Ebeveynlerin Dijital Araç Kullanıma Yönelik Denetim Stratejileri, Güvenlik Kaygıları ve Yönetim Biçimleri

Abstract

Bu araştırmanın temel amacı; ebeveynlerini çocukların dijital araç (tablet, akıllı telefon vb.) kullanımına sürecini yönetirken kullandıkları stratejileri, denetim yöntemlerini ve karşılaştıkları güvenlik risklerini belirlemektir. Araştırma, betimsel tarama modeli ile yürütülmüş olup araştırmanın çalışma grubunu 4-8 yaş arası çocukların ebeveynlerinden oluşmaktadır. Veri toplama aracı olarak araştırmanın amacına uygun anket oluşturulmuş ve oluşturulan anket üzerinden veriler toplanmıştır. Bulgular, dijital ebeveynlik sorumluluğunun büyük oranda anneler üzerinde toplandığını ve çocukların cihazlara genellikle anne üzerinden eriştiğini göstermektedir. Ebeveynler, uygulama seçiminde "öğreticilik" kriterine önem verse de ekonomik nedenlerle reklam içeren ücretsiz uygulamaları tercih etmektedir. Bu durum, çocukların şiddet ve korku içerikli reklamlara maruz kalmasıyla sonuçlanarak ebeveynlerde yüksek güvenlik kaygısı yaratmaktadır. Dijital araçlar, özellikle hafta sonları bir "ödül" ve ebeveynlerin kendilerine zaman ayırmasını sağlayan bir "yardımcı bakıcı" olarak konumlandırılmaktadır. Ebeveynler çocuklarını "her zaman" takip ettiklerini beyan etseler de aktif eşlik etme oranının düşük olduğu ve denetimin daha çok pasif izleme şeklinde gerçekleştiği, kullanıma getirilen kısıtlamalar ise çocuklarda küsme ve ağlama gibi yoğun duygusal tepkilere yol açtığı görülmektedir.

Keywords

• dijital araçlar
• ebeveyn dijital stratejileri
• ebeveyn kaygıları

Ethical Statement

Araştırma sürecinde insani ve bilimsel etik kurallara uyulmuştur.

Parental Control Strategies, Safety Concerns, and Management Styles Regarding Children's Use of Digital Tools

Abstract

The primary objective of this study is to identify the strategies, monitoring methods, and security risks encountered by parents while managing their children's use of digital tools (tablets, smartphones, etc.). The research was conducted using a descriptive survey model, and the study group consisted of parents with children aged 4 to 8. Data were collected through a survey specifically designed for the purpose of the study. The findings indicate that digital parenting responsibilities are largely concentrated on mothers, and children typically access devices through them. Although parents prioritize "educational value" when selecting applications, they tend to prefer free, ad-supported apps due to economic reasons. This leads to children being exposed to advertisements containing violence and fear, resulting in high levels of security concern among parents. Digital tools are positioned as a "reward," particularly on weekends, and serve as a "digital babysitter" that allows parents to dedicate time to themselves. While parents claim to monitor their children "at all times," the results show that active mediation is low and supervision occurs mostly in the form of passive monitoring. Furthermore, it was observed that restrictions placed on usage trigger intense emotional reactions in children, such as sulking and crying.

Keywords

• digital tools
• parental digital strategies
• parental concerns

Ethical Statement

Human and scientific ethical principles were followed throughout the research process.

