A Study into The Interaction of Preschool Children with Information and Communication Technologies in terms of Some Variables
Öz
The current study was carried out to investigate the interaction of preschool children with
information and communication technologies in terms of some variables. The population was
made up of 36-72 month old children attending to an independent kindergarten acting under the
Ministry of Education in the city of Ankara in the central town of Keçiören in the educational
year of 2015-2016. The sampling of the study included a total sum of 180 parents volunteered
to the research having a child at a private kindergarten in Ankara chosen randomly. As a
data collection instrument, “Parent Assessment Tool for Information and Communication
Technologies” (PATICT) developed by Konca ve Köksalan (2015) was used. In the analysis
of the data gathered, as the distribution was not normal, Mann-Whitney U-Test was used to
look for differences between groups while Kruskal Wallis H-Test was used for comparison
between more than two groups. In terms of ICT, the relation between the parent attitudes and
skills, social structure, usage level dimensions were analysed through Spearman correlation.
As a result of the study, it was found that children mostly had television (100%) and mobile
phone (93.9%) and play console PlayStation/Xbox the least at home as information and
communication technology tools; depending on the replies given by the parents regarding the
fields of the activities children do, it was found that children spent their time in the living room
(40%) mostly and in the kitchen (1.1%) the least and they spent their time on their own (32.3%)
the most and with another child (12.5%) the least. It was also found that there was a significant
difference in terms of such variables as gender, age and parent education status between the
skill usage level and social structure sub-dimensions of PATICT; no significant difference was
found in terms of economic status and a positive correlation was found between the parent
attitude score and skill and social structure.
Anahtar Kelimeler
Information and communication technologies,preschool education,parents
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.
- Aktaş Arnas, Y. (2005). 3-18 Yaş Grubu Çocuk ve Gençlerin İnteraktif İletişim Araçlarını Kullanma Alışkanlıklarının Değerlendirilmesi, The Turkish Online Journal of Educational Technology, 4(4), 59-66.
- Anand, S. and Krosnick, J. (2005). Demographic Predictors of Media Use Among Infants, Toddlers And Preschoolers. American Behavioral Scientist, 48(5), 539-561.
- Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel Araştırma Yöntemleri (10. baskı). Ankara: Pegem A Yayıncılık.
- Cook, D. (2001) Meeting the challenges: ICT, Early Literacy and The Role of The Educator, Education,. International Journal of Primary, Elementary and Early Years Education, 29(1), 27-32.
- Dennison, B., Russo, T., Burdick, P. and Jenkins, P. (2004). An Intervantion to Reduce Television Viewing by Preschool Children. Archives of Pediatrics & Adolescent Medicine, 158(2), 170-176.
- Gimbert, B. and Cristol, D. (2004). Technology and Young Children: Teaching Curriculum With Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(3), 207-215.
- Güngör, M. (2014). Okulöncesi Dönem Çocuklarının Televizyon İzleme Alışkanlıkları ve Anne Baba Tutumları. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(28), 199-216.
- Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel.
- Kaumbulu, B. (2011). Effective Technology Integration for Digital Literacy Development in Kindergarten through Second Grade. Doctor’s Thesis, Walden University.