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.
Araştırma sürecinde insani ve bilimsel etik kurallara uyulmuştur.
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.
Human and scientific ethical principles were followed throughout the research process.
| Primary Language | Turkish |
|---|---|
| Subjects | Specialist Studies in Education (Other) |
| Journal Section | Research Article |
| Authors | |
| Submission Date | February 4, 2026 |
| Acceptance Date | April 1, 2026 |
| Publication Date | April 30, 2026 |
| DOI | https://doi.org/10.57135/jier.1881086 |
| IZ | https://izlik.org/JA23TU57WT |
| Published in Issue | Year 2026 Volume: 10 Issue: 23 |
The Aim of The Journal
The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.
JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.
JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.
JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education