Küçük Çocukların Ekran Süresini Neler Belirler? Çocuk, AnneBaba ve Ev Ortamı ile İlgili Yordayıcı Unsurlar

Abstract

Okul öncesi çocukların günlerinin önemli bir kısmını ekran karşısında geçirdikleri bilinmektedir. Önceki çalışmalarda, çocukların ekran başında geçirdikleri sürenin çeşitli demografik, ailevi ve ev içi unsurlarla ilişkili olduğu gösterilmiştir. Bu bulguların çoğu, yüksek gelirli ve erken çocukluk eğitiminin yaygın olduğu gelişmiş ülkelerden gelmektedir. Farklı ülkelerdeki bulguların kıyaslanması ve çocukların ekran süresini belirleyebilecek yeni değişkenlerin alanyazına kazandırılması açısından ülkemizde yaşayan okul öncesi çocukların ekran süresi ile ilişkili unsurları tespit etmek önemlidir. Bu çalışmanın ilk amacı, çevrimiçi bir anket aracılığıyla okul öncesi çocukların ekran süresi ile ilişkili olabilecek çocuk (örn., yaş), ebeveyn (örn., stres seviyesi) ve ev ortamı (örn., arka plan televizyon sıklığı) ile ilgili unsurları incelemektir. Çalışmanın ikinci amacı, çocukların ekran süresi ile ebeveynin algıladığı sosyal destek arasın7 daki ilişkiyi alanyazında ilk kez incelemektir. Çalışmaya altı yaşından küçük çocuğu bulunan (Ort. = 41.5 ay, SS = 17.9) 647 ebeveyn katılmıştır. Çocukların ekran süresinin, ebeveynlerin çocukların teknoloji kullanımına yönelik olumlu tutumları, ebeveynlerin ekran süresi, çocuğun yaşı ve ebeveyn tarafından algılanan dikkat dağınıklığı ve arka plan televizyon sıklığı ile olumlu yönde ilişkili olduğu görülmüştür. Çocukların ekran süresinin, anne7baba eğitim seviyesi, hane geliri ve ebeveynin algıladığı sosyal destek ile olumsuz yönde ilişkili olduğu bulunmuştur. Hiyerarşik regresyon analizinde, arka plan televizyon sıklığı, ebeveynlerin çocukların teknoloji kullanımına yönelik olumlu tutumları ve çocuğun yaşı ekran süresinin en güçlü yordayıcıları olarak öne çıkmıştır. Ebeveynin algıladığı sosyal destek miktarının çocukların ekran süresi ile ilişkili bir değişken olduğu ilk kez mevcut çalışmada gösterilmiştir. Bulguların ülkemizdeki okul öncesi çocukların ekran süresini azaltmaya yönelik geliştirilecek girişimlere bilgi sağlayacağı düşünülmektedir.

Keywords

• Okul öncesi dönem
• ekran kullanımı
• ekran süresi

Correlates of Young Children’s Screen Time: Child-, Parent-, and Home-Related Factors

Abstract

Young children spend a significant part of their day in front of screens. Existing literature has shown associations between children’s screen time and various demographic, parent7related, and home7related factors. Most evidence comes from high7income, developed countries with access to early childcare options. Investigating these factors in Türkiye is crucial to compare findings across countries and identify new variables that might influence children's screen time. The first goal of this study was to examine child7related factors (e.g., age), parent7related factors (e.g., parental stress), and home7related factors (e.g., background television) that may be associated with young children’s screen time through an online survey. The second goal was to investigate the relationship between children’s screen time and parents’ perceived social support for the first time in the literature. A total of 647 parents with children younger than six (M = 41.5, SD = 17.9) months) participated. Results revealed that children’s screen time was positively correlated with parents’ positive attitudes toward children’s use of technology, parents’ own screen time, child age and distractibility as perceived by the parents, and the frequency of background television at home. Conversely, children’s screen time was negatively related to parental education, household income, and parents’ perceived social support. Hierarchical regression analysis indicated that the frequency of background television at home, parents’ positive attitudes toward children’s use of technology, and child age emerged as the strongest predictors of children’s screen time. This study is the first to propose and demonstrate the role of social support in determining children’s screen time. Our findings may provide valuable insights for designing intervention strategies to reduce screen time among preschoolers.

Keywords

• Preschool ages
• screen media use
• screen time

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