References

1. Aküzüm, C., Baran, E. B., & Çelebi, S. (2022). Okul öncesi dönemde ebeveyn tutumları ile dijital oyun bağımlılığı eğilimi arasındaki ilişki. Turkish Studies, 17(3), 427.
2. Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018. Pew Research Center, 31(2018), 1673-1689.
3. Aydın, D., & Görpe, F. (2025). Çocukların video oyun oynama davranışları ile ebeveynlerin yeni medya okuryazarlığı ve dijital ebeveynlik farkındalığı ilişkileri üzerine nitel bir inceleme. Medya Okuryazarlığı Araştırmaları Dergisi, 4(1), 6-22.
4. Benedetto, L., & Ingrassia, M. (2021). Digital Parenting: Raising and Protecting Children in Media. Parent. Stud. By an Ecocultural Trans. Perspect, 127.
5. Beyens, I., & Beullens, K. (2017). Parent-child conflict about children’s tablet use: The role of parental mediation. New Media & Society, 19(12), 2075–2093. https://doi.org/10.1177/1461444816655099
6. Biricik, Z. (2021). Çocukların oynadığı dijital oyunlara ilişkin dijital ebeveynlerinin farkındalıkları üzerine bir inceleme. Erciyes İletişim Dergisi, 8(2), 575-597. https://doi.org/10.17680/erciyesiletisim.785287
7. Bjelica, B., & Milanovic, L. (2022). Parental attitudes and their impact on child development. International Journal of Academic Multidisciplinary Research (IJAMR), 6(3), 1-10.
8. Bostancı, S., & Çakır, R. (2022). Erken çocukluk çağında çocuğu olan ebeveynlerin, çocuklarına medya kullandırmadaki aracılıkları ve dijital ebeveynlik farkındalıklarının incelenmesi. Turkish Journal of Primary Education, 7(2), 86-116.

9. Brauchli, V., Sticca, F., Edelsbrunner, P., von Wyl, A., & Lannen, P. (2024). Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children's screen time in early childhood. Computers in Human Behavior, 152, 108057.
10. Cao, S., Dong, C., & Li, H. (2022). Digital parenting during the COVID-19 lockdowns: How Chinese parents viewed and mediated young children’s digital use. Early Child Development and Care, 192(15), 2401-2416. https://doi.org/10.1080/03004430.2021.2016732
11. Chaudron, S., Beutel, M. E., Černikova, M., Donoso, V., Dreier, M., Fletcher-Watson, B., & Heikkilä, A. S. (2015). Young children (0–8) and digital technology: a qualitative exploratory study across seven countries. Joint Research Centre, European Commission. Institute for the Protection and Security of the Citizen, Publications Office. https://doi/10.2788/00749.
12. Cingel, D. P., & Krcmar, M. (2013). Predicting media use in very young children: The role of demographics and parent attitudes. Communication Studies, 64(4), 374-394.
13. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
14. Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental co-use of media technology with their young children in the USA. Journal of Children and Media, 9(1), 5-21.
15. Darga, H. (2021). Anasınıfına devam eden 5-6 yaş grubu çocukların evde oynadıkları dijital oyunlar ve ebeveynlerin davranışlarının belirlenmesi. Journal of Computer and Education Research, 9(17), 447-479.
16. Dias, P., Brito, R., Ribbens, W., Daniela, L., Rubene, Z., Dreier, M., ... & Chaudron, S. (2016). The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’. Global Studies of Childhood, 6(4), 414-427.
17. Doğan, D. A., & Döğer, S. S. (2023). Annelerin dijital ebeveynlik tutumları ile aile-çocuk internet bağımlılığı arasındaki ilişkinin incelenmesi. International Journal of Social Sciences and Education Research, 9(1), 1-14.
18. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
19. Erdoğan, N. I. (2019). Dijital oyun popüler mi? Ebeveynlerin çocukları için oyun tercihlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46(46), 1-17.
20. Fidan, A., & Seferoğlu, S. S. (2020). Online environments and digital parenting: an investigation of approaches, problems, and recommended solutions. Bartin Üniversitesi Egitim Fakültesi Dergisi, 9(2), 352–372. https://doi.org/10.14686/buefad.664141
21. Fraenkel R.J., & Wallen E.N. (2006). How to design and evaluate research in education. McGraw-Hill.
22. Gedik, Ç., & Şahan, G. (2024). Evaluation of parents' and teachers' views on digital parenting skills. International e-Journal of Educational Studies, 8(16), 87-106.
23. Gentile, D. A., Reimer, R. A., Nathanson, A. I., Walsh, D. A., & Eisenmann, J. C. (2014). Protective effects of parental monitoring of children’s media use: A prospective study. JAMA Pediatrics, 168(5), 479-484.
24. Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital technologies in early childhood:attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165-184.
25. Gür, D., & Türel, Y. K. (2022). Parenting in the digital age: Attitudes, controls and limitations regarding children's use of ICT. Computers & Education, 183, 104504. https://doi.org/10.1016/j.compedu.2022.104504
26. Hetherington, E., McDonald, S., Racine, N., & Tough, S. (2020). Longitudinal predictors of self-regulation at school entry: Findings from the all our families cohort. Children, 7(10), 186.
27. Hiniker, A., Suh, H., Cao, S., & Kientz, J. A. (2016). Screen time tantrums: How families manage screen media experiences for toddlers and preschoolers. In Proceedings of the 2016 CHI conference on human factors in computing systems (pp. 648-660).
28. Huber, B., Highfield, K., & Kaufman, J. (2018). Detailing the digital experience: Parent reports of children's media use in the home learning environment. British Journal of Educational Technology, 49(5), 821-833.
29. İlvan, T. E., & Ceylan, R. (2024). Okul öncesi dönem çocuğu olan annelerin dijital oyun kavramına yönelik algıları: Metaforik bir çalışma. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 14(4), 1353-1368.
30. İnan-Kaya, G. A. M. Z. E., Mutlu-Bayraktar, D., & Yılmaz, Ö. (2018). Digital parenting: Perceptions on digital risks. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, 8(1), 131-157.
31. Karakaya, İ. (2009). Bilimsel araştırma yöntemleri. A. Tanrıöğen (Ed.), Bilimsel araştırma yöntemleri (57-83). Anı Yayıncılık.
32. Karaselvi, T., & Gürsoy, F. (2023). Babaların bakış açısına göre çocuğun teknolojik araç kullanımının incelenmesi. Ankara Sağlık Bilimleri Dergisi, 12(2), 173-188. https://doi.org/10.46971/ausbid.984928
