age children technology use. (Unpublished master’s thesis). University of Dumlupınar, Kütahya.
  • Kızıltaş, E., & Ertör, E. (2018). An analysis of the parents’ opinions about the smartphone use of preschool children. Uşak University Journal of Educational Research, 4(2), 1-18.
  • Koçak, Ö. (2016). The effects of three dimension cartoons on preschool children’s concept development of position on the space. (Unpublished doctoral thesis). Atatürk University, Erzurum.
  • Koçak, Ö., & Göktaş, Y. (2020). Investigation of parents' perspectives and views on cartoons. Journal of Early Childhood Studies, 4(1), 52-73.
  • Kol, S. (2014). Analysis of past events indicators and visual objects in the early childhood period story books. International Journal of Human Sciences, 11(2), 992-1003.
  • Konca, A. S. (2014). Preschool children’s interaction with information and communication technology. (Unpublished master’s thesis). University of İnönü, Malatya.
  • Konca, A. S. (2019). Investigating the social interactions between parents and young children during digital activities at home. (Unpublished doctoral thesis). Middle East Technical University, Ankara.
  • Kulakçı Altıntaş, H. (2018). Determination of the use of technological devices among 0-3 year old children and attitudes and behaviors of their parents for the use of technological devices. In Uluslararası IV. çocuk gelişimi kongresi tam metin kitabı [International IV. child development congress full text book] (pp. 108-115). Hacettepe University Culture Center, Ankara.
  • Kurt, E. (2014). Opinions of students, teachers and parents about the impact of TRT Çocuk channel on 4-6 age group students’ language development. (Unpublished master’s thesis). University of Karadeniz Teknik, Trabzon.
  • Lepicnik, J. & Samec, P. (2013). Communication technology in the home environment of four-year-old children (Slovenia). Scientific Journal of Media Education, 40, 119-126.
  • Li, X., & Atkins, M. S. (2004). Early childhood computer experience and cognitive and motor development. Pediatrics, 113(6), 1715-1722.
  • Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48(5), 624-645.
  • Manocha, A., & Narang, D. (2004). Concept development status of rural preschoolers. Journal of Human Ecology, 16(2), 113-118.
  • Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publications.
  • Nusir, S., Alsmadi, I., Al-Kabi, M., & Sharadgah, F. (2013). Studying the impact of using multimedia interactive programs on children's ability to learn basic math skills. E-Learning and Digital Media, 10(3), 305-319.
  • Od, Ç. (2013). The contribution of authentic animated cartoons to listening comprehension and speaking in learning a foreign language at an early age. Turkish Studies - International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(10), 499-508.
  • Oluwadare, F. A. (2015). ICT use in preschool science education: a case study of some private nursery schools in Ekiti state. Journal of Education and Practice, 6(31), 75-79.
  • Oruç, C., Tecim, E., & Özyürek, H. (2011). Role models and cartoons on personality development of pre-school children. Ekev Academy Journal, 15(48), 303-319.
  • Öngöz, S., Aydın, Ş., & Aksoy, D. A. (2016). Tendencies in Graduate Theses Sampling Multimedia in Educational Science Field in Turkey. Journal of Instructional Technologies & Teacher Education, 5(1), 45-58.
  • Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405-421.
  • Özkan, B. (2017). 5-6 year children's computer / tablet usage levels by mother's views. The Journal of Academic Social Science, 5(54), 390-399.
  • Özkılıç Kabul, N. D. (2019). Investigation of the effects of technology use on social skill, play skill and language development in three years old children. (Unpublished doctoral thesis). University of Maltepe, İstanbul.
  • Özyürek, A. (2018). Analysis of computer technology use of preschool children based on the views of their mothers. Journal of Child and Development, 2(2), 1-12.
  • Öztürk Samur, A., Durak Demirhan, T., Soydan, S., & Önkol, L. (2014). Assessment of Pepee cartoon from perspectives of parents teachers and children. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(26), 151-166.
  • Park, C., & Park, Y. R. (2014). The conceptual model on smart phone addiction among early childhood. International Journal of Social Science and Humanity, 4(2), 147-150.
