Edirne il merkezindeki anaokullarına kayıtlı çocukların teknolojik alet ve internet kulllanımı ve ebeveyenlerinin bu konudaki tutum ve davranışlarının değerlendirilmesi
Yükleniyor...
Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi, Tıp Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Çalışmamızda Edirne İl Merkezi’ndeki anaokullarına kayıtlı çocukların teknolojik alet kullanımları ve ebeveynlerin tutum ve davranışlarının değerlendirilmesi ve ebeveynlerin çocuğun teknolojik aletleri kullanımları üzerindeki etkilerine dikkat çekilmesi amaçlanmıştır. Çalışmamızın evrenini Edirne İl Merkezi’ndeki resmi ve özel anaokulları ve ilkokullar bünyesindeki anasınıflarına kayıtlı 1892 çocuğun ebeveynleri oluşturmaktadır. Evrenin tamamına ulaşılması hedeflenmiş olup %49,7’sine ulaşılmıştır. Çalışmamız tarafımızca oluşturulan anket formunun öğretmenler aracılığıyla ebeveynlere ulaştırılmasıyla yapılmıştır. Anket; katılımcıların sosyodemografik özellikleri, çocuğun ve ebeveynin teknolojik aletler ve internetle ilgili tutum ve davranışlarını sorgulayan 59 sorudan oluşmaktadır. Çalışmamızda 3-6 yaş arasındaki çocukların %96,1’inin televizyon izlediği (n=905), %40,4’ünün bilgisayarla (n=381), %54,7’sinin tabletle (n=515) ve %84,5’inin akıllı telefonla (n=787) vakit geçirdiği saptandı. Çocukların %5,7’sinin bilgisayarla (n=54), %7,5’inin tabletle (n=71), %12,2’sinin akıllı telefonla (n=115) vakit geçirmeye, %47,6’sının (n=449) televizyon izlemeye 2 yaşından önce başladığı saptandı. Çocukların %1,9’unun (n=18) bu araçlarla hiç vakit geçirmediği, %13,3’ünün (n=125) 30 dk’dan az, %42,7’sinin (n=402) 30-60 dk arasında, %31,8’inin (n=300) 60-120 dk arasında, %10,3’ünün (n=97) 120 dk’dan fazla vakit geçirdiği saptandı. Televizyon izlemeye daha küçük yaşta başlayan çocukların evlerinde televizyonun açık kalma süresinin (p<0,001) daha fazla olduğu ve televizyon izlemeyen çocukların ebeveynlerinin daha kısa süre televizyon izlediği (p=0,010) saptandı. Evde televizyonun açık kalma süresi (p<0,001) ve ebeveynin televizyon izleme süresi (p=0,010) arttıkça çocuğun günlük ekran zamanının arttığı saptandı. Ebeveyni daha fazla tablet kullanan çocukların daha erken tabletle vakit geçirmeye başladığı saptandı (p<0,001). Akıllı telefonla vakit geçirmeyen çocukların ebeveynlerinin akıllı telefonu daha kısa süre kullandığı saptandı (p=0,021). Ebeveynin akıllı telefon kullanma süresi arttıkça çocuğun ekran zamanın arttığı saptandı (p<0,001). Çalışmamızda ebeveynlerin teknolojik aletlerle ilgili davranışlarının çocuğun ekran zamanı ve teknolojik aletlerle vakit geçirmeye başlama yaşı üzerinde oldukça etkili olduğu saptanmıştır. Ebeveynlerin ve anne baba adaylarının teknolojik aletlerin olası yarar ve zararları, doğru kullanımın nasıl olması gerektiği konusunda bilinçlendirilmesi gerektiğinin önemine dikkat çekilmek istenmiştir.
The aim of this study was evaluate the use of technological devices and the attitudes and behaviors of the children registered in kindergartens in Edirne Provincial Center and to draw attention to the effects of parents on the use of technological devices of the child. The universe of our study is the parents of 1892 children enrolled in public and private kindergartens and kindergartens within primary schools in Edirne Provincial Center. