Abstract
Aim: To examine the roles, responsibilities, and challenges faced by parents and children in the digital literacy process in the digital age. The main objective of the research is to reveal that digital literacy is not limited to technical skills; it is a life skill that encompasses multidimensional components such as critical thinking, ethical awareness, digital citizenship, and online safety. Furthermore, the study aims to explain the impact of parents' level of digital awareness on children's safe, productive, and conscious participation in the digital world. Methods: The research was conducted using a literature review (conceptual analysis) method that adopted a qualitative approach. National and international academic articles, reports, and books published between 2008 and 2025 were examined. Sources were selected using the keywords “digital literacy, digital parenting, online safety, digital divide, media literacy.” The data obtained were classified based on fundamental concepts and findings regarding how digital literacy is approached from the perspectives of parents and children. Findings: Digital skills encompass not only technical knowledge but also critical thinking, ethical awareness, and safe digital behavior competencies. Parental involvement is a direct determining factor in children's online safety, media literacy, and academic success. Within the framework of Van Dijk's Digital Divide Theory, it was concluded that socioeconomic inequalities increase differences in digital access, skills, and usage; however, parental awareness and educational policies can reduce these inequalities. The integration of new technologies such as artificial intelligence, augmented reality (AR), and virtual reality (VR) into learning processes is emerging as an important trend shaping the future of digital literacy. Results: Digital skills encompass not only technical knowledge but also competencies in critical thinking, ethical awareness, and safe digital behavior. Parental involvement is a direct determining factor in children's online safety, media literacy, and academic success. Within the framework of Van Dijk's Digital Divide Theory, it was concluded that socioeconomic inequalities increase differences in digital access, skills, and usage; however, parental awareness and educational policies can reduce these inequalities. The integration of new technologies such as artificial intelligence, augmented reality (AR), and virtual reality (VR) into learning processes is emerging as an important trend shaping the future of digital literacy. Conclusion: The research emphasizes that developing digital literacy is not only an individual but also a collective social responsibility. Parents should take on an active role as mediators and guides for their children in the digital world; children, meanwhile, should be empowered with digital skills from an early age. Educational institutions, policymakers, and society should work together to reduce digital inequalities and promote a culture of conscious digital citizenship.
Keywords
Digital literacy Digital parenting Online safety Digital divide Child development Media Literacy.
Ethical Statement
Since this is a review article, no application has been made to the ethics committee.
Supporting Institution
-
Project Number
-
Thanks
-
References
- Asmayawati. (2023). Diversity of Learning Opportunities and Learning Innovation in Mattering Digital Literacy: The Role of Digital Storytelling. International Journal of Current Science Research and Review, 6(11). https://doi.org/10.47191/ijcsrr/V6-i11-27
- Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. Polity Press.
- Canpolat, M., & Karadaş, C. (2023). A mixed method research on increasing digital parenting awareness of parents. Education and Information Technologies, 29(6), 6683‑6704. https://doi.org/10.1007/s10639-023-12094-9
- Chigisheva, O., et al. (2021). Şok dijitalleşme ve dijital okuryazarlık: 21. yüzyıl eğitiminde yeni beceri setleri. International Journal of Digital Education, 12(3), 45-60.
- Chiu, M. H., Chang, C. C., & Lee, C. Y. (2024). Exploring the Impact of Artificial Intelligence on Early Childhood Education: A Comparative Study. Journal of Educational Technology & Society, 27(2), 45–58. https://doi.org/10.2307/edu.2024.27.2.45
- Çelebi, F., et al. (2023). Yapay zekâ okuryazarlığının geliştirilmesi ve dijital vatandaşlık. AI and Society Journal, 19(4), 115-130.
- Ereskici, E., Tunç Karaman, S., & Basat, O. (2024). The effect of digital parenting awareness on problematic media use by primary school children. Bagcilar Medical Bulletin, 9(3), 196‑204. https://doi.org/10.4274/BMB.galenos.2024.2024-02-019
- Faridah Hariyani, Khairiah Elwardah, Amanah, Marbawi, & Rusyaida. (2024). The role of digital parenting in preventing developmental disorders in children. International Journal of Community Care of Humanity (IJCCH), 2(4), 460‑467.
- Faverio, M., & Sidoti, C. (2024). Teens, Social Media and Technology 2024. Pew Research Center. Finkelhor, D., Turner, H., LaSelva, D., & Hamby, S. (2020). Internet safety education for youth: Obstacles and opportunities. Child Abuse & Neglect, 100, 104087.
- Granic, I., Morita, H., & Scholten, H. (2020). Beyond screen time: Identity development in the digital age. Psychological Inquiry, 31(3), 195–223.
- Güven, E., et al. (2025). Dijital okuryazarlığın eğitim müfredatlarına entegrasyonu: Disiplinlerarası yaklaşımlar. Education and Technology Review, 15(2), 75-92.
- Hollenstein, T., & Faulkner, A. D. (2024). Adolescents and digital life: Emotional and behavioral correlates. Journal of Youth and Adolescence, 53(1), 14–30.
- Hou, H. (2023). Teaching kids to be internet awesome: Evaluating digital literacy through gamified programs. Educational Technology Research and Development, 71(3), 601–617.
- Jones, T. (2023). Code.org and student outcomes: A case study in scalable computer science education. Computers & Education Open, 4, 100110.
- Kardeş, S. (2020). Sosyal medya, oyunlaştırılmış öğrenme ve dijital iletişim araçlarının eğitim üzerindeki etkileri. Turkish Journal of Educational Technology, 18(4), 101-117.
