Araştırma Makalesi
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Yıl 2023, Sayı: 55, 250 - 271, 31.03.2023

Zeynep Ceren Şimşek , Merve Canbeldek , Nesrin Işıkoğlu

https://doi.org/10.53444/deubefd.1221315
Cited By: 4

Öz

Anahtar Kelimeler

Pandemi ebeveynlik ebeveyn arabuluculuğu.

Kaynakça

  • Akçay, D. ve Özcebe, H. (2012). Okul öncesi eğitim alan çocukların ve ailelerinin bilgisayar oyunu oynama alışkanlıklarının değerlendirilmesi. Çocuk Dergisi, 12(2), 66-71. Doi: 10.5222/j.child.2012.066
  • American Academy of Pediatrics (2016). American Academy of Pediatrics announces new recommendations for children’s media use. Erişim adresi: http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/American-Academy-of-Pediatrics-Announces-New-Recommendations-for-Childrens-Media-Use.aspx.
  • Barber, S. E., Kelly, B., Collings, P. J., Nagy, L., Bywater, T., & Wright, J. (2017). Prevalence, trajectories, and determinants of television viewing time in an ethnically diverse sample of young children from the UK. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1-11. Doi: 10.1186/s12966-017-0541-8
  • Barr, R., Lauricella, A., Zack, E., & Calvert, S. L. (2010). Infant and early childhood exposure to adult-directed and child-directed television programming: Relations with cognitive skills at age four. Merrill-Palmer Quarterly, 56, (1) 21-48. Doi: 10.1353/mpq.0.0038
  • Benedetto, L., & Ingrassia, M. (2021). Digital parenting: Raising and protecting children in media world. Parenting: Studies by an ecocultural and transactional perspective, ed. Loredana Benedetto, Massimo Ingrassia, (s. 127-148). London, IntechOpen. Erişim adresi: https://www.intechopen.com/chapters/72249
  • Blum-Ross, A., & Livingstone, S. (2016). Families and screen time: Current advice and emerging research. Media Policy Brief 17. (s. 4-8), London: Media Policy Project, London School of Economics and Political Science.
  • Bronfenbrenner, U. (1975). Reality and research in the ecology of human development. Proceedings of the American Philosophical Society, 119(6), 439-469.
  • Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. Ed. P. Moen, G. H. Elder, Jr., & K. Lüscher. Examining lives in context: Perspectives on the ecology of human development (s. 619–647). American Psychological Association.
  • Budak, K. S. (2020). Okul öncesi dönem çocukları için dijital oyun bağımlılık eğilimi ölçeğinin ve dijital oyun ebeveyn rehberlik stratejileri ölçeğinin geliştirilmesi, problem davranışlarla ilişkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi.
  • Büyüköztürk, Ş., Kılıç- Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2015). Eğitimde bilimsel araştırma yöntemleri (19. Baskı). Ankara: Pegem Akademi.
  • Chan, K., & McNeal, J. U. (2003). Parental concern about television viewing and children's advertising in China. International Journal of Public Opinion Research, 15(2), 151-166. Doi: 10.1093/ijpor/15.2.151
  • Chung, M., Bernheim, A., Mei, X., Zhang, N., Huang, M., Zeng, X. ve diğerleri. (2020). CT Imaging Features of 2019 Novel Coronavirus (2019-nCoV). Radiology, 295 (1), 202-207, Doi: 10.1148/radiol.2020200230
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Yıl 2023, Sayı: 55, 250 - 271, 31.03.2023

Zeynep Ceren Şimşek , Merve Canbeldek , Nesrin Işıkoğlu

https://doi.org/10.53444/deubefd.1221315
Cited By: 4

Öz

Anahtar Kelimeler

Pandemi ebeveynlik ebeveyn arabuluculuğu.

