ktpp dergisi Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi 1302-7840 2667-8225 Kıbrıs Ruh Sağlığı Enstitüsü 10.35365/ctjpp.26.1.03 Cognitive Development Emotional Development Learning Psychology Social Development Educational Psychology Bilişsel Gelişim Duygusal gelişim Öğrenme Psikolojisi Sosyal Gelişim Eğitim Psikolojisi Problemli Teknoloji Kullanımının Erken Çocuklukta Psikososyal Durum ve Yürütücü İşlevler Üzerindeki Etkilerinin İncelenmesi Investigation of the Effects of Problematic Technology Use on Psychosocial Conditions and Executive Functions in Early Childhood https://orcid.org/0000-0003-2395-9495 Avcı Alperen MUŞ ALPARSLAN ÜNİVERSİTESİ https://orcid.org/0000-0003-3604-1368 Kaya İsa FATIH SULTAN MEHMET VAKIF UNIVERSITY, FACULTY OF EDUCATION 03 28 2026 8 1 19 27 05 30 2025 08 18 2025 Copyright © 2000, Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi 2000 Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi

Bu çalışma, erken çocukluk döneminde problemli teknoloji kullanımının psikososyal durum ve yürütücü işlevler üzerindeki etkilerini incelemeyi amaçlamaktadır. Nicel araştırma yöntemlerinden ilişkisel tarama modeliyle yürütülen araştırma, 225 okul öncesi çocuğun katılımıyla gerçekleştirilmiştir. Veriler, Problemli Teknoloji Kullanımı Ölçeği, 3-6 Yaş Çocuklar İçin Psikososyal Durum Değerlendirme Ölçeği–Ebeveyn Formu ve Yürütücü İşlevler Envanteri kullanılarak toplanmıştır. Elde edilen veriler, Pearson korelasyon analizi ve regresyon analizi ile değerlendirilmiştir. Analiz sonuçları, problemli teknoloji kullanımındaki artışla birlikte çocukların psikososyal durumları ve yürütücü işlevlerinde anlamlı değişiklikler meydana geldiğini ortaya koymuştur. Buna göre, problemli teknoloji kullanım düzeyi arttıkça yürütücü işlevlerin olumsuz yönde etkilendiği belirlenmiştir. Elde edilen bulgular, erken çocukluk döneminde problemli teknoloji kullanımının ciddi gelişimsel sonuçlar doğurabileceğine işaret etmektedir.

This study aims to examine the effects of problematic technology use on psychosocial conditions and executive functions in early childhood. The research, which was conducted using the relational research model, one of the quantitative research methods, was carried out with the participation of 225 preschool children. Data were collected using the Problematic Technology Use Scale, Psychosocial Situation Assessment Scale for 3-6 Year Old Children-Parent Form and Executive Functions Inventory. Pearson correlation and regression analysis were used to analyse the data obtained. The results of the analyses showed that there were significant changes in children's psychosocial status and executive functions with the increase in problematic technology use; accordingly, it was determined that executive functions were negatively affected as problematic technology use increased. These findings emphasise that problematic technology use in early childhood can have serious consequences.

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