- Lee, J. (2020). Digital collaboration and social-emotional development in children: Implications for educational settings. Educational Psychology Review, 32(4), 853–875.
- Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children’s Internet use. Journal of Broadcasting & Electronic Media, 52(4), 581‑599. https://doi.org/10.1080/08838150802437396
- Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children’s Internet use: Assessing the past, anticipating the future. New Media & Society. https://doi.org/10.1177/1461444816685930
- Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez‑Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82‑105. https://doi.org/10.1111/jcom.12277
- Luo, H., Cai, M., & Cui, Y. (2021). Spread of misinformation in social networks: Analysis based on Weibo tweets. Security and Communication Networks, Article ID 7999760. https://doi.org/10.1155/2021/7999760
- McArthur, B. A., Volkova, V., Tomopoulos, S., & Madigan, S. (2022). Global prevalence of meeting screen time guidelines among children 5 years and younger: A systematic review and meta‑analysis. JAMA Pediatrics, 176(4), 373–383. https://doi.org/10.1001/jamapediatrics.2021.6386
- Meoded Karabanov, G., Aram, D., Sonnenschein, S., Stites, M. L., Shtereva, K., López‑Escribano, C., Asaf, M., Ziv, M., & Hazan, H. (2025). Parenting and coping during a crisis: A qualitative cross‑cultural study two years after COVID‑19. Education Sciences, 15(9), 1113. https://doi.org/10.3390/educsci15091113
- Modecki, K. L., Duvenage, M., et al. (2022). Digital technology use and adolescents’ well-being: A three-level meta-analysis. Perspectives on Psychological Science, 17(1), 102–130.
- Morita, H., Scholten, H., & Granic, I. (2022). The digital self: How adolescents construct identity in social media environments. New Media & Society, 24(6), 1304–1321.
- Mustonen, R., Torppa, R., & Stolt, S. (2022). Screen time of preschool‑aged children and their mothers, and children’s language development. Children, 9(10), 1577. https://doi.org/10.3390/children9101577
- Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2022). Transformation of adolescent peer relations in the social media context: Part 2—Application to peer experiences, behaviors, and emotions. Clinical Child and Family Psychology Review, 25(2), 254–278.
- Nikken, P., & Opree, S. J. (2018). Ebeveyn arabuluculuğunun çocukların dijital medya becerileri üzerindeki rolü. Computers in Human Behavior, 82, 190-199.
- Nikou, S., & Aavakare, M. (2021). Dijital Eğitim Teknolojilerinin Erken Çocukluk Eğitimindeki Rolü: Bir Literatür Taraması. Journal of Early Childhood Education, 45(2), 123-135.
- Nikken, P., & Opree, S. J. (2018). Ebeveyn arabuluculuğunun çocukların dijital medya becerileri üzerindeki rolü. Computers in Human Behavior, 82, 190-199.
- Nguyen, T., Pham, H., Tran, M., & Le, V. (2024). Parenting in the digital age: Impacts of internet use on family communication. Journal of Family Studies, 30(2), 123–140.
- Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336–348.
- Orben, A., Dienlin, T., & Przybylski, A. K. (2024). Social media and adolescent development: Current perspectives and future trends. Nature Human Behaviour, 8(1), 12–22.
- Owens, L., et al. (2023). Ebeveynlerin proaktif dijital medya yönetiminin çocukların eleştirel düşünme becerilerine etkisi. Journal of Child and Media, 17(1), 88-105.
- Rauschnabel, P. A. (2018). Artırılmış gerçeklik ve dijital okuryazarlık. Computers in Human Behavior, 90, 43-54. Read, T., et al. (2021). Dijital vatandaşlık, etik katılım ve eğitim politikaları. Education Policy Analysis Archives, 29(15), 1-20.
- Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (1995). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology: Volume 1. Theory and methods (pp. 618–655). Wiley.
- Saputro, A., & Setyawan, A. (2020). Sanal gerçeklik teknolojisinin bilişsel çıktı üzerindeki etkileri. International Journal of Virtual Learning, 10(3), 33-47.
- Soyoof, S., et al. (2023). Ebeveynlerin dijital medya ile etkileşim stratejileri ve çocuk gelişimi. Journal of Family and Media Studies, 6(2), 55-73.
- Susanty, D. (2024). Erken Çocukluk Eğitiminde Sanal Gerçeklik Uygulamaları: Görsel ve Mekansal Zekâ Gelişimi Üzerine Bir Araştırma. Jurnal Anak Bangsa, 5(1), 45-56. https://doi.org/10.46306/jas.v5i1.102
- Tang, Y., Luo, C., & Su, Y. (2024). Understanding health misinformation sharing among the middle‑aged or above in China: Roles of social media health information seeking, misperceptions and information processing predispositions. Online Information Review, 48(2), 314–333. https://doi.org/10.1108/OIR‑04‑2023‑0157
- Topic, M., Brkljačić, T., & Brajša-Žganec, A. (2023). The paradox of digital engagement: Predictors of life satisfaction among children in the digital era. Child Indicators Research, 16(2), 389–412.
- Toran, M., Kulaksız, T., & Özden, B. (2024). The parent–child relationship in the digital era: The mediator role of digital parental awareness. Children & Youth Services Review, 161, 107617. https://doi.org/10.1016/j.childyouth.2024.107617
- Üstündağ, A. (2024). Parenting in the digital age: How is the digital awareness of mothers? Journal of Learning and Teaching in Digital Age, 9(1), 50‑60. https://doi.org/10.53850/joltida.1290600
- Wang, Y., Si, X. (2024). Erken Çocukluk Eğitiminde Teknoloji Entegrasyonu: Eğitimde Dijital Dönüşümün Etkileri. Journal of Early Childhood Education Technology, 12(3), 78-90.