Kaynakça

  • Akçay, D. ve Özcebe, H. (2012). Okul öncesi eğitim alan çocukların ve ailelerinin bilgisayar oyunu oynama alışkanlıklarının değerlendirilmesi. Çocuk Dergisi, 12(2), 66-71. Doi: 10.5222/j.child.2012.066
  • American Academy of Pediatrics (2016). American Academy of Pediatrics announces new recommendations for children’s media use. Erişim adresi: http://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/American-Academy-of-Pediatrics-Announces-New-Recommendations-for-Childrens-Media-Use.aspx.
  • Barber, S. E., Kelly, B., Collings, P. J., Nagy, L., Bywater, T., & Wright, J. (2017). Prevalence, trajectories, and determinants of television viewing time in an ethnically diverse sample of young children from the UK. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1-11. Doi: 10.1186/s12966-017-0541-8
  • Barr, R., Lauricella, A., Zack, E., & Calvert, S. L. (2010). Infant and early childhood exposure to adult-directed and child-directed television programming: Relations with cognitive skills at age four. Merrill-Palmer Quarterly, 56, (1) 21-48. Doi: 10.1353/mpq.0.0038
  • Benedetto, L., & Ingrassia, M. (2021). Digital parenting: Raising and protecting children in media world. Parenting: Studies by an ecocultural and transactional perspective, ed. Loredana Benedetto, Massimo Ingrassia, (s. 127-148). London, IntechOpen. Erişim adresi: https://www.intechopen.com/chapters/72249
  • Blum-Ross, A., & Livingstone, S. (2016). Families and screen time: Current advice and emerging research. Media Policy Brief 17. (s. 4-8), London: Media Policy Project, London School of Economics and Political Science.
  • Bronfenbrenner, U. (1975). Reality and research in the ecology of human development. Proceedings of the American Philosophical Society, 119(6), 439-469.
  • Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. Ed. P. Moen, G. H. Elder, Jr., & K. Lüscher. Examining lives in context: Perspectives on the ecology of human development (s. 619–647). American Psychological Association.
  • Budak, K. S. (2020). Okul öncesi dönem çocukları için dijital oyun bağımlılık eğilimi ölçeğinin ve dijital oyun ebeveyn rehberlik stratejileri ölçeğinin geliştirilmesi, problem davranışlarla ilişkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi.
  • Büyüköztürk, Ş., Kılıç- Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2015). Eğitimde bilimsel araştırma yöntemleri (19. Baskı). Ankara: Pegem Akademi.
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Ebeveynlerin Pandemi Sürecinde Dijital Ebeveynliğe Yönelik Deneyimleri

Yıl 2023, Sayı: 55, 250 - 271, 31.03.2023

Zeynep Ceren Şimşek , Merve Canbeldek , Nesrin Işıkoğlu

https://doi.org/10.53444/deubefd.1221315
Cited By: 4

Öz

Bu araştırmada, pandemi sürecinde Türkiye’deki ebeveynlerin dijital ebeveynlik deneyimleri incelenmiştir. Araştırmaya 81 ilden, 3-6 yaş arası çocuğu olan 1346 ebeveyn katılmıştır. Veriler Dijital Ebeveynlik Anketi ve Dijital Oyun Ebeveyn Rehberlik Stratejileri Ölçeği ile toplanmıştır. Veriler yüzde, frekans ve faktöriyel varyans analizi (ANOVA) ile çözümlenmiştir. Bulgulara göre, ebeveynler çocuklarıyla dijital vatandaşlık hakkında konuşmakta ve dijital medyayı kullanmada doğru örnek olmaya dikkat etmektedirler. Çocuğunun ziyaret ettiği web site ve uygulamalarını takip ederek, filtreleme sağlayan ücretli ve ücretsiz yazılımlar kullanarak online risklere önlem almaktadırlar. Bir diğer bulguda, ebeveynlerin en sık kullandıkları bilgi edinme kaynakları, güvenlik bilgilerinin bulunduğu web siteleri, sosyal medya araçları, aile ve arkadaşları, çocuğunun okulu ve bilimsel kaynaklar şeklinde sıralanmıştır. Ebeveynlerin çoğu zaman aktif ebeveynlik stratejisini kullandığı, bazen teknik ebeveynliği, nadiren de dijitale yönlendiren ve serbest ebeveynlik stratejilerini tercih ettiği görülmektedir. Ayrıca çalışmada, 3-6 yaş grubu çocukların günlük toplam ekran kullanım süreleri ortalama 235 dk olduğu belirlenmiştir. Dijital ebeveynlik puanlarının eğitim düzeyi ve yaşanılan yere göre anlamlı olarak farklılaştığı saptanmıştır.

Anahtar Kelimeler

Pandemi ebeveynlik ebeveyn arabuluculuğu

Kaynakça

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Experiences of Parents with Digital Parenting During Covid-19 Pandemic

Yıl 2023, Sayı: 55, 250 - 271, 31.03.2023

Zeynep Ceren Şimşek , Merve Canbeldek , Nesrin Işıkoğlu

https://doi.org/10.53444/deubefd.1221315
Cited By: 4

Öz

The current study examines the digital parenting experiences of parents in Turkey during the pandemic. 1346 parents with children aged 3-6 from 81 provinces participated in the research. Data were collected with the Digital Parenting Questionnaire and the Digital Play Parental Guidance Strategies Scale. Data were analyzed through percentages, frequencies, and factorial analysis of variance (ANOVA). Findings indicated that parents talk to their children about digital citizenship and are careful to set the right example when using digital media. They took precautions against online risks by monitoring the websites and applications their children visit and using paid and free software that provides filtering. In another finding, the most frequently used sources of information by parents were listed as websites with safety information, social media tools, family and friends, their child's school, and scientific resources. Results showed that parents mostly use active mediation strategies, sometimes prefer technical restrictions, rarely use encouraging and permissive parental mediation strategies. In addition, the study found out that the average daily screen usage time of children aged 3–6 was 235 minutes. It was determined that digital parenting scores differed significantly according to education level and place of residence.

Anahtar Kelimeler

Pandemic digital parenting parental mediation

Kaynakça

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  • Keleşoğlu, F. ve Fatıma, A. D. A. M. (2020). Covid-19 sürecinde dijital ebeveynlik ile anne-baba stresi arasında yordayıcı ilişkiler. Online Journal of Technology Addiction and Cyberbullying, 7(2), 70-102.
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  • Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children's internet use. Journal of Broadcasting & Electronic Media, 52 (4), 581-599. Doi:10.1080/08838150802437396
  • Livingstone, S., Blum-Ross, A., Pavlick, J., & Ólafsson, K. (2018). In the digital home, how do parents support their children and who supports them? (Survey report 1). Parenting for a Digital Future. Erişim adresi: http://eprints.lse.ac.uk/ 87952/1/Livingstone_Parenting%20Digital%20Survey%20 Report%201_Published.pdf
  • Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. European Commission, Joint Research Centre, Institute for the Protection and Security of the Citizen
  • Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151. doi:10.1016/j.appdev.2013.01.001
  • Marsh, J., & Bishop, J.C. (2014). Changing play: Play, media and commercial culture from the 1950s to the present day. Berkshire, England: Open University Press/ McGrawHill.
  • Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15, 47–60. Doi: 10.1177/1476718X15582095
  • Martens, M., Rinnert, G. C., & Andersen, C. (2018). Child-centered design: developing an inclusive letter writing app. Frontiers in psychology, 9, 2277. Doi: 10.3389/fpsyg.2018.02277
  • Mascheroni, G., Ponte, C., & Jorge, A. (2018). Digital Parenting: The Challenges for Families in the Digital Age, Yearbook 2018. Nordicom, University of Gothenburg.
  • McDaniel, B. T., & Radesky, J. S. (2018). Technoference: longitudinal associations between parent technology use, parenting stress, and child behavior problems. Pediatric research, 84(2), 210-218. Doi: 10.1038/s41390-018-0052-6
  • Merdin, E. (2017). Young children’s electronic media use and parental mediation (Master's thesis, Middle East Technical University).
  • Modecki, K. L., Goldberg, R. E., Wisniewski, P., & Orben, A. (2022). What is digital parenting? A systematic review of past measurement and blueprint for the future. Perspectives on Psychological Science, 17 (6), 1673-1691. Doi: 10.1177/17456916211072458
  • Nerse, S. (2020). Dijital eğitimde eşitsizlikler: Kırsal-kentsel ayrımlar ve sosyoekonomik farklılaşmalar. The Journal of Humanity and Society. 10 (4), ss.413–444. DOI: 10.12658/M0548
  • Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early years, 36(3), 227-241. Doi: 10.1080/09575146.2016.1161601
  • Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal Of Child and Family Studies, 24(11), 3423-3435. Doi: 10.1007/s10826-015-0144-4
  • Oduor, E., Neustaedter, C., Odom, W., Tang, A., Moallem, N., Tory, M., & Irani, P. (2016, June). The frustrations and benefits of mobile device usage in the home when co-present with family members. In Proceedings of the 2016 ACM conference on designing interactive systems (pp. 1315-1327).
  • OfCom, U. K. (2019). Children and parents: Media use and attitudes report. London: Office of Communications London. Erişim Adresi: https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/children-and-parents-media-use-and-attitudes-report-2019
  • Özsoy, D. ve Atılgan, S. S. (2018). Kuzeydoğu Anadolu Bölgesi’ndeki 0-8 yaş grubu çocukların internet kullanımı ve bu kapsamda ebeveyn arabuluculuğu: Nitel bir araştırma. Selçuk İletişim, 11(2), 96-125.
  • Padilla‐Walker, L. M., & Thompson, R. A. (2005). Combating conflicting messages of values: A closer look at parental strategies. Social Development, 14 (2), 305-323. Doi: 10.1111/j.1467-9507.2005.00303.x
  • Piotrowski, J. T. (2017). The parental media mediation context of young children’s media use. In Media exposure during infancy and early childhood (pp. 205-219). Doi: 10.1007/978-3-319-45102-2_13
  • Plowman, L., & Stephen, C. (2014). Digital play. The SAGE Handbook of Play and Learning in Early Childhood, 330-341.
  • Rideout, V. J., & Hamel, E. (2006). The media family: Electronic media in the lives of infants, toddlers, preschoolers and their parents. Henry J. Kaiser Family Foundation.
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  • Rode, J. A. (2009). Digital parenting: designing children’s safety. People and computers XXIII celebrating people and technology, 1 - 5 September 2009, 244-251.
  • Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3), 1-17. Doi: 10.5817/CP2017-3-4
  • Söğüt, F. (2020). Dijital ebeveynlerin dijital oyunlar ve şiddet ilişkisine yönelik algıları. İletişim Kuram ve Araştırma Dergisi, 2020(51), 79-100.
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  • Warren, R. (2001). In words and deeds: Parental involvement and mediation of children's television viewing. The Journal of Family Communication, 1(4), 211-231. Doi:10.1207/S15327698JFC0104_01
  • Witt, A., Ordóñez, A., Martin, A., Vitiello, B., & Fegert, J. M. (2020). Child and adolescent mental health service provision and research during the Covid-19 pandemic: challenges, opportunities, and a call for submissions. Child and Adolescent Psychiatry and Mental Health, 14(1), 1-4. Doi: 10.1186/s13034-020-00324-8
  • World Health Organization. (2019). Guidelines on physical activity, sedentary behavior and sleep for children under 5 years of age. Erişim Adresi: https://apps.who.int/iris/handle/10665/311664
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  • Yay, M. (2019). Dijital ebeveynlik. (2. baskı). İstanbul: Yeşilay Yayınları.
  • Yılmayan, E. (2017). Parents’ attitudes towards the use of digital media among preschoolers (Unpublished doctoral dissertation). İstanbul Bilgi University.
  • Zaman, B., & Nouwen, M. (2016). Parental controls: Advice for parents, researchers and industry, EU Kids Online. http://eprints.lse.ac.uk/65388/
  • Zhao Y, Guo Y, Xiao Y, Zhu R, Sun W, Huang W, Liang D, Tang L, Zhang F, Zhu D, Wu JL. (2020). The Effects of Online Homeschooling on Children, Parents, and Teachers of Grades 1-9 During the COVID-19 Pandemic. Medical Science Monitor: İnternational Medical Journal Of Experimental And Clinical Research. 26(e925591-1.) Doi: 10.12659/MSM.925591.
Toplam 90 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Zeynep Ceren Şimşek 0000-0002-6622-7289

Merve Canbeldek 0000-0003-3100-2220

Nesrin Işıkoğlu 0000-0001-7010-302X

Yayımlanma Tarihi 31 Mart 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 55

Kaynak Göster

APA Şimşek, Z. C., Canbeldek, M., & Işıkoğlu, N. (2023). Ebeveynlerin Pandemi Sürecinde Dijital Ebeveynliğe Yönelik Deneyimleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(55), 250-271. https://doi.org/10.53444/deubefd.1221315

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