Preschool - Aged Children's Media Use and Its Relationship to Their Prosocial and Aggressive Behavior

Yıl 2023, Cilt: 10 Sayı: 3, 589 - 610, 30.12.2023

Seçil İnanlı Ayşegül Metindoğan

https://doi.org/10.30900/kafkasegt.1374809

Öz

Abstract: The present study, exploring media exposure of preschool age children using media diaries had three major goals. First goal was to examine whether there was a relationship between the duration of children’s media use and their prosocial and aggressive behavior. Then, the second goal was to explore links between the content of media they use and children’s prosocial and aggressive behavior. Finally, informed by Displacement theory, we focused on exploring whether the time spent for developmentally enriching activities changed based on the time spent for media use. Parents of 52 preschool age children between the ages of 4 and 6 reported on their children’s media use on a media diary filled out throughout a weekend and the teachers assessed the prosocial and aggressive behaviors of the same children. The results showed that the aggressive behavior of the children increased as their time spent for playing video games increased. Also, the time they spent for engaging developmentally enriching activities decreased as the time they spent for playing video games increased. The results of the study contributed to the field as it provided an in-depth exploration of factors associated with media use habits of children at home using media diaries providing duration, content and context of media use and their relationship to children’s prosocial and aggressive behaviors.

Anahtar Kelimeler

Children’s Media, Prosocial Behavior, Aggression, Preschool Children, Digital Media