- Wang, Y., & Si, X. (2024). Dijital okuryazarlık politikaları ve savunuculuk stratejileri. Policy Studies in Education, 20(2), 200-218.
- Weinstein, N., & James, C. (2022). The autonomy of the digital self: Identity formation in online contexts. Journal of Adolescent Research, 37(5), 563–582.
- Zaman, M., et al. (2016). Dijital okuryazarlığın kapsamı ve önemi. International Journal of Information and Education Technology, 6(4), 345-350.
- Zhang, Y., & Zhang, L. (2024). Yapay zekâ ve etik eğitim: Dijital okuryazarlık müfredatında yeni yaklaşımlar. Journal of AI Ethics in Education, 2(1), 10-25.
- Zubaidah, Z., Rahmayanty, D., Finanjani, S., Setiawati, Y., & Aryanto, R. (yıl bilinmiyor). Concept of Parenting in the Digital Era. International Research-Based Education Journal.
Abstract
Amaç: Dijital çağda ebeveynlerin ve çocukların dijital okuryazarlık süreçlerindeki rollerini, sorumluluklarını ve karşılaştıkları zorlukları incelenmesidir. Araştırmanın temel hedefi, dijital okuryazarlığın yalnızca teknik becerilerle sınırlı olmadığını; aynı zamanda eleştirel düşünme, etik farkındalık, dijital vatandaşlık ve çevrimiçi güvenlik gibi çok boyutlu bileşenleri kapsayan bir yaşam becerisi olduğunu ortaya koymaktır. Ayrıca çalışma, ebeveynlerin dijital farkındalık düzeyinin çocukların dijital dünyadaki güvenli, üretken ve bilinçli katılımı üzerindeki etkisini açıklamayı hedeflemektedir. Yöntem: Araştırma, nitel bir yaklaşım benimseyen literatür taraması (kavramsal analiz) yöntemiyle gerçekleştirilmiştir. 2008–2025 yılları arasında yayımlanmış ulusal ve uluslararası akademik makaleler, raporlar ve kitaplar incelenmiştir. Kaynak seçimi, “dijital okuryazarlık, dijital ebeveynlik, çevrimiçi güvenlik, dijital bölünme, medya okuryazarlığı” anahtar kelimeleri kullanılarak gerçekleştirilmiştir. Elde edilen veriler dijital okuryazarlığın ebeveyn ve çocuk perspektifinden nasıl ele alındığı, temel kavram ve bulgular üzerinden sınıflandırılmıştır. Bulgular: Dijital beceriler yalnızca teknik bilgi değil, eleştirel düşünme, etik farkındalık ve güvenli dijital davranış yetkinliklerini de içermektedir. Ebeveyn katılımı, çocukların çevrimiçi güvenliği, medya okuryazarlığı ve akademik başarısı üzerinde doğrudan belirleyici bir faktördür. Van Dijk’ın Dijital Bölünme Teorisi çerçevesinde, sosyoekonomik eşitsizliklerin dijital erişim, beceri ve kullanım farklılıklarını artırdığı; ancak ebeveyn farkındalığı ve eğitim politikalarının bu eşitsizlikleri azaltabileceği sonucuna ulaşılmıştır. Yapay zekâ, artırılmış gerçeklik (AR) ve sanal gerçeklik (VR) gibi yeni teknolojilerin öğrenme süreçlerine entegrasyonu, dijital okuryazarlığın geleceğini şekillendiren önemli bir eğilim olarak öne çıkmaktadır. Sonuçlar: Araştırma, dijital okuryazarlığın geliştirilmesinin yalnızca bireysel değil, aynı zamanda kolektif bir toplumsal sorumluluk olduğunu vurgulamaktadır. Ebeveynler, dijital dünyada çocukları için aktif arabulucu ve rehber rolü üstlenmeli; çocuklar ise erken yaşta dijital becerilerle güçlendirilmelidir. Eğitim kurumları, politika yapıcılar ve toplum, dijital eşitsizlikleri azaltmak ve bilinçli dijital vatandaşlık kültürünü yaygınlaştırmak için iş birliği içinde çalışmalıdır.
Keywords
Dijital Okuryazarlık Dijital Ebeveynlik Çevrimiçi Güvenlik Dijital Bölünme Çocuk Gelişimi Medya okuryazarlığı
Ethical Statement
Derleme makale olduğu için etik kurula başvuru yapılmamıştır.
Supporting Institution
-
Project Number
-
Thanks
-
References
- Asmayawati. (2023). Diversity of Learning Opportunities and Learning Innovation in Mattering Digital Literacy: The Role of Digital Storytelling. International Journal of Current Science Research and Review, 6(11). https://doi.org/10.47191/ijcsrr/V6-i11-27
- Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. Polity Press.
- Canpolat, M., & Karadaş, C. (2023). A mixed method research on increasing digital parenting awareness of parents. Education and Information Technologies, 29(6), 6683‑6704. https://doi.org/10.1007/s10639-023-12094-9
- Chigisheva, O., et al. (2021). Şok dijitalleşme ve dijital okuryazarlık: 21. yüzyıl eğitiminde yeni beceri setleri. International Journal of Digital Education, 12(3), 45-60.