33. Kervin, L., Verenikina, I., & Rivera, C. (2018). Digital play and learning in the home: Families’ perspective. In Digital childhoods: Technologies and children’s everyday lives (pp. 117-130). Singapore: Springer Singapore.
34. Kesicioglu, O. S. (2024) Okul öncesi dönemde çocuğu olan ebeveynlerin dijital oyunlara ilişkin görüşlerinin incelenmesi. Sosyal Politika Çalışmaları Dergisi, 24(63), 237-257.
35. Keya, F. D., Rahman, M. M., Nur, M. T., & Pasa, M. K. (2020). Parenting and child’s (five years to eighteen years) digital game addiction: A qualitative study in North-Western part of Bangladesh. Computers in Human Behavior Reports, 2, 100031.
36. King, W. R., & He, J. (2005). Understanding the role and methods of meta-analysis in IS research. Communications of the Association for Information Systems, 16(1), 32.
37. Koçak, Ö., & Göktaş, Y. (2020). Ebeveynlerin çizgi filmlere yönelik bakış açılarının ve görüşlerinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 4(1), 52-73.
38. Kopuz, T., Turgut, Y. E., & Aslan, S. A. (2022). Dijital ebeveynlik tutumu ile çocuklarin güvenli Internet kullanimlari arasindaki ilişki üzerine bir inceleme. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (42), 123-153.
39. Lau, E. Y. H., & Lee, K. (2021). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863–880. https://doi.org/10.1080/10409289.2020.1843925
40. Lee, H. E., Kim, J. Y., & Kim, C. (2022). The influence of parent media use, parent attitude on media, and parenting style on children’s media use. Children, 9(1), 37. https://doi.org/10.3390/children9010037
41. Lepicnik-Vodopivec, J., & Samec, P. (2013). Uso de tecnologías en el entorno familiar en niños de cuatro años de Eslovenia. Comunicar: Revista Científica de Comunicación y Educación, 20(40), 119–126. https://doi.org/10.3916/C40-2013-03-02
42. Lewis, K. L., Howard, S. J., Verenikina, I., & Kervin, L. K. (2023). Parent perspectives on young children’s changing digital practices: Insights from Covid-19. Journal of Early Childhood Research, 21(1), 76–90. https://doi.org/10.1177/1476718X221145486
43. Lim, S. S. (2018). Transcendent parenting in digitally connected families: When the technological meets the social. In Digital Parenting the Challenges for Families in the Digital Age; Mascheroni, G., Ponte, C., Jorge, A.,( Eds). Nordicom
44. Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children's internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599.
45. Lupton, D., Pedersen, S., & Thomas, G. M. (2016). Parenting and digital media: from the early web to contemporary digital society. Sociology Compass, 10(8), 730-743.
46. 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.
47. Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Lahmar, J., Scott, F., ... & Winter, P. (2015). Exploring play and creativity in pre-schooler's use of apps: final project report. https://researchonline.rca.ac.uk/4279/1/Component%201%20TAP_Final_Report.pdf
48. Mascheroni, G., Ponte, C., & Jorge, A. (2018). Digital Parenting: The Challenges for Families in the Digital Age, Yearbook 2018. University of Gothenburg.
49. Meyer, M., Adkins, V., Yuan, N., Weeks, H. M., Chang, Y. J., & Radesky, J. (2019). Advertising in young children's apps: A content analysis. Journal of Developmental & Behavioral Pediatrics, 40(1), 32-39.
50. Monette, D.R., Sullivan, T.J. & De Jong, C.R. (2005). Applied social research: A tool for the human services. Thomson Brooks/Cole.
51. Nikken, P., & Jansz, J. (2014). Developing scales to measure parental mediation of young children's internet use. Learning, Media and Technology, 39(2), 250–266. doi:10.1080/17439884.2013.782038
52. Nikken, P., & Opree, S. J. (2018). Guiding young children’s digital media use: SES-differences in mediation concerns and competence. Journal of Child and Family Studies, 27(6), 1844–1857. https://doi.org/10.1007/s10826-018-1018-3
53. Ocak, A., & Kol, S. (2023). Okul öncesi öğretmenlerinin eğitimde teknolojik araç gereç kullanımına yönelik tutumları ile ebeveynlerin teknoloji kullanımına ilişkin görüşlerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 6(2), 109-129.
54. Papadakis, S., Zaranis, N., & Kalogiannakis, M. (2019). Parental involvement and attitudestowards young Greek children’s mobile usage. International Journal of Child-Computer Interaction, 22, 100144. https://doi.org/10.1016/j.ijcci.2019.100144
55. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learningwith technology at home. Computers & Education, 59(1), 30-37.
56. Pons-Salvador, G., Zubieta-Méndez, X., & Frias-Navarro, D. (2022). Parents’ digital competence in guiding and supervising young children’s use of the internet. European Journal of Communication, 37(4), 443–459. https://doi.org/10.1177/02673231211072669