Kaynakça

• Anand, S., & Krosnick, J. A. (2005). Demographic predictors of media use among infants, toddlers, and preschoolers. American Behavioral Science, 48, 539–561. https://doi.org/10.1177/0002764204271512
• Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359. https://doi.org/10.1111/1467-9280.00366
• Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772–790. https://doi.org/10.1037/0022-3514.78.4.772
• Anderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J. D., Linz, D., Malamuth, N. M., & Wartella, E. (2003). The influence of media violence on Youth. Psychological Science in the Public Interest, 4(3), 81–110. https://doi.org/10.1111/j.1529-1006.2003.pspi_1433.x
• Anderson, D. R., & Hanson, K. G. (2009). Children, media, and methodology. American Behavioral Scientist, 52(8), 1204–1219. https://doi.org/10.1177/0002764209331542
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 2, 265 – 298. https://doi.org/10.1207/S1532785XMEP0303_03
• Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. The Journal of Abnormal and Social Psychology, 63(3), 575–582. https://doi.org/10.1037/h0045925
• Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory. In R. Bar-On & J. D. A. Parker (Eds.), The Handbook of Emotional Intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 363–388). Jossey-Bass/Wiley.
• Baydar, N., Kağitçibaşi, Ç., Küntay, A., & Gökşen, F. (2008). Evaluation of an early childhood television program in Turkey. AÇEV, İstanbul.
• Bender, P. K., Plante, C., & Gentile, D. A. (2018, February). The effects of violent media content on aggression. Current Opinion in Psychology, 19, 104–108. https://doi.org/10.1016/j.copsyc.2017.04.003
• Bickham, D. S., Vandewater, E. A., Huston, A. C., Lee, J. H., Caplovitz, A. G., & Wright, J. C. (2003). Predictors of children’s electronic media use: An examination of three ethnic groups. Media Psychology, 5(2), 107–137. https://doi.org/10.1207/s1532785xmep0502_1
• Bozzola, E., Spina, G., Agostiniani, R., Barni, S., Russo, R., Scarpato, E., Di Mauro, A., Di Stefano, A. V., Caruso, C., Corsello, G., & Staiano, A. (2022). The Use of Social Media in Children and Adolescents: Scoping Review on the Potential Risks. International Journal of Environmental Research and Public Health, 19(16), 9960. https://doi.org/10.3390/ijerph19169960
• Burkhardt, J., & Lenhard, W. (2021). A Meta-Analysis on the Longitudinal, Age-Dependent Effects of Violent Video Games on Aggression. Media Psychology, 25(3), 499–512. https://doi.org/10.1080/15213269.2021.1980729
• Bushman, B. J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increase aggression in children, and pediatricians and parents concur. Psychology of Popular Media Culture, 4(3), 200–214. https://doi.org/10.1037/ppm0000046
• Calvert, S. L. (2015). Children and digital media. In R. Lerner (Ed.), Handbook of child psychology and developmental science (Ecological settings and processes in developmental system 7th ed., pp. 375–415). Hoboken, NJ: Wiley.
• Cliff, D. P., Howard, S. J., Radesky, J. S., McNeill, J., & Vella, S. A. (2018). Early Childhood Media Exposure and Self-Regulation: Bidirectional Longitudinal Associations. Academic Pediatrics, 18(7), 813–819. https://doi.org/10.1016/j.acap.2018.04.012
• Conners-Burrow, N. A., McKelvey, L. M., & Fussell, J. J. (2011). Social outcomes associated with media viewing habits of low-income preschool children. Early Education and Development, 22(2), 256–273. https://doi.org/10.1080/10409289.2011.550844
• Coyne, S. M., Padilla-Walker, L. M., Holmgren, H. G., Davis, E. J., Collier, K. M., Memmott-Elison, M. K., & Hawkins, A. J. (2018). A meta-analysis of prosocial media on prosocial behavior, aggression, and empathic concern: A multidimensional approach. Developmental Psychology, 54(2), 331–347. https://doi.org/10.1037/dev0000412
• De Leeuw, R. N. H., & van der Laan, C. A., (2018). Helping behavior in Disney animated movies and children’s helping behavior in Netherlands. Journal of Children and Media, 12, 159 – 174. https://doi.org/10.1080/17482798.2017.1409245
• Dong, G., Hu, Y., & Lin, X. (2013). “Reward/punishment sensitivities among internet addicts: Implications for their addictive behaviors.” Progress in Neuro Psychopharmacology & Biological Psychiatry, 46, 139–145. https://doi.org/10.1016/j.pnpbp.2013.07.007
• Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial Development. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of Child Psychology (pp. 646–718). John Wiley & Sons.
• Fitzpatrick, C., Binet, M. A., Cristini, E., Almeida, M. L., Bégin, M., & Frizzo, G. B. (2023). Reducing harm and promoting positive media use strategies: new perspectives in understanding the impact of preschooler media use on health and development. Psicol. Refl. Crít. 36, 19. https://doi.org/10.1186/s41155-023-00262-2.
• Gottschalk, F. (2019). OECD Education Working papers 195: Impacts of technology use on children: Exploring literature on the brain, cognition, and well-being. OECD Publishing. https://ideas.repec.org/p/oec/eduaab/195-en.html DOI: 10.1787/8296464e-en