- Chiu, M. H., Chang, C. C., & Lee, C. Y. (2024). Exploring the Impact of Artificial Intelligence on Early Childhood Education: A Comparative Study. Journal of Educational Technology & Society, 27(2), 45–58. https://doi.org/10.2307/edu.2024.27.2.45
- Çelebi, F., et al. (2023). Yapay zekâ okuryazarlığının geliştirilmesi ve dijital vatandaşlık. AI and Society Journal, 19(4), 115-130.
- Ereskici, E., Tunç Karaman, S., & Basat, O. (2024). The effect of digital parenting awareness on problematic media use by primary school children. Bagcilar Medical Bulletin, 9(3), 196‑204. https://doi.org/10.4274/BMB.galenos.2024.2024-02-019
- Faridah Hariyani, Khairiah Elwardah, Amanah, Marbawi, & Rusyaida. (2024). The role of digital parenting in preventing developmental disorders in children. International Journal of Community Care of Humanity (IJCCH), 2(4), 460‑467.
- Faverio, M., & Sidoti, C. (2024). Teens, Social Media and Technology 2024. Pew Research Center. Finkelhor, D., Turner, H., LaSelva, D., & Hamby, S. (2020). Internet safety education for youth: Obstacles and opportunities. Child Abuse & Neglect, 100, 104087.
- Granic, I., Morita, H., & Scholten, H. (2020). Beyond screen time: Identity development in the digital age. Psychological Inquiry, 31(3), 195–223.
- Güven, E., et al. (2025). Dijital okuryazarlığın eğitim müfredatlarına entegrasyonu: Disiplinlerarası yaklaşımlar. Education and Technology Review, 15(2), 75-92.
- Hollenstein, T., & Faulkner, A. D. (2024). Adolescents and digital life: Emotional and behavioral correlates. Journal of Youth and Adolescence, 53(1), 14–30.
- Hou, H. (2023). Teaching kids to be internet awesome: Evaluating digital literacy through gamified programs. Educational Technology Research and Development, 71(3), 601–617.
- Jones, T. (2023). Code.org and student outcomes: A case study in scalable computer science education. Computers & Education Open, 4, 100110.
- Kardeş, S. (2020). Sosyal medya, oyunlaştırılmış öğrenme ve dijital iletişim araçlarının eğitim üzerindeki etkileri. Turkish Journal of Educational Technology, 18(4), 101-117.
- Lee, J. (2020). Digital collaboration and social-emotional development in children: Implications for educational settings. Educational Psychology Review, 32(4), 853–875.
- Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children’s Internet use. Journal of Broadcasting & Electronic Media, 52(4), 581‑599. https://doi.org/10.1080/08838150802437396
- Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children’s Internet use: Assessing the past, anticipating the future. New Media & Society. https://doi.org/10.1177/1461444816685930
- Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez‑Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82‑105. https://doi.org/10.1111/jcom.12277
- Luo, H., Cai, M., & Cui, Y. (2021). Spread of misinformation in social networks: Analysis based on Weibo tweets. Security and Communication Networks, Article ID 7999760. https://doi.org/10.1155/2021/7999760
- McArthur, B. A., Volkova, V., Tomopoulos, S., & Madigan, S. (2022). Global prevalence of meeting screen time guidelines among children 5 years and younger: A systematic review and meta‑analysis. JAMA Pediatrics, 176(4), 373–383. https://doi.org/10.1001/jamapediatrics.2021.6386
- Meoded Karabanov, G., Aram, D., Sonnenschein, S., Stites, M. L., Shtereva, K., López‑Escribano, C., Asaf, M., Ziv, M., & Hazan, H. (2025). Parenting and coping during a crisis: A qualitative cross‑cultural study two years after COVID‑19. Education Sciences, 15(9), 1113. https://doi.org/10.3390/educsci15091113
- Modecki, K. L., Duvenage, M., et al. (2022). Digital technology use and adolescents’ well-being: A three-level meta-analysis. Perspectives on Psychological Science, 17(1), 102–130.
- Morita, H., Scholten, H., & Granic, I. (2022). The digital self: How adolescents construct identity in social media environments. New Media & Society, 24(6), 1304–1321.
- Mustonen, R., Torppa, R., & Stolt, S. (2022). Screen time of preschool‑aged children and their mothers, and children’s language development. Children, 9(10), 1577. https://doi.org/10.3390/children9101577
- Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2022). Transformation of adolescent peer relations in the social media context: Part 2—Application to peer experiences, behaviors, and emotions. Clinical Child and Family Psychology Review, 25(2), 254–278.
- Nikken, P., & Opree, S. J. (2018). Ebeveyn arabuluculuğunun çocukların dijital medya becerileri üzerindeki rolü. Computers in Human Behavior, 82, 190-199.
- Nikou, S., & Aavakare, M. (2021). Dijital Eğitim Teknolojilerinin Erken Çocukluk Eğitimindeki Rolü: Bir Literatür Taraması. Journal of Early Childhood Education, 45(2), 123-135.
- Nikken, P., & Opree, S. J. (2018). Ebeveyn arabuluculuğunun çocukların dijital medya becerileri üzerindeki rolü. Computers in Human Behavior, 82, 190-199.
- Nguyen, T., Pham, H., Tran, M., & Le, V. (2024). Parenting in the digital age: Impacts of internet use on family communication. Journal of Family Studies, 30(2), 123–140.
- Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336–348.