  • Preradović, N. M., Unić, D., & Boras, D. (2014). Multimedia literacy in preschool and primary education. In Proceedings of the 2nd International Conference on Computer Supported Education (pp. 97-105). Cambridge.
  • Rideout, V., & Hamel, E. (2006). The media family: electronic media in the lives of infants, toddlers, preschoolers and their parents. Menlo Park, CA: Kaiser Family Foundation.
  • Sapsağlam, Ö. (2018). Altering Game Preferences of Preschool Children. Ahi Evran University Journal of Kırşehir Education Faculty, 19(1), 1122-1135.
  • Senemoğlu, N. (2018). Gelişim, öğrenme ve öğretim: kuramdan uygulamaya [Development, learning and instruction: from theory to practice]. Ankara: Anı Publishing.
  • Sezgin, E., & Tonguç, G. (2016). A sample research on using mobile technologies in preschool education. Journal of Research in Education and Teaching, 5(34), 296-303.
  • Shilpa, S., & Sunita, M. (2013). A study about role of multimedia in early childhood education. International Journal of Humanities and Social Science Invention, 2(6), 80-85.
  • Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101(2), 305-314.
  • Soumya, A., Eljo, J. O. J. G., & Anitha, R. (2014). A study on parental perception towards children viewing cartoon. International Journal of Scientific Research, 3(9), 466-467.
  • Şimşek İşliyen, F., & İşliyen, M. (2015). An Analysis of Children’s Media Perception Through Drawings. Global Media Journal TR Edition, 5(10), 271-287.
  • Topan, A., & Kuzlu Ayyıldız, T. (2018). Investigating influence of technological device usage on the life quality for preschool children. In Uluslararası IV. çocuk gelişimi kongresi tam metin kitabı [International IV. child development congress full text book] (pp. 157-170). Hacettepe University Culture Center, Ankara.
  • Toran, M., Ulusoy, Z., Aydin, B. Deveci, T., &Akbulut, A. (2016). Evaluation of mothers’ views regarding children’s use of digital game. Kastamonu Education Journal, 24(5), 2263-2278.
  • Türkkent, E. (2012). The ideas of mother and teacher about the effects of the television on pre- school education children. (Unpublished master’s thesis). University of Mehmet Akif Ersoy, Burdur.
  • Uğurtay Üstünel, A. (2007). Study of validity and reliability of bracken basic concept scale-revised test. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Ulus, L. (2005). The investigation of opinions of nursery school teachers who are teaching at the centre of Ankara relation to five and six-years -old children' level of knowledge about conceptual developments and to what extent the activities that improve conceptual. (Unpublished master’s thesis). University of Gazi, Ankara. Uzunboylu, H., & Gündoğdu, E. G. (2018). A content analysis study on pre-school education and instructional technologies. International Journal of Innovative Research in Education, 5(4), 119-128.
  • Üstün, E., & Akman, B. (2003). Concept development in three year olds. Hacettepe University Journal of Education, 24, 137-141.
  • Yalçın, V., & Erden, Ş. (2018). Examination of parental perceptions on the use of smart devices by preschool children. Erzincan University Journal of Education Faculty, 20(2), 461-480.
  • Yalçınkaya, M. (2017). The effect of using multimedia on academic success, motivation and anxiety levels of primary school students. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Yengil, E., Döner Güner, P., & Topakkaya, Ö. K. (2019). The use of technological devices in pre-school children and parents. The Medical Journal of Mustafa Kemal University, 10(36), 14-19.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
  • Yıldız, S. (2009). Effectiveness of multimedia applications in teaching literacy teaching at primary school. (Unpublished doctoral thesis). University of Abant İzzet Baysal, Bolu.
  • Yılmaz Genç, M. M., & Fidan, A. (2017). Children, Parents and Tablets: Preschool Children’s Tablet Use. Pegem Journal of Education and Instruction, 7(3), 367-398.