• Gözüm, A. İ. C. (2022). Digital games for STEM in early childhood education: Active co-playing parental mediation and educational content examination. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning (pp. 489-523). Singapore: Springer Nature Singapore.
• Gözüm, A. B. C., & Kandır, A. (2021). Digital games pre-schoolers play: Parental mediation and examination of educational content. Education and Information Technologies, 26(3), 3293–3326. https://doi.org/10.1007/s10639-020-10382-2
• Gözüm, A. İ. C., & Kandır, A. (2020). Developing a parental mediation scale of digital games for children. International Journal of Curriculum and Instruction, 12(2), 336-358.
• Gözüm, A. İ. C., & Kandir, A. (2020,). Okul öncesi çocukların dijital oyun oynama sürelerine göre oyun eğilimi ile konsantrasyon düzeylerinin incelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 41, 82–100. https://doi.org/10.33418/ataunikkefd.777424
• Greitemeyer, T., & Mügge, D. O. (2014). Video games do affect social outcomes: A meta-analytic review of the effects of violent and prosocial video game play. Personality and Social Psychology Bulletin, 40, 578–589. https://doi.org/10.1177/0146167213520459
• Gülay, H., & Önder, A. (2009). Reliability and validity of the Turkish version of Ladd and Profilet child behavior scale victimization scale and picture sociometry scale to measure peer relations of 5-6 years-old Turkish children. Procedia Social and Behavioral Sciences, 1, 648 – 659. https://doi.org/10.1016/j.sbspro.2009.01.114
• Hall, J. A., Johnson, R. M., & Ross, E. M. (2018). Where does the time go? An experimental test of what social media displaces and displaced activities’ associations with affective well-being and quality of day. New Media & Society, 21(3), 674–692. https://doi.org/10.1177/1461444818804775.
• Hofferth, S. L. (2010). Home media and children’s achievement and behavior. Child Development, 81, 1598 – 1619. https://doi.org/10.1111%2Fj.1467-8624.2010.01494.x
• Huesmann, L. R., & Taylor, L. D. (2006). The role of media violence in violent behavior. Annual Review of Public Health, 27(1), 393–415. https://doi.org/10.1146/annurev.publhealth.26.021304.144640
• Huesmann, L. R., Moise-Titus, J., Podolski, C., & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977 – 1992. Developmental Psychology, 39, 201 – 221. https://doi.org/10.1037/0012-1649.39.2.201
• Hurwitz, L., Bickham, D., Moukalled, S., & Rich, M. (2020). Only So Many Hours in a Day: Early Childhood Screen Time in Boston and Mexico City. International Journal Of Communication, 14, 21. Retrieved from https://ijoc.org/index.php/ijoc/article/view/13906
• Huston, A. C. H.,Wright, J.C, Marquis, J., & Green, S. B. (1999). How young children spend their time: Television and other activities. Developmental Psychology, 35, 912 – 925. https://doi.org/10.1037//0012-1649.35.4.912
• İnanli, S. (2015). Preschool-aged children’s media use and its relationship to their prosocial and aggressive behavior (Unpublished master's thesis). Bogazici University.
• Kanaki, K. & Kalogiannakis, M. (2023). Sample design challenges: an educational research paradigm. International Journal of Technology Enhanced Learning, 15, 266-285. http://dx.doi.org/10.1504/IJTEL.2023.131865
• Kanaki, K., Kalogiannakis, M. (2022). Assessing Algorithmic Thinking Skills in Relation to Age in Early Childhood STEM Education. Education Sciences, 12, 380. https://doi.org/10.3390/educsci12060380
• Kucirkova, N., Littleton, K., & Kyparissiadis, A. (2017). The influence of children’s gender and age on children’s use of digital media at home. British Journal of Educational Technology, 49(3), 545–559. https://doi.org/10.1111/bjet.12543
• Ladd, G. W., & Profilet, S. M. (1996). The child behavior scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, (6), 1008-1024. https://psycnet.apa.org/doi/10.1037/0012-1649.32.6.1008
• Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between Screen Time and Children’s Performance on a Developmental Screening Test. JAMA Pediatrics, 173(3), 244-250. https://doi.org/10.1001/jamapediatrics.2018.5056
• Manganello, J. A. & Taylor, C. A. (2009). Television exposure as a risk factor for aggressive behavior among 3-year-old children. Archives of Pediatrics and Adolescent Medicine,163, 1037 – 1045. https://doi.org/10.1001/archpediatrics.2009.193
• Mares, M. L., & Woodard, E. (2001). Prosocial effects on children’s social interactions. In D. G. Singer & J. L. Singer (Eds.), Handbook of children and the media (pp. 183–203). essay, Thousand Oaks, CA: Sage.
• Mares, M., & Woodard, E. (2005). Positive effects of television on children’s social interactions: A meta-analysis. Media Psychology, 7, 301 – 322. https://psycnet.apa.org/doi/10.1207/S1532785XMEP0703_4
• McHarg, G., & Hughes, C. (2021, February). Prosocial television and prosocial toddlers: A multi-method, longitudinal investigation. Infant Behavior and Development, 62, 101526. https://doi.org/10.1016/j.infbeh.2021.101526
