Examining YouTube Videos with Counting and Numbers Content for Preschool Children

Year 2023, Volume: 10 (Special Issue), 199 - 225, 29.10.2023

Şeyma Şengil Akar

https://doi.org/10.59409/ojer.1363341

Abstract

Children, who are introduced to technology as soon as they are born, have access to internet-based videos as young as one year old. These colourful, animated cartoon/animation content supported by songs have turned into informal learning tools for children. Some of these videos, which families do not hesitate to present as educational content, are math videos. These videos reach millions of views. These videos with mathematical content prepared for children, mostly shared with the label of children's songs, are the subject of this study. In this study, we focused on Turkish number and counting videos from the open access YouTube content provider. Document analysis method was used in this study. As a result of the analysis, it was observed that only a few videos were adequate in terms of mathematical language, content and number teaching, and almost all of the other videos included incorrect or inaccurate mathematical representations. While counting, it was observed that number symbols were used as "ordinal numbers". In addition, it was observed that there were scenes where the amount counted and the number did not match. It was thought that these situations could lead to false learning. Based on all these findings, it can be concluded that the mathematical language used in YouTube video content is weak.

Keywords

Numbers, counting, early childhood, YouTube, video content

Ethical Statement

Since the method of this research is document analysis from open access sources, ethics committee permission was not obtained as there was no need for an ethics committee permission for the research. In the whole process from the planning of this research to its implementation, from data collection to data analysis, all the rules specified to be followed within the scope of the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed. None of the actions specified under the second section of the Directive, "Actions Contrary to Scientific Research and Publication Ethics", have been carried out. In the writing process of this research, scientific, ethical and citation rules were followed; no falsification was made on the collected data. This study has not been sent to any other academic publication environment for evaluation.

Supporting Institution

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