The Role of Multimedia in Concept Learning from the Parents’ Perspective

Yıl 2022, Cilt: 7 Sayı: 1, 16 - 29, 13.01.2022
https://doi.org/10.53850/joltida.945975

Öz

During the period of the pandemic in particular, children who are not able to leave their homes have been spending more time using multimedia devices. This research was carried out in order to determine the role of multimedia in preschool children's concept learning, as expressed by their parents. For this purpose, the research was designed qualitatively, and the case study model was used. The study's working group consisted of 21 parents living in seven different geographical regions of Turkey. The parents were determined using the maximum variation sampling method. A semi-structured interview form was used as a data collection tool in the research. The content analysis technique was used to analyze the data obtained in the research. As a result of the research, it was determined that the multimedia devices that children spent most time on were televisions, smartphones and tablets. Children preferred to use multimedia mostly for fun and games. The vast majority of parents thought that adult supervision was needed when children spent time using multimedia devices. In the research, the benefit of multimedia use that the parents most emphasized was concept learning. According to the parents, their children learned many basic concepts through accessing multimedia content. Parents also expressed their opinion that the multimedia content and apps contributing most to the children's concept learning were animated cartoons, YouTube and digital games. As a result of the research, it can be said that technological devices that offer children multimedia content positively affect children’s learning of basic concepts.

Kaynakça

  • Akın, E. (2015). Reading comprehension skills of 6th grade students who are educated in multimedia-aided classes and their attitudes towards Turkish lesson (Muş sample). (Unpublished doctoral thesis). University of İnönü, Malatya.
  • Akıncı, A. (2013). The presentations of values in cartoons prepared for preschool term: TRT child channel sample. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Aktaş, G. (2019). Visual perception and social examination of the visual elements used in TRT cartoons (example of niloya). (Unpublished master’s thesis). University of Giresun, Giresun.
  • Alabay, E. (2006). Make to learn the children who are attending the pre-school age of six about same mathematical concepts with the helping of computer. (Unpublished master’s thesis). University of Selçuk, Konya.
  • Altınkılıç, Z. (2014). Determination of mothers’ attitudes and behaviors about the effects of tv watching upon the health of children aged 1-6 years. (Unpublished master’s thesis). University of Atatürk, Erzurum.
  • Altun, D. (2019). An investigation of preschool children’s digital footprints and screen times and of parents sharenting and digital parenting roles. International Journal of Eurasia Social Sciences, 10(35), 76-97.
  • Ateş, M. A., & Durmuşoğlu Saltalı, N. (2019). Investigation of Parents' Views on the Use of Tablets and Mobile Phones in 5-6 Years Old Children Living in TRNC. Gazi Journal of Education Sciences, 5(1), 62-90.
  • Avşalak, K. (2008). The study of the effects of music education that applied to 60-72 months preschool semester children on concept development. (Unpublished master’s thesis). University of Marmara, İstanbul.
  • Aydoğan, A. E. (2019). Reflections of cultural items on cartoons: Pepee and Cedric example. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Banko, Ç., İlhan, T., & Şallı, F. (2017). Parents of preschoolers’ usage of television program rating symbols and their protective ways from television. Journal of Early Childhood Studies, 1(1), 45-59.
  • Bayır, E., & Günşen, G. (2017). Scientific analysis of cartoons which children watch the most in preschool period. Trakya Journal of Education, 7(2), 746-761.
  • Beydoğan, H. Ö., & Hayran, Z. (2015). The Effect of Multimedia-Based Learning on the Concept Learning Levels and Attitudes of Students. Eurasian Journal of Educational Research, 60, 261-280.
  • Bozkurt Yükçü, Ş., İzoğlu Tok, A., & Bencik Kangal, S. (2019). The current situation of children's literature: A Developmental overview of the preschool picture e-books. Journal of Early Childhood Studies, 3(1), 139-164.
  • Bracken, B. A., & Shaughnessy, M. F. (2003). An interview with Bruce Bracken about the measurement of basic concepts in children. North American Journal of Psychology, 5(3), 351-364.
  • Bulut, R. (2018). Effects of social studies course designed in accordance with the multimedia learning principles on student motivation, achievement and attitudes. (Unpublished doctoral thesis). University of Afyon Kocatepe, Afyonkarahisar.
  • Bulut, A. (2018). The effects of pre-school students' technological habits on their development characteristics. Journal of New Approaches in Education, 1(1), 52-69.
  • Bütün Ayhan, A., & Aral, N. (2007). The adaptation study of the bracken basic concept scale-revised form for six-year-old children. Hacettepe University Journal of Education, 32, 42-51.
