The Relationship Between the Use of Digital Tools and Creativity in Preschool

Yıl 2024, Cilt: 21 Sayı: 2, 464 - 475, 31.08.2024

Şule Kavak , Ebru Deretarla Gül , Mustafa Sarıay

https://doi.org/10.33437/ksusbd.1491701

Öz

The 21st century has marked the beginning of an era dominated by digital technology, which has fundamentally changed the way children interact with the world and develop their creativity. The widespread use of digital tools has given rise to a new topic of discussion full of both opportunities and challenges, especially regarding its impact on children's creativity. When the literature on this subject is examined, it is seen that there are studies showing that the use of digital tools at early ages can affect creativity both positively and negatively. In light of all these findings, as the use of digital technology continues to increase in every aspect of our lives, it becomes increasingly critical to understand its multifaceted impact on children's creative development. Therefore, it is of great importance to understand the relationship between the use of digital tools and creativity in preschool education. For this purpose, in this study, the relationship between the use of digital tools and children's creativity was investigated based on the data obtained from 193 parents of children aged between 60-96 months. Research data was collected through a demographic information form, a digital tool use checklist prepared by the researchers, and the "early childhood creativity scale" adapted into Turkish by Çiçekler, Pirpir, and Aral, (2020). The results of the correlation analysis showed that, according to parents' opinions, there was a statistically significant difference between the levels of creativity of preschool boys to girls, 5-year-old children to 6-year-old children, and parents' frequency of use of digital tools. There was a significant difference between variables, such as the number of siblings and the number of digital tools. It has been observed that there is no. These findings highlight the need for further, more in-depth studies to investigate the underlying reasons for the observed differences and to better understand how factors such as gender, age, and use of digital tools influence parents' perceptions of creativity. The results of this study are considered important for researchers to conduct more comprehensive studies on the subject and to develop and review parents' thoughts and understanding on this subject.

Anahtar Kelimeler

Digital Environment, Preschool, Creative Thinking, Play-based Learning

Okul Öncesinde Dijital Araç Kullanımı ile Yaratıcılık Arasındaki İlişki

Öz

21. yüzyıl, dijital teknolojinin hakim olduğu, çocukların dünyayla etkileşim kurma ve yaratıcılıklarını geliştirme biçimini temelden değiştiren bir çağın başlangıcı olmuştur. Dijital araçların yaygın kullanımı, özellikle çocukların yaratıcılığı üzerindeki etkisiyle ilgili olarak, hem fırsatlar hem de zorluklarla dolu yeni bir tartışma konusuna neden olmuştur. Bu konuda literatür incelendiğinde dijital araçlarının erken yaşlarda kullanımı ile ilgili yaratıcılığı hem olumlu hem de olumsuz etkileyebileceğine dair araştırmalar olduğu görülmektedir. Tüm bu bulgular ışığında dijital teknolojinin kullanımı hayatımızın her alanında artmaya devam ettikçe, çocukların yaratıcı gelişimi üzerindeki çok yönlü etkisini anlamak giderek daha kritik hale gelmektedir. Bu nedenle okul öncesi eğitimde dijital araç kullanımı ile yaratıcılık arasındaki ilişkinin anlaşılması büyük önem taşımaktadır. Bu amaç doğrultusunda bu araştırmada 60-96 ay arası çocuğa sahip 193 ebeveynden elde edilen veriler doğrultusunda dijital araç kullanımı ile çocukların yaratıcılıkları arasındaki ilişki araştırılmıştır. Araştırma verileri, demografik bilgi formu, araştırmacılar tarafından hazırlanan dijital araç kullanım kontrol listesi ve Çiçekler, Pirpir ve Aral, (2020) tarafından Türkçe’ye uyarlanan “erken çocukluk yaratıcılık ölçeği” aracılığıyla toplanmıştır. Yapılan korelasyon analizi sonuçları, ebeveyn görüşlerine göre okul öncesi erkek çocuklarında kız çocuklarına, 5 yaş çocukların 6 yaş çocuklara ve ebeveynlerin dijital araçları kullanım sıklarına göre yaratıcılık düzeyleri arasında istatistiksel olarak anlamlı bir farklılaşma olduğu, kardeş sayısı, dijital araç sayısı gibi değişkenler arasında anlamlı bir farklılaşmanın olmadığı görülmüştür. Bu bulgular, gözlemlenen farklılıkların altında yatan nedenleri araştırmak ve cinsiyet, yaş ve dijital araç kullanımı gibi faktörlerin, ebeveynlerin yaratıcılık algısını nasıl etkilediğini daha iyi anlamak için daha fazla, daha derinlemesine araştırmalara duyulan ihtiyacı vurgulamaktadır. Bu çalışmanın sonuçları, araştırmacılara konu hakkında daha kapsamlı çalışmaların yapılabilmesi, ebeveynlerin de bu konudaki düşüncelerini ve anlayışlarını geliştirmek ve gözden geçirmek için önemli görülmektedir.