- Orben, A., Dienlin, T., & Przybylski, A. K. (2024). Social media and adolescent development: Current perspectives and future trends. Nature Human Behaviour, 8(1), 12–22.
- Owens, L., et al. (2023). Ebeveynlerin proaktif dijital medya yönetiminin çocukların eleştirel düşünme becerilerine etkisi. Journal of Child and Media, 17(1), 88-105.
- Rauschnabel, P. A. (2018). Artırılmış gerçeklik ve dijital okuryazarlık. Computers in Human Behavior, 90, 43-54. Read, T., et al. (2021). Dijital vatandaşlık, etik katılım ve eğitim politikaları. Education Policy Analysis Archives, 29(15), 1-20.
- Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (1995). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology: Volume 1. Theory and methods (pp. 618–655). Wiley.
- Saputro, A., & Setyawan, A. (2020). Sanal gerçeklik teknolojisinin bilişsel çıktı üzerindeki etkileri. International Journal of Virtual Learning, 10(3), 33-47.
- Soyoof, S., et al. (2023). Ebeveynlerin dijital medya ile etkileşim stratejileri ve çocuk gelişimi. Journal of Family and Media Studies, 6(2), 55-73.
- Susanty, D. (2024). Erken Çocukluk Eğitiminde Sanal Gerçeklik Uygulamaları: Görsel ve Mekansal Zekâ Gelişimi Üzerine Bir Araştırma. Jurnal Anak Bangsa, 5(1), 45-56. https://doi.org/10.46306/jas.v5i1.102
- Tang, Y., Luo, C., & Su, Y. (2024). Understanding health misinformation sharing among the middle‑aged or above in China: Roles of social media health information seeking, misperceptions and information processing predispositions. Online Information Review, 48(2), 314–333. https://doi.org/10.1108/OIR‑04‑2023‑0157
- Topic, M., Brkljačić, T., & Brajša-Žganec, A. (2023). The paradox of digital engagement: Predictors of life satisfaction among children in the digital era. Child Indicators Research, 16(2), 389–412.
- Toran, M., Kulaksız, T., & Özden, B. (2024). The parent–child relationship in the digital era: The mediator role of digital parental awareness. Children & Youth Services Review, 161, 107617. https://doi.org/10.1016/j.childyouth.2024.107617
- Üstündağ, A. (2024). Parenting in the digital age: How is the digital awareness of mothers? Journal of Learning and Teaching in Digital Age, 9(1), 50‑60. https://doi.org/10.53850/joltida.1290600
- Wang, Y., Si, X. (2024). Erken Çocukluk Eğitiminde Teknoloji Entegrasyonu: Eğitimde Dijital Dönüşümün Etkileri. Journal of Early Childhood Education Technology, 12(3), 78-90.
- Wang, Y., & Si, X. (2024). Dijital okuryazarlık politikaları ve savunuculuk stratejileri. Policy Studies in Education, 20(2), 200-218.
- Weinstein, N., & James, C. (2022). The autonomy of the digital self: Identity formation in online contexts. Journal of Adolescent Research, 37(5), 563–582.
- Zaman, M., et al. (2016). Dijital okuryazarlığın kapsamı ve önemi. International Journal of Information and Education Technology, 6(4), 345-350.
- Zhang, Y., & Zhang, L. (2024). Yapay zekâ ve etik eğitim: Dijital okuryazarlık müfredatında yeni yaklaşımlar. Journal of AI Ethics in Education, 2(1), 10-25.
- Zubaidah, Z., Rahmayanty, D., Finanjani, S., Setiawati, Y., & Aryanto, R. (yıl bilinmiyor). Concept of Parenting in the Digital Era. International Research-Based Education Journal.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Child Development Education |
| Journal Section | Review |
| Authors | |
| Project Number | - |
| Submission Date | December 10, 2025 |
| Acceptance Date | December 26, 2025 |
| Publication Date | April 30, 2026 |
| DOI | https://doi.org/10.36731/cg.1839794 |
| IZ | https://izlik.org/JA47FX86ND |
| Published in Issue | Year 2026 Issue: Özel Sayı |
Aim & Scope
Journal of Child and Development (J-CAD) is a peer-reviewed, academic, and open-access journal dedicated to the dissemination of scientific knowledge within the fields of child development, child health, education, psychology, social work, family studies, and related disciplines. The journal aims to enhance the visibility of theoretical and applied research while fostering scientific interaction within the global academic community.
The journal publishes scholarly works regarding developmental processes from early childhood to adolescence, focusing on cognitive, socio-emotional, linguistic, motor, and self-care development. Furthermore, JCD features interdisciplinary studies examining the familial, educational, environmental, and societal structures that influence the child.
J-CAD encompasses a broad disciplinary scope focusing on the individual, familial, educational, and social processes that shape child and adolescent development. Within this framework, the journal welcomes the following types of studies:
Child development theories, developmental processes, and contemporary scientific approaches.
Parenting, family-child dynamics, and early childhood interventions.
Preschool education curricula, teacher training, and pedagogical practices.
Physical health, nutritional status, risk factors, and developmental support applications.
Child psychology, behavioral issues, learning processes, and emotional development.
Social and cultural environments and development within a societal context.
Child rights, child protection systems, and social work practices.
Child-technology interaction and the impact of digitalization on development.
Scale development, psychometrics, program evaluation, and the development of scientific assessment tools.
The journal publishes Original Research Articles, Reviews, Short Communications, and Application/Research Notes.