  • Can, A. (1995). Okul öncesi çocuklara yönelik televizyon programları içinde çizgi filmlerin çocukların gelişimine ve iletişimine etkileri [The effects of cartoons on children's development and communication among television programs for preschool children]. (Unpublished doctoral thesis). University of Marmara, İstanbul.
  • Canbekli, R. (2019). The effects of stories and line films on 3-6 year old class students. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Carson, V., & Janssen, I. (2012). Associations between factors within the home setting and screen time among children aged 0–5 years: a cross-sectional study. BMC Public Health, 12(1), 1-8.
  • Coşkun, E., & Köroğlu, M. (2016). Concept teaching in the cartoons of Pepee and Caillou. The Journal of National Education, 45(210), 601-619.
  • Coşkun, H. İ. (2015). The relationship among students’ learning styles, cognitive loads, academic achievements in 3d multimedia environments. (Unpublished master’s thesis). University of Hacettepe, Ankara.
  • Çakıroğlu, Ü., & Taşkın, N. (2016). Teaching numbers to preschool students with interactive multimedia: an experimental study. Çukurova University Faculty of Education Journal, 45(1), 1-22.
  • Çamlıbel Çakmak, Ö. (2012). The analysis of the effect of concept education program on the acquisition of basic concepts by young children aged 60-71 months who attend preschool institutions. (Unpublished doctoral thesis). Selçuk University, Konya.
  • Çamlıbel Çakmak, Ö. (2018). An overview of postgraduate theses within the field of concept at early childhood education. In 1. Uluslararası Eğitim ve Sosyal Bilimlerde Yeni Ufuklar Kongresi Bildiriler Kitabı [Proceedings of the 1st International Congress on New Horizons in Education and Social Sciences] (pp. 286-299). İstanbul.
  • Çankaya, Ö. (2012). The effect of using computer games on the teaching of some mathematical concepts in pre-school education. (Unpublished master’s thesis). University of Atatürk, Erzurum.
  • Çeliköz, N., & Kol, S. (2016). Gaining the effect of time and space concepts to six-year-old children in computer assisted instruction. Kastamonu Education Journal, 24(4), 1803-1820.
  • Çıkrıkçı, S. (1999). The effect of cartons in gaining and improving concept for eyes 5 and 6. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Çoruh, L. (2004). Effect of teaching basic concept to preschool children with CAE (Computer Assisted Education). (Unpublished master’s thesis). University of Gazi, Ankara.
  • Çoruk, H. (2015). The effect of multimedia use on academic achievement and anxiety in elementary school students. (Unpublished master’s thesis). University of Amasya, Amasya.
  • Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers & Education, 52(4), 741-748.
  • Demir, N., & Kabadayı, A. (2008). Comparison of traditional and computer-assisted teaching methods for preschoolers’ color concept acquisition. International Journal of Human Sciences, 5(1), 1-18.
  • Dorey, E., Roberts, V., Maddison, R., Meagher‐Lundberg, P., Dixon, R., & Ni Mhurchu, C. (2010). Children and television watching: a qualitative study of New Zealand parents' perceptions and views. Child: care, health and development, 36(3), 414-420.
  • Duisembekova, Z. (2014). Use of English songs on YouTube to teach vocabulary to young learners. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Emir, Ö. M. (2011). The effects of children programs on children between 60 and 72 monthly. (Unpublished master’s thesis). University of Afyon Kocatepe, Afyonkarahisar.
  • Ergün Özdel, Z. G. (2019). The analysis of negative content for children on the most watched video chanel YouTube; in Turkey. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Ergüney, M. (2017). A research on the effects of internet on preschool children. Ulakbilge-Journal of Social Science, 5(17), 1917-3938.
  • Ergül, A. (2007). Turkish adaptation of Boehm preschool test of basic concept-3 on 36-47 month old. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Fırat, H. (2019). Child reality in cartoons: niloya as an example. International Journal of Turkish Literature Culture Education, 8(2), 1007-1033.
  • Glesne, C. (2012). Nitel araştırmaya giriş [Introduction to qualitative research]. (Translation Editors: A. Ersoy & P. Yalçınoğlu). Ankara: Anı Publishing.
