The Effect of Corona-Virus Disease (COVID-19) Outbreak Quarantine on the Belief and Behavior of Children in Early Childhood with a Fuzzy Conjoint Method

Year 2023, Volume: 11 Issue: 1, 43 - 55, 28.03.2023

Murat Kirisci , Musa Bardak , Nihat Topaç

https://doi.org/10.36753/mathenot.1056913

https://izlik.org/JA85NE32FM

Abstract

The purpose of this paper is to measure the effect of Coronavirus quarantine on the cognition and behavior of children in the early childhood period using the Fuzzy Set Theory. In this study, after the Coronavirus quarantine, the thoughts of the children and their parents' observations and thoughts about the cognition and behavior of their children were questioned. This investigation was used to measure the change in children's cognition and behavior of the Coronavirus quarantine, both in questions asked to children and in questions asked to parents. The fuzzy Conjoint Method was used to analyze the data obtained. The measurements of the effect of the Corona-virus quarantine have been recorded in the form of degrees of similarity and its level of agreement.

Keywords

COVID-19 , infectious disease , fuzzy conjoint model , early childhood

References

• [1] Sawada Y., Takasaki Y.: Natural disaster, poverty, and development: An introduction. World Development. 94, 2–15 (2017).
• [2] Banerjee, D., Rai, M.: Social isolation in Covid-19: The impact of loneliness. International Journal of Social Psychiatry. 66(6), 525-527 (2020).
• [3] European Parliament resolution of 17 April 2020 on EU coordinated action to combat the COVID-19 pandemic and its consequences (2020/2616(RSP)).
• [4] OECD (1994) Guidelines on Disaster Mitigation. [online], http://www.oecd.org/dac/ environment-development/1887740.pdf
• [5] Cliff A. D., Smallman-Raynor M. R.: Quarantine: Spatial Strategies. In A. D. Cliff & M. R. Smallman-Raynor: Eds, Oxford Textbook of Infectious Disease Control: A Geographical Analysis from Medieval Quarantine to Global Eradication. Oxford: Oxford University Press (2013).
• [6] Markel, H.: Will the Largest Quarantine in History Just Make Things Worse?. The New York Times, 27.01.2020. https://www.nytimes.com/2020/01/27/opinion/china-wuhan-virus-quarantine. html?auth=link-dismiss-google1tap
• [7] Bozdaˇ g, F.: The psychological effects of staying home due to the COVID-19 pandemic. The Journal of General Psychology. 148(3), 226–248 (2021).
• [8] Houston, J. B., First, J., Spialek, M. L., Sorenson, M. E., Koch, M.: Public disaster communication and child and family disaster mental health: A review of theoretical frameworks and empirical evidence. Current Psychiatry Reports. 18(6), 1–9 (2016).
• [9] Pfefferbaum, B., Houston, J. B., North, C. S., Regens, J. L.: Child reactions to disasters and the factors that influence their response. The Prevention Researcher. 15(3), 3–6 (2008).
• [10] Hammer, M., Scheiter, K., Stürmer, K.: New technology, the new role of parents: How parents’ beliefs and behavior affect students’ digital media self-efficacy. Computers in Human Behavior. 116, 106642 (2021).
• [11] Dekovi´c, M., Janssens, J. M.: Parents’ child-rearing style and child’s sociometric status. Developmental psychology. 28(5), 925-932 (1992).
• [12] Danseco, E. R.: Parental beliefs on childhood disability: Insights on culture, child development, and intervention. International Journal of Disability, Development, and Education. 44(1), 41–52 (1997).
• [13] Murphey, D. A.: Constructing the child: Relations between parents’ beliefs and child outcomes. Developmental Review. 12(2), 199–232 (1992).