Publication Language Policy
To enhance international visibility and strengthen publishing standards, the journal will exclusively consider manuscripts written in English for evaluation as of January 2026. This policy has been implemented to facilitate the journal’s inclusion in international indexes, reach a global readership, and ensure the high-quality circulation of scholarly knowledge produced in the field.
Journal of Child and Development is committed to providing a continuous contribution to the field of child development by supporting the publication of high-caliber academic research.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cgThe journal publishes scholarly works regarding developmental processes from early childhood to adolescence, focusing on cognitive, socio-emotional, linguistic, motor, and self-care development. Furthermore, J-CAD features interdisciplinary studies examining the familial, educational, environmental, and societal structures that influence the child.
J-CAD encompasses a broad disciplinary scope focusing on the individual, familial, educational, and social processes that shape child and adolescent development. Within this framework, the journal welcomes the following types of studies:
• Child development theories, developmental processes, and contemporary scientific approaches.
• Parenting, family-child dynamics, and early childhood interventions.
• Preschool education curricula, teacher training, and pedagogical practices.
• Physical health, nutritional status, risk factors, and developmental support applications.
• Child psychology, behavioral issues, learning processes, and emotional development.
• Social and cultural environments and development within a societal context.
• Child rights, child protection systems, and social work practices.
• Child-technology interaction and the impact of digitalization on development.
• Scale development, psychometrics, program evaluation, and the development of scientific assessment tools.
The journal publishes Original Research Articles, Reviews, Short Communications, and Application/Research Notes.
Publication Language Policy
To enhance international visibility and strengthen publishing standards, the journal will exclusively consider manuscripts written in English for evaluation as of January 2026. This policy has been implemented to facilitate the journal’s inclusion in international indexes, reach a global readership, and ensure the high-quality circulation of scholarly knowledge produced in the field.
Journal of Child and Development is committed to providing a continuous contribution to the field of child development by supporting the publication of high-caliber academic research.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Author Guidelines
1. GENERAL WRITING AND FORMATTING
• Manuscripts must be prepared in accordance with the journal’s current author guidelines and article template.
• The title page, main manuscript, and supplementary files must be uploaded separately.
• The article type (original research, review, short communication, etc.) must be clearly stated on the title page.
• References and citations must strictly follow the APA 7th Edition format.
2. ETHICS COMMITTEE AND APPROVAL
• The Ethics Committee Approval Certificate must be uploaded to the system.
• Ethical approval is mandatory for all research involving human participants.
• For participants under the age of 18, informed consent from parents or legal guardians must be obtained.
• Consent forms must be archived by the researcher and presented upon request.
• If the study is exempt from ethical review, the justification for exemption must be explicitly stated.
3. INFORMED CONSENT AND PRIVACY
• Explicit informed consent must be obtained for methods such as surveys, interviews, and observations.
• All personal identifiable information must be anonymized.
• Written permission is mandatory for the use of any visual materials (photographs, videos).
4. SIMILARITY REPORT
• The manuscript must be screened using iThenticate or Turnitin, and the full report must be submitted.
• The maximum acceptable similarity index is 20%.
5. AUTHOR CONTRIBUTIONS AND DECLARATIONS
• The CRediT (Contributor Roles Taxonomy) author contribution statement must be completed.
• A Conflict of Interest Statement is mandatory.
• Information regarding financial support and funding must be clearly disclosed.
• A Data Availability Statement must be included.
6. REVIEWER SUGGESTIONS
• Authors may suggest two potential reviewers; however, the Editorial Office reserves the right to select reviewers independently.
• Suggested reviewers must be experts in the field and affiliated with an institution other than the authors'.
7. SUBMISSION AND SYSTEM PROCEDURES
• Manuscripts must be submitted exclusively through the DergiPark online system.
• The Copyright Transfer Form must be signed by all authors and uploaded during submission.
• The Title Page must contain full author details, whereas the Main Manuscript must be uploaded without any identifying information to ensure a blind review.
8. STATISTICS AND DATA REPORTING
• Quantitative research must utilize and report appropriate statistical methodologies.
• If professional statistical consulting was received, it should be acknowledged in the Acknowledgements section.
9. ARTIFICIAL INTELLIGENCE (AI) USAGE
• If AI tools were utilized during the research or writing process, the scope and purpose of their use must be clearly disclosed.
• The Results and Discussion sections cannot be generated by AI.
• An AI Usage Declaration Form must be completed and uploaded to the system.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Ethical Principles and Publication Policy
Journal of Child and Development (J-CAD) is based on the principles of integrity, transparency, impartiality, and academic ethics in all scholarly publishing processes. All submissions are evaluated through a double-blind peer-review process founded on scientific research methodologies and adherence to ethical standards.
The journal’s ethical guidelines and publication policies are aligned with the Higher Education Institutions Scientific Research and Publication Ethics Directive, the Committee on Publication Ethics (COPE), and the “Principles of Transparency and Best Practice in Scholarly Publishing” jointly published by COPE, DOAJ, OASPA, and WAME. Following these internationally recognized standards ensures honesty, transparency, and academic rigor throughout the editorial process.
Open Access and Ethical Approval
For research involving human participants (surveys, observations, interviews, experiments, etc.), obtaining "Ethics Committee Approval" and stating this information within the manuscript is mandatory. For animal experiments, clinical trials, and research requiring special permits, approval from the relevant institutional bodies must be submitted. Manuscripts found to be in violation of ethical principles may be withdrawn at any stage, and relevant institutions will be notified if necessary.