  • Grubb, P. W. (2000). A comparison of concept age gains of kindergarten children in traditional and twenty-first century classrooms. (Unpublished master’s thesis). Johnson Bible College.
  • Güleken Katfar, Ü. (2019). Investigation of the effects of dominant personality characteristics on children in cartoons. (Unpublished master’s thesis). University of Dicle, Diyarbakır.
  • Gülmez, E. (2019). Using YouTube as an educational technology for teaching concepts in pre-school. (Unpublished master’s thesis). University of Necmettin Erbakan, Konya.
  • Gündoğdu, Z., Seytepe, Ö., Pelit, M. B., Doğru, H. Güner, B. Arıkız, E., … & Kaya, E. (2016). Media use by preschool-aged children. Journal of Health Sciences of Kocaeli University, 2(2), 6-10.
  • Gündüz Kalan, Ö. (2010). Media Literacy and Pre-school Children: A Research of Media Literacy Awareness. İstanbul University Faculty of Communication Journal, 1(39), 59-73.
  • 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.
  • Hamarat, D., Işıtan, S., Özcan, A., & Karaşahin, H. (2015). An Assessment on Cartoons Which are Watched by Preschoolers: The Sample of Caıllou and Sponge Bob. Balıkesir University The Journal of Social Sciences Institute, 18(33), 75-91.
  • Hayran, Z. (2010). The impact of multi stimuli educational environment on concept development of students. Education and Science, 35(158), 128-142.
  • Holloway, D. J., Green, L., & Stevenson, K. (2015). Digitods: Toddlers, touch screens and Australian family life. M/C Journal 18(5). https://doi.org/10.5204/mcj.1024.
  • İnci, M.A., & Kandır, A. (2017). Evaluation of scientific studies related to the use of digital technology in preschool education. Hitit University Journal of Social Sciences Institute, 10(2), 1705-1724.
  • Jinqiu, Z., & Xiaoming, H. (2004). Parent–child co‐viewing of television and cognitive development of the Chinese child. International Journal of Early Years Education, 12(1), 63-77.
  • Jones, M., & Liu, M. (1997). Introducing interactive multimedia to young children: A case study of how two-year-olds interact with the technology. Journal of Computing in Childhood Education, 8(4), 313-343.
  • Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044-1050.
  • Kacar, A. Ö. (2006). The role of computer-assisted education in pre-school education. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Kaptan, F. (1998). Fen öğretiminde kavram haritası yönteminin kullanılması [Using the concept map method in science teaching]. Hacettepe University Journal of Education, 14, 95-99.
  • Kaya, S. (2005). The effect of a multimedia material for concept development on the preschool children’s environmental concept development. (Unpublished master’s thesis). University of Ankara, Ankara.
  • Kaynak, N. B. (2020). Ads that target children in social media applications: a review on YouTube. (Unpublished master’s thesis). University of Erciyes, Kayseri.
  • Kenanoğlu, R, & Kahyaoğlu, M. (2011). Relationship between the cognitive, emotional and social behavior of pre-school children and the internet use. In 5th international computer & instructional technologies symposium proceedings book (pp. 649-654). Fırat University, Elazığ.
  • Kesicioğlu, O. S. (2011). An analysis of the impact of an instructional program designed with direct instruction method and of a computer assisted instructional program designed in accordance with this method on preschoolers` geometric figures concepts learning. (Unpublished doctoral thesis). Gazi University, Ankara.
  • Kılıçkaya, A., Yıldırım, M., Çelik, B., & Uyanık Balat, G. (2018). The investigation of mothers’ views of preschool aged children’s use of smartphones and tablets. In Uluslararası IV. çocuk gelişimi kongresi tam metin kitabı [International IV. child development congress full text book] (pp. 133-143). Hacettepe University Culture Center, Ankara.
  • Kılınç, S. (2015). Investigation of parents’ views about preschool age children technology use. (Unpublished master’s thesis). University of Dumlupınar, Kütahya.
  • Kızıltaş, E., & Ertör, E. (2018). An analysis of the parents’ opinions about the smartphone use of preschool children. Uşak University Journal of Educational Research, 4(2), 1-18.