• Mercan, Z., Papadakis, S., Can Gözüm, A. İ., & Kalogiannakis, M. (2022). Examination of STEM parent awareness in the transition from preschool to primary school. Sustainability, 14(21), 14030. http://dx.doi.org/10.3390/su142114030
• Nabi, R. L., So, J., Prestin, A., & Torres, D. D. P. (2021). Media-based emotional coping: Examining the emotional benefits and pitfalls of media consumption. In Routledge International Handbook of Emotions and Media (pp. 85-101). Routledge. https://doi.org/10.4324/9780203885390
• Neumann, M. M., & Herodotou, C. (2020, April 17). Evaluating YouTube videos for young children. Education and Information Technologies, 25(5), 4459–4475. https://doi.org/10.1007/s10639-020-10183-7
• Özen, Ö., & Kartelli, F. (2017). Türkiye de Yayın Yapan Çocuk Kanallarında Yayınlanan Çizgi Filmlerdeki Şiddet Olgusunun Analizi. Marmara Iletisim Dergisi, 27, 81–81. https://doi.org/10.17829/midr.20172729523
• Paulus, M. P., Squeglia, L. M., Bagot, K., Jacobus, J., Kuplicki, R., Breslin, F. J., Bodurka, J., Morris, A. S., Thompson, W. K., Bartsch, H., & Tapert, S. F. (2019). Screen media activity and brain structure in youth: Evidence for diverse structural correlation networks from the ABCD study. Neuroimage, 185, 140 – 153. https://doi.org/10.1016/j.neuroimage.2018.10.040
• Petousi, V. & Sifaki, E. (2021). Contextualizing harm in the framework of research misconduct. Findings from discourse analysis of scientific publications. International Journal of Sustainable Development, 23(3-4), 149-174. https://doi.org/10.1504/IJSD.2020.115206
• Papadakis, S. J. (2023). Choosing the best educational apps for young children. What parents and educators need to know. In I. M. S. Trigueros (Ed.) Desafíos de la inclusión digital: la brecha digital de género y las competencias digitales docentes en el contexto educativo (pp.77-94) Octaedro, S.L. Spain.
• Prescott, A. T., Sargent, J. D., & Hull, J. G. (2018, October). Meta-analysis of the relationship between violent video game play and physical aggression over time. Proceedings of the National Academy of Sciences, 115 (40), 9882–9888. https://doi.org/10.1073/pnas.1611617114
• Rasmussen, E. E., Shafer, A., J. Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016) Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10, 443-461. http://dx.doi.org/10.1080/17482798.2016.1203806
• Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227
• Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: a systematic review of reviews. BMJ Open, 9 (1), e023191. https://doi.org/10.1136/bmjopen-2018-023191
• Supanitayanon, S., Trairatvorakul, P., & Chonchaiya, W. (2020). Screen media exposure in the first 2 years of life and preschool cognitive development: a longitudinal study. Pediatric Research, 88(6), 894–902. https://doi.org/10.1038/s41390-020-0831-8
• Corkin, M. T., Peterson, E. R., Henderson, A. M., Waldie, K. E., Reese, E., & Morton, S. M. (2021, March). Preschool screen media exposure, executive functions and symptoms of inattention/hyperactivity. Journal of Applied Developmental Psychology, 73, 101237. https://doi.org/10.1016/j.appdev.2020.101237
• Tamana, S. K., Ezeugwu, V., Chikuma, J., Lefebvre, D. L., Azad, M. B., Moraes, T. J., Subbarao, P., Becker, A. B., Turvey, S. E., Sears, M. R., Dick, B. D., Carson, V., Rasmussen, C., Pei, J., & Mandhane, P. J. (2019). Screen-time is associated with inattention problems in preschoolers: Results from the Child Birth Cohort Study. PLOS ONE, 14(4). https://doi.org/10.1371/journal.pone.0213995
• Tomopoulos, S., Valdez, P. T., Dreyer, B. P., Fierman, A. H., Berkule, S. B., Kuhn, M., & Mendelsohn, A. L. (2007). Is exposure to media intended for preschool children associated with less parent-child shared reading aloud and teaching activities? Ambulatory Pediatrics, 7(1), 18–24. https://doi.org/10.1016/j.ambp.2006.10.005
• Turkish Statistical Institute (TURKSTAT). (2013). 06-15 yaş grubu çocuklarda bilişim teknolojileri kullanımı ve medya [Use of Information and Communication Technology and Media by Children Aged 06-15, 2013]. Retrieved October 23, 2014, from https://data.tuik.gov.tr/Bulten/Index?p=Use-of-Information-and-Communication-Technology-and-Media-by-Children-Aged-06-15-2013-15866
• Turkish Statistical Institute (TURKSTAT). (2021). Çocuklarda Bilişim Teknolojileri Kullanım Araştırması, 2021 [Survey on Information and Communication Technology Usage by Children, 2021]. https://data.tuik.gov.tr/Bulten/Index?p=Cocuklarda-Bilisim-Teknolojileri-Kullanim-Arastirmasi-2021-41132
• Vandewater, E. A., & Lee, S. J. (2009). Measuring children’s media use in the Digital age. American Behavioral Scientist, 52(8), 1152–1176. https://doi.org/10.1177/0002764209331539
• Wilson, B. J. (2008). Media violence and aggression in youth. In S. L. Calvert & B. J. Wilson (Eds.), The Handbook of children, media, and development (pp. 237–267). Blackwell Publishing.
• Winn, E. B. L. (1977). Human Neurological Organization. Charles C Thomas Pub Ltd.
• Yazıcı Arıcı, E., Kalogiannakis, M., & Papadakis, S. (2023). Preschool Children’s Metaphoric Perceptions of Digital Games: A Comparison between Regions. Computers, 12, 138. https://doi.org/10.3390/computers12070138