• [14] McGillicuddy-DeLisi, A. V.: Parental beliefs about developmental processes. Human development. 25(3), 192–200 (1982).
• [15] Van den Bulck, J., Custers, K., Nelissen, S.: The child-effect in the new media environment: Challenges and opportunities for communication research. Journal of Children and Media. 10(1), 30–38 (2016).
• [16] Guru, B. P., Nabi, A., Raslana, R.: Role of television in child development. Research Journal of Humanities and Social Sciences. 4(2), 264–270 (2013).
• [17] Huston, A. C., Wright, J. C.: Mass media and children’s development. In W. Damon, I. E. Sigel, & K. A. Renninger (Eds.), Handbook of child psychology: Child psychology in practice. John Wiley & Sons Inc. (1998).
• [18] Kozma, R. B.: Learning with media. Review of educational research. 61(2), 179–211 (1991).
• [19] Karabulut, D., Bekler, T.: Effects of Natural Disasters on Children and Adolescents. Artvin Çoruh University Journal of Natural Hazards and Environment. 5(2), 368–376 (2019).
• [20] Zadeh, L. A.: Fuzzy sets. Inf. Comp. 8, 338–353 (1965).
• [21] Mithchell H.B.: Pattern recognition using type-II fuzzy sets. Information Sciences. 170(2–4), 409–418 (2005).
• [22] Kiri¸sci, M.: Integrated and differentiated spaces of Triangular Fuzzy Numbers. Fasciculi Mathematici. 59, 75–89 (2017).
• [23] Kiri¸sci, M.: A case study for medical decision making with the fuzzy soft sets. Afrika Matematika. 31, 557–564 (2020).
• [24] Kiri¸sci, M.: Medical decision making with respect to the fuzzy soft sets. Journal of Interdisciplinary Mathematics. 23(4), 767–776 (2020).
• [25] Smith, S.: Conjoint analysis tutorial: East, west and in between. Brigham Young University (2005).
• [26] Green, P. E., Wind, Y.: Multiatribute decisions in marketing. Dryden Press (1973).
• [27] Rasmani, K. A., Shahari, N. A.: Job satisfaction evaluation using fuzzy approach. In: Proceedings of the third International Conference on Natural Computation (ICNC 2007), IEEE. 4, 544–548 (2007).
• [28] Lazim, M. A., Abu Osman, M. T.: Measuring teacher’s beliefs about mathematics: a fuzzy set approach. World Acad. Sci. Eng. Tech. 33, 1098–1102 (2009).
• [29] Kiri¸sci, M.: Fuzzy conjoint model for preservice mathematics teachers’ beliefs. Far East Journal of Mathematical Education. 19(2), 87–105 (2019). http://dx.doi.org/10.17654/ME019020087.
• [30] Yucel, G.: Cholera epidemics in Malatya and state intervention efforts (1892-1894). ˙Inönü Üniversitesi Sa˘ glık Hizmetleri Meslek Yüksekokulu Dergisi. 7(1), 108–121 (2019).
• [31] Yesil, S. T.: General approaches in health disaster and emergency planning and existing health plans in Turkey. Turkish Journal of Public Health. 15(3), 233–244 (2017).
• [32] Bonita, R., Beaglehole, R., Kjellström, T.: Basic Epidemiology (2nd edition). Geneva: World Health Organization (2006).
• [33] Pascapurnama D. N., Murakami, A., Chagan-Yasutan, H., Hattori, T., Sasaki, H., Egawa, S.: Integrated health education in disaster risk reduction: Lesson learned from disease outbreak following natural disasters in Indonesia, International Journal of Disaster Risk Reduction. 29, 94–102 (2018).
• [34] Gostin, L. O.: Global health law. Cambridge: Harvard University Press (2014).
• [35] National Academies of Sciences, Engineering, and Medicine. Vibrant and Healthy Kids: Aligning Science, Practice, and Policy to Advance Health Equity. The National Academies Press, Washington DC (2019).
• [36] Sperling, J.: How to talk to children about the coronavirus. Harvard Health Blog. Accessed April 15, (2020). https://www.health.harvard.edu/blog/how-to-talk-to-children-about-the-coronavirus-2020030719111