  • Koçak, Ö. (2016). The effects of three dimension cartoons on preschool children’s concept development of position on the space. (Unpublished doctoral thesis). Atatürk University, Erzurum.
  • Koçak, Ö., & Göktaş, Y. (2020). Investigation of parents' perspectives and views on cartoons. Journal of Early Childhood Studies, 4(1), 52-73.
  • Kol, S. (2014). Analysis of past events indicators and visual objects in the early childhood period story books. International Journal of Human Sciences, 11(2), 992-1003.
  • Konca, A. S. (2014). Preschool children’s interaction with information and communication technology. (Unpublished master’s thesis). University of İnönü, Malatya.
  • Konca, A. S. (2019). Investigating the social interactions between parents and young children during digital activities at home. (Unpublished doctoral thesis). Middle East Technical University, Ankara.
  • Kulakçı Altıntaş, H. (2018). Determination of the use of technological devices among 0-3 year old children and attitudes and behaviors of their parents for the use of technological devices. In Uluslararası IV. çocuk gelişimi kongresi tam metin kitabı [International IV. child development congress full text book] (pp. 108-115). Hacettepe University Culture Center, Ankara.
  • Kurt, E. (2014). Opinions of students, teachers and parents about the impact of TRT Çocuk channel on 4-6 age group students’ language development. (Unpublished master’s thesis). University of Karadeniz Teknik, Trabzon.
  • Lepicnik, J. & Samec, P. (2013). Communication technology in the home environment of four-year-old children (Slovenia). Scientific Journal of Media Education, 40, 119-126.
  • Li, X., & Atkins, M. S. (2004). Early childhood computer experience and cognitive and motor development. Pediatrics, 113(6), 1715-1722.
  • Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48(5), 624-645.
  • Manocha, A., & Narang, D. (2004). Concept development status of rural preschoolers. Journal of Human Ecology, 16(2), 113-118.
  • Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publications.
  • Nusir, S., Alsmadi, I., Al-Kabi, M., & Sharadgah, F. (2013). Studying the impact of using multimedia interactive programs on children's ability to learn basic math skills. E-Learning and Digital Media, 10(3), 305-319.
  • Od, Ç. (2013). The contribution of authentic animated cartoons to listening comprehension and speaking in learning a foreign language at an early age. Turkish Studies - International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(10), 499-508.
  • Oluwadare, F. A. (2015). ICT use in preschool science education: a case study of some private nursery schools in Ekiti state. Journal of Education and Practice, 6(31), 75-79.
  • Oruç, C., Tecim, E., & Özyürek, H. (2011). Role models and cartoons on personality development of pre-school children. Ekev Academy Journal, 15(48), 303-319.
  • Öngöz, S., Aydın, Ş., & Aksoy, D. A. (2016). Tendencies in Graduate Theses Sampling Multimedia in Educational Science Field in Turkey. Journal of Instructional Technologies & Teacher Education, 5(1), 45-58.
  • Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405-421.
  • Özkan, B. (2017). 5-6 year children's computer / tablet usage levels by mother's views. The Journal of Academic Social Science, 5(54), 390-399.
  • Özkılıç Kabul, N. D. (2019). Investigation of the effects of technology use on social skill, play skill and language development in three years old children. (Unpublished doctoral thesis). University of Maltepe, İstanbul.
  • Özyürek, A. (2018). Analysis of computer technology use of preschool children based on the views of their mothers. Journal of Child and Development, 2(2), 1-12.
  • Öztürk Samur, A., Durak Demirhan, T., Soydan, S., & Önkol, L. (2014). Assessment of Pepee cartoon from perspectives of parents teachers and children. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(26), 151-166.
  • Park, C., & Park, Y. R. (2014). The conceptual model on smart phone addiction among early childhood. International Journal of Social Science and Humanity, 4(2), 147-150.
  • Preradović, N. M., Unić, D., & Boras, D. (2014). Multimedia literacy in preschool and primary education. In Proceedings of the 2nd International Conference on Computer Supported Education (pp. 97-105). Cambridge.
  • Rideout, V., & Hamel, E. (2006). The media family: electronic media in the lives of infants, toddlers, preschoolers and their parents. Menlo Park, CA: Kaiser Family Foundation.