ETHICAL RESPONSIBILITIES OF THE PUBLISHER
J-CAD is published with a non-profit scholarly publishing approach. The publisher ensures academic independence and adheres to ethical principles in all activities.
The publisher acknowledges that the final decision-making authority in the evaluation and publication process rests with the Editor and the Editorial Board.
The publisher supports the free circulation of scientific knowledge by providing immediate, electronic, and free open access to the journal’s content.
RESPONSIBILITIES OF EDITORS AND SECTION EDITORS
The Editor and Editorial Board are responsible for the evaluation, publication, and post-publication processes of submitted works, prioritizing impartiality, scientific merit, and public interest.
The Board continuously works to improve the journal's scientific quality and academic standing by updating publication policies.
Editors ensure that manuscripts are reviewed by experts in the field; the reviewer pool is regularly updated and diversified based on areas of expertise.
Conflict of interest is strictly monitored during reviewer assignments. If a conflict between authors and reviewers is identified, the process is restructured.
Confidentiality of the double-blind review process is maintained; author and reviewer identities are strictly protected.
Editors ensure compliance with ethical guidelines regarding human and animal subjects. Studies lacking the necessary ethics committee approval will not be considered for evaluation.
RESPONSIBILITIES OF REVIEWERS
J-CAD employs a double-blind peer-review system. Reviewers cannot communicate directly with authors; all feedback is transmitted through the editorial system.
Reviewers must only accept manuscripts within their specific area of expertise.
Evaluations must be objective and based solely on scientific quality, regardless of race, gender, ethnicity, language, belief, or socio-cultural characteristics of the authors.
Reviewers must decline the invitation and notify the editor if a conflict of interest exists.
Reviews must be conducted using constructive, professional, and academic language; personal or derogatory comments are strictly prohibited.
Reviewers are expected to submit their reports within the designated timeframe.
RESPONSIBILITIES OF AUTHORS
Originality: Submitted works must not have been previously published or be under simultaneous consideration by another journal.
Authorship: Only individuals who have made a significant scientific contribution to the study (design, data collection, analysis, interpretation, or intellectual content) should be listed as authors. Requests to add, remove, or reorder authors after submission will not be accepted.
Citations: All sources used must be accurately and ethically cited.
Ethical Documentation: For research articles, ethics committee approval (name of the committee, date, and decision number) must be explicitly stated in the Methods section.
Similarity Report: Authors must document their similarity reports using iThenticate. The acceptable similarity threshold is below 20%.
Data Access: Authors must provide raw data or relevant documentation if requested by the Editorial Board during the evaluation process.
Error Reporting: If an author identifies a significant error in their work at any stage, they must immediately notify the editor to correct or withdraw the manuscript.
COPYRIGHT AND PLAGIARISM
Studies published in JCD are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA 4.0) International License. This allows others to share and adapt the work for non-commercial purposes, provided appropriate credit is given.
Copyright Transfer: Authors must upload the signed “Copyright Transfer Form” during submission. Submissions without this form will not be processed.
Unethical Behavior: Examples of unacceptable practices include "salami-slicing" (inappropriately dividing a single study into multiple publications), failure to disclose conflicts of interest, and breach of double-blind review confidentiality.
DATA PRIVACY AND CHILD RIGHTS POLICY
J-CAD adheres to human rights, child rights, data privacy, and ethical principles in pediatric research.
Consent: Informed consent from parents or legal guardians is mandatory. Participant safety, voluntariness, and privacy are paramount.
Anonymity: No personal data, photographs, or identifying information of children may be shared. Directly or indirectly identifying information is strictly prohibited in the findings.
Compliance: The journal adopts the UN Convention on the Rights of the Child, national Personal Data Protection Laws (KVKK), and international ethical standards. Any breach of child rights will lead to immediate retraction and institutional notification.
POST-PUBLICATION CORRECTIONS, RETRACTIONS, AND APPEALS
Corrections: If an error is identified post-publication, a Corrigendum or Erratum may be issued.
Retractions: Retractions are conducted according to COPE Retraction Guidelines in cases of significant ethical breaches or scientific errors.
Appeals: Authors may appeal editorial decisions in writing with scientific justifications. Appeals are reviewed impartially by the Editorial Board.
Self-Archiving: J-CAD supports open science. Authors may archive the published version of their articles in institutional repositories or personal websites, provided the original journal source is cited.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Price Policy
Indexes
Journal Boards
Alan Editörleri
Department of Child Development, Faculty of Health Sciences, İnönü University, Malatya, Türkiye
ORCID: 0000-0003-1784-4472
E-mail: mehmet.saglam@inonu.edu.tr
Prof. Dr. Neriman ARAL Ankara’ da doğdu. Hacettepe Üniversitesi Çocuk Gelişimi ve Eğitimi Bölümünden 1983 yılında mezun oldu. Aynı üniversitede 1986 yılında Yüksek Lisansını tamamladıktan sonra, Ankara Üniversitesinde ve Hacettepe Üniversitesinde doktora öğrenimine başladı. Ankara Üniversitesinde 1990 yılında, Hacettepe Üniversitesinde 1992 yılında doktorasını tamamladı. Cerebral Palsyli çocukların eğitim ve rehabilitasyonu ile ilgili bir merkezde 1983- 1986 yılları arasında Çocuk Gelişimi ve Eğitimi Uzmanı olarak çalıştı. Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi Anabilim Dalına 1987 yılında araştırma görevlisi, 1992 yılında Yardımcı Doçent olarak atandı, 1995 yılında Doçent unvanını aldı, 2001 yılında Profesör kadrosuna atandı.
Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi ve Eğitimi Anabilim Dalında 1998-2000 yılları arasında Anabilim Dalı başkanlığı, 2004-2007 yılları arasında Çocuk Gelişimi ve Eğitimi Bölüm başkanlığı, 2000-2007 yılları arasında Ev Ekonomisi Yüksek Okulu Müdür yardımcılığı, 2012-2017 yılları arasında Ankara Üniversitesi Çocuk Bilim Merkezi koordinatörlüğü görevlerini yürüttü. Ankara Üniversitesi Sağlık Bilimleri Fakültesinde Çocuk Gelişimi Bölümü kurulduktan sonra 2009 yılında profesörlük kadrosu Çocuk Gelişimi Bölümüne aktarıldı. Çocuk Gelişimi Bölümünde 2009-2017 yılları arasında Bölüm Başkanlığı yaptı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi dekanlık görevini 2017- 2020 tarihleri arasında yürüttü.
Başbakanlık Küçükleri Muzır Neşriyattan Koruma Kurulu’nda YÖK Temsilcisi olarak 2001-2007 yılları arasında görev yaptı. University at Buffalo The State University of New York Institute of Education, Department of Learning and Teaching Early Years and Childhood bölümünde 2011 yılında üç ay süreyle misafir araştırmacı olarak gözlem ve incelemelerde bulundu.
Uluslararası ve ulusal dergilerde makaleleri, kitaplarda bölüm yazarlığı ve alana yönelik birçok kitabı bulunan Prof. Dr. Neriman ARAL, uluslararası ve ulusal birçok kongrede bildiriler sundu, bilimsel kongre organizasyonlarında görevler yaptı.
Dr. ARAL; T.C. Başbakanlık Aile Araştırma Kurumu tarafından desteklenen projede araştırmacı, Üniversite kaynaklarınca desteklenen bir çok projede yürütücü ve araştırmacı, Milli Eğitim Bakanlığı Okul Öncesi Eğitimi Genel Müdürlüğü ile Avrupa Birliği ve UNICEF tarafından desteklenen Temel Eğitime Destek Projesinde Araştırmacı ve koordinatör, Avrupa Birliği tarafından desteklenen projelerde Araştırmacı, Koordinatör, Eğitim Ekip Lideri ve Ulusal Danışman, TÜBİTAK tarafından desteklenen Sanayi-Ar-Ge Projeleri Destekleme Programında Ulusal Danışman, Ankara Kalkınma Ajansı tarafından desteklenen Projelerde Yürütücü, araştırmacı, TÜBİTAK tarafından desteklenen toplum ve bilim projelerinde Yürütücü, Danışman ve Eğitmen olarak görev yaptı. Halen Ankara Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi Bölümü öğretim üyesi olarak görevine devam etmektedir. Evli ve bir çocuk annesidir.
Doç. Dr. Burçin Aysu Kadıköy’de doğdu. Gazi Üniversitesi Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünden mezun olduktan sonra Ankara Üniversitesi Fen Bilimleri Enstitüsü Ev Ekonomisi (Çocuk Gelişimi ve Eğitimi) Bölümünde yüksek lisansını, Ankara Üniversitesi Sağlık Bilimleri Enstitüsü Çocuk Gelişimi Bölümünde doktora öğrenimini tamamladı. İstanbul Üniversitesi Açık ve Uzaktan Eğitim Fakültesi Çocuk Gelişimi Bölümünden ikinci lisans derecesini aldı. Özel ve resmi okul öncesi eğitim kurumlarında öğretmen ve sorumlu müdür, Ahi Evran Üniversitesi Sağlık Yüksekokulu Çocuk Gelişimi Bölümünde Öğretim Görevlisi olarak çalıştıktan sonra Ankara Yıldırım Beyazıt Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi Bölümünde Dr. Öğr. Üyesi olarak çalışmaya başlamıştır. 2023 yılında Üniversitelerarası Kurul Başkanlığından doçent unvanını almıştır. Ulusal ve uluslararası dergilerde makaleleri ve kitap bölümleri bulunmaktadır.
Ankara Üniversitesi’nde 1988 yılında “Lisans”, 1993 yılında Gazi Üniversitesi’nde “Yüksek Lisans”, 2004 yılında Gazi Üniversitesi’nde “Doktora” öğrenimini tamamladı. 2006 yılında Çocuk Gelişimi ve İnsan İlişkileri Anabilim Dalı’nda “Yardımcı Doçent”, 2013 yılında Çocuk Gelişimi alanında “Doçent”, 2020 yılında ise Gazi Eğitim Fakültesi, Temel Eğitim Bölümü, Okul Öncesi Eğitimi Anabilim Dalı’nda “Profesör” unvanını aldı. Gazi Üniversitesi Gazi Eğitim Fakültesi Temel Eğitim Bölümü Okul Öncesi Eğitimi Ana Bilim Dalı Başkan yardımcısı, başkan ve Gazi Üniversitesi Çocuk Gelişimi Araştırma, Uygulama ve Eğitim Merkezi müdürlüğü görevlerini yürüttü. Halen Gazi Eğitim Fakültesi Temel Eğitim Bölümü başkan yardımcısı görevini yürütmekte olup, Temel Eğitim Bölümü Okul Öncesi Eğitimi Anabilim Dalı’nda öğretim üyesi olarak görevine devam etmektedir. Çocuk gelişimi ve eğitimi, okul öncesi eğitim alanları ile ilgili çalışmaları bulunmaktadır.