Anahtar Kelimeler

Dijital ortam, okul öncesi, yaratıcı düşünme, oyun temelli öğrenme

Etik Beyan

sunduğumuz makalenin orijinal olduğunu; başka hiçbir dergiye yayınlanmak üzere verilmediğini; daha önce yayınlanmadığını; eğer tümüyle ya da bir bölümü yayınlandı ise yukarıda adı geçen dergide yayınlanabilmesi için gerekli her türlü iznin alındığını ve orijinal telif hakkı formu ile birlikte KSÜ Sosyal Bilimler Dergisi Yayın Kurulu Başkanlığı’na gönderildiğini garanti ederiz.

Kaynakça

• Behnamnia, N., Kamsin, A., & Ismail, M. A. B. (2020). The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review. Thinking Skills And Creativity, 37, 100666.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Erlbaum.
• Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-98. https://doi.org/10.1080/15391523.2010.10782562.
• Dongauser, E. V., Nezhinskaya, T. A., & Glazyrina, E. Y. (2020, May). Development of creative abilities of preschool children using musical digital technologies. In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020) (Pp. 187-191). Atlantis Press.
• Elkind, D. (2007). The power of play: How spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Da Capo Lifelong Books.
• Fielding, K., & Murcia, K. (2022). Research linking digital technologies to young children's creativity: An ınterpretive framework and systematic review. Educational Research, 32(1), 105-125.
• Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: the ipad. Journal Of Early Childhood Literacy, 15(3), 289-310. https://doi.org/10.1177/1468798414533560.
• Gökmen, A., & Sözer Çapan, A. (2019). Investigation of creative problem solving skills in 60-84 months old children. International Primary Education Research Journal, 3(1), 1-9.
• Gönen, M., Çiçekler, C. Y., Akyuz, E., Arslan, A. Ç., & Baydemir, G. (2011). Examination of the Creativity Level of 5 Year Old Children. Education Sciences, 6(1), 1185-1195.
• Hedegaard, M. (2009). Children's development from a cultural–historical approach: Children's activity in everyday local settings as foundation for their development. Mind, Culture, and Activity, 16(1), 64-82.
• Kjällander, S., & Moinian, F. (2014). Digital tablets and applications in preschool-preschoolers' creative transformation of didactic design. Designs for Learning, 7(1).
• Karaçelik, E. (2022). Examining the contribution of digital storytelling based on child philosophy to the creative and critical thinking of 6-year-old children. [Unpublished Master's Thesis], Karatay University Graduate Education Institute, Department of Child Development.
• Kavak, Ş. (2022). Digital game-based learning model as an educational approach. Prizren Social Science Journal, 6(2), 62-70.
• Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The impact of background television on parent–child interaction. Child development, 80(5), 1350-1359. https://doi.org/10.1111/j.1467-8624.2009.01337.x.
• Kocaman-Karoğlu, A. (2015). The changing nature of storytelling in the educational process with technology: Digital storytelling. Educational Technology Theory and Practice, 5(2), 89-106.
• Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1-34. https://doi.org/10.1037/a0029321.
• Maksić, S. (2016). Some questions about creativity in digital age. Nastava İ Vaspitanje, 65(1), 17-29. Mcpake, J., Plowman, L., & Stephen, C. (2013). Pre‐school children creating and communicating with digital technologies in the home. British Journal of Educational Technology, 44(3), 421-431. https://doi.org/10.1111/j.1467-8535.2012.01323.x.