  • Sapsağlam, Ö. (2018). Altering Game Preferences of Preschool Children. Ahi Evran University Journal of Kırşehir Education Faculty, 19(1), 1122-1135.
  • Senemoğlu, N. (2018). Gelişim, öğrenme ve öğretim: kuramdan uygulamaya [Development, learning and instruction: from theory to practice]. Ankara: Anı Publishing.
  • Sezgin, E., & Tonguç, G. (2016). A sample research on using mobile technologies in preschool education. Journal of Research in Education and Teaching, 5(34), 296-303.
  • Shilpa, S., & Sunita, M. (2013). A study about role of multimedia in early childhood education. International Journal of Humanities and Social Science Invention, 2(6), 80-85.
  • Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101(2), 305-314.
  • Soumya, A., Eljo, J. O. J. G., & Anitha, R. (2014). A study on parental perception towards children viewing cartoon. International Journal of Scientific Research, 3(9), 466-467.
  • Şimşek İşliyen, F., & İşliyen, M. (2015). An Analysis of Children’s Media Perception Through Drawings. Global Media Journal TR Edition, 5(10), 271-287.
  • Topan, A., & Kuzlu Ayyıldız, T. (2018). Investigating influence of technological device usage on the life quality for preschool children. In Uluslararası IV. çocuk gelişimi kongresi tam metin kitabı [International IV. child development congress full text book] (pp. 157-170). Hacettepe University Culture Center, Ankara.
  • Toran, M., Ulusoy, Z., Aydin, B. Deveci, T., &Akbulut, A. (2016). Evaluation of mothers’ views regarding children’s use of digital game. Kastamonu Education Journal, 24(5), 2263-2278.
  • Türkkent, E. (2012). The ideas of mother and teacher about the effects of the television on pre- school education children. (Unpublished master’s thesis). University of Mehmet Akif Ersoy, Burdur.
  • Uğurtay Üstünel, A. (2007). Study of validity and reliability of bracken basic concept scale-revised test. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Ulus, L. (2005). The investigation of opinions of nursery school teachers who are teaching at the centre of Ankara relation to five and six-years -old children' level of knowledge about conceptual developments and to what extent the activities that improve conceptual. (Unpublished master’s thesis). University of Gazi, Ankara. Uzunboylu, H., & Gündoğdu, E. G. (2018). A content analysis study on pre-school education and instructional technologies. International Journal of Innovative Research in Education, 5(4), 119-128.
  • Üstün, E., & Akman, B. (2003). Concept development in three year olds. Hacettepe University Journal of Education, 24, 137-141.
  • Yalçın, V., & Erden, Ş. (2018). Examination of parental perceptions on the use of smart devices by preschool children. Erzincan University Journal of Education Faculty, 20(2), 461-480.
  • Yalçınkaya, M. (2017). The effect of using multimedia on academic success, motivation and anxiety levels of primary school students. (Unpublished master’s thesis). University of Gazi, Ankara.
  • Yengil, E., Döner Güner, P., & Topakkaya, Ö. K. (2019). The use of technological devices in pre-school children and parents. The Medical Journal of Mustafa Kemal University, 10(36), 14-19.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
  • Yıldız, S. (2009). Effectiveness of multimedia applications in teaching literacy teaching at primary school. (Unpublished doctoral thesis). University of Abant İzzet Baysal, Bolu.
  • Yılmaz Genç, M. M., & Fidan, A. (2017). Children, Parents and Tablets: Preschool Children’s Tablet Use. Pegem Journal of Education and Instruction, 7(3), 367-398.
Toplam 107 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Tarık Başar 0000-0002-2653-0435

Eda Elyıldırım 0000-0003-2916-6189

Yayımlanma Tarihi 13 Ocak 2022
Gönderilme Tarihi 31 Mayıs 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 1

Kaynak Göster

APA Başar, T., & Elyıldırım, E. (2022). The Role of Multimedia in Concept Learning from the Parents’ Perspective. Journal of Learning and Teaching in Digital Age, 7(1), 16-29. https://doi.org/10.53850/joltida.945975

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350