57. Pouwels, J. L., Valkenburg, P. M., Beyens, I., van Driel, I. I., & Keijsers, L. (2021). Some socially poor but also some socially rich adolescents feel closer to their friends after using social media. Scientific Reports, 11(1), 21176.
58. Radesky, J. S., Weeks, H. M., Ball, R., Schaller, A., Yeo, S., Durnez, J., ... & Barr, R. (2020). Young children’s use of smartphones and tablets. Pediatrics, 146(1).
59. Rideout, V. J., Lauricella, A., & Wartella, E. (2011). Children, Media, and race: Media useamong white, black, hispanic, and asian american children. evanston, IL: Center on media and human development, school of communication, Northwestern University.http://web5.soc.northwestern.edu/cmhd/wpcontent/uploads/2011/06/SOCconfReportSingleFinal-1.pdf
60. Rode, J. A. (2009). Digital parenting: designing children’s safety. People and Computers XXIII Celebrating People and Technology, 244–251. https://doi.org/10.14236/ewic/HCI2009.29
61. Rodríguez-de-Dios, I., van Oosten, J. M., & Igartua, J. J. (2018). A study of the relationship between parental mediation and adolescents’ digital skills, online risks and online opportunities. Computers in Human Behavior, 82, 186-198.
62. Scaglioni, S., Salvioni, M., & Galimberti, C. (2008). Influence of parental attitudes in the development of children eating behaviour. British Journal of Nutrition, 99(S1), S22-S25.
63. Sergi, K., Gatewood Jr, R., Elder, A., & Xu, J. (2017). Parental perspectives on children’s use of portable digital devices. Behaviour & Information Technology, 36(11), 1148-1161. https://doi.org/10.1080/0144929X.2017.1360941
64. Shin, W., & Li, B. (2017). Parental mediation of children’s digital technology use in Singapore. Journal of Children and Media, 11(1), 1-19.
65. Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.
66. Söğütlüler, T., & Başer, E. (2023). Dijital çağda ebeveyn olmak: Çocuk İzleyiciler ve ekrandaki şiddet üzerine bir araştırma. TRT Akademi, 8(19), 814-845.
67. Stites, M. L., Sonneschein, S., & Galczyk, S. H. (2021). Preschool parents’ views of distance learning during COVID-19. Early Education and Development, 32(7), 923–939. https://doi.org/10.1080/10409289.2021.1930936
68. Stoilova, M., Livingstone, S., & Mascheroni, G. (2020). Digital childhood (pp. 129-143). The Oxford Handbook of Mobile Communication and Society.
69. Tandon, P. S., Zhou, C., Lozano, P., & Christakis, D. A. (2011). Preschoolers’ total daily screen time at home and by type of child care. The Journal of pediatrics, 158(2), 297-300.
70. Taylor-Powell, E., & Marshall, M. G. (1998). Questionnaire Design: Asking questions with a purpose. https://vulms.vu.edu.pk/courses/HRM619/Downloads/How_to_ask_questions_through_questionaire.pdf
71. Thomas, R. M. (1998). Conducting educational research: A comparative view. ABC-CLIO
72. Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271-283.
73. Vale, A., Pereira, F., Gonçalves, M., & Matos, M. (2018). Cyber-aggression in adolescence and internet parenting styles: A study with victims, perpetrators and victim-perpetrators. Children and Youth Services Review, 93, 88-99.
74. Valkenburg, P. M., Krcmar, M., Peeters, A. L., & Marseille, N. M. (1999). Developing a scale to assess three styles of television mediation:“Instructive mediation,restrictive mediation, and social coviewing. Journal of Broadcasting & Electronic Media, 43(1), 52-66.
75. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43-54.
76. Wu, L., & Gao, X. (2018). Children’s dental fear and anxiety: exploring family related factors. BMC Oral Health, 18(1), 100.
77. Yardi, S., & Bruckman, A. (2011). Social and technical challenges in parenting teens’ social media use. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 3237–3246.
78. Yıldız, E. (2025). Okul Öncesi Dönemde Çocuğu Olan Ebeveynlerin Dijital Araçlara Yönelik Öz Yeterlikleri ve Tutumları. Cumhuriyet International Journal of Education, 14(3).
79. Zakaria, W. N. F. W., Omar, S. K., Aziz, A. I., & Said, A. (2022). Parents’ Attitudes towardsDigital Technology Use in Early Childhood. International Journal of Academic Research in Business and Social Sciences, 12(10), 2531 – 2548.
80. Zehir, H., Zehir, K., Ağgül Yalçın, F., & Yalçın, M. (2019). Okul öncesi dönemde çocukların teknolojik araç kullanımı ve ailelerin bu araçların kullanımını sınırlandırmada kullandığı stratejiler. Current Research in Education, 5(2), 88-103.
81. Zeybekoğlu Akbaş, Ö. & Dursun, C. (2020). Teknolojinin aileye etkisi: değişen ailenin dijital ebeveyn ve çocukları. Turkish Studies-Social, 15(4), 2245-2265. https://dx.doi.org/10.29228/TurkishStudies.43395