• Moran III, J. D., Milgram, R. M., Sawyers, J. K., & Fu, V. R. (1983). Stimulus specificity in the measurement of original thinking in preschool children. The Journal of Psychology, 114(1), 99-105. https://doi.org/10.1080/00223980.1983.9915402.
• Öncü, T. (2000). Comparison of figural creativity of 6-year-old kindergarten children in terms of gender variable. Ankara University Faculty of Languages, History and Geography Journal, 40(1-2), 25-34. https://dergipark.org.tr/en/pub/dtcfdergisi/issue/66763/1044004.
• Öncü, T. (2003). Comparison of Creativity Levels of Children Aged 12-14 by age and gender using torrance creative thinking tests-shape test. Ankara University Faculty of Languages, History and Geography Journal, 43(1), 221-237.
• Paavonen, E. J., Pennonen, M., Roine, M., Valkonen, S., & Lahikainen, A. R. (2006). TV exposure associated with sleep disturbances in 5‐to 6‐year‐old children. Journal of sleep research, 15(2), 154-161. https://doi.org/10.1111/j.1365-2869.2006.00525.x.
• Plowman, L., Stephen, C., & Mcpake, J. (2010). Supporting young children's learning with technology at home and in preschool. Research Papers in Education, 25(1), 93-113. https://doi.org/10.1080/02671520802584061.
• Plowman, Stevenson, O., L., Stephen, C., & McPake, J. (2012). Preschool children's learning with technology at home. Computers & Education, 59(1), 30-37. https://doi.org/10.1016/j.compedu.2011.11.014.
• Price, S., Jewitt, C., & Crescenzi, L. (2015). The role of ipads in pre-school children’s mark making development. Computers & Education, 87, 131-141.
• Rideout, V. (2016). Measuring time spent with media: The common sense census of media use by US 8- to 18-year-olds. Journal of Children and Media, 10(1), 138-144.
• Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
• Runco, M. A., Illies, J. J., & Eisenman, R. (2005). Creativity, originality, and appropriateness: What do explicit instructions tell us about their relationships? The Journal of Creative Behavior, 39(2), 137-148
• Salı, G. (2019). A longitudinal study on the development of creativity in children. Bolu Abant İzzet Baysal University Faculty of Education Journal, 19(4), 1574-1589.
• Sarıçam, U. (2019). The effect of digital game-based stem applications on students' interest in stem fields and scientific creativity: Minecraft example, [Doctoral Dissertation], Marmara University, Turkey.
• Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Lund, A. F., & Anderson, D. R. (2008). The effects of background television on the toy play behavior of very young children. Child development, 79(4), 1137-1151. https://doi.org/10.1111/j.1467-8624.2008.01180.x.
• Sigman, A. (2012). Time for a view on screen time. Archives of Disease in Childhood, 97(11), 935-942. https://doi.org/10.1136/archdischild-2012-302196.
• Torrance, E. (1963). The nature-nurture problem in creativitiy: Handbook of creativity. New York: Plenum Press.
• Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392. https://doi.org/10.1016/j.chb.2014.05.036.
• Yildiz, C., & Yildiz, T. G. (2021). Exploring the relationship between creative thinking and scientific process skills of preschool children. Thinking Skills and Creativity, 39, 100795. https://doi.org/10.1016/j.tsc.2021.100795.
• Xiong, Z., Liu, Q., & Huang, X. (2022). The influence Of digital educational games on preschool children's creative thinking. Computers & Education, 189, 104578. https://doi.org/10.1016/j.compedu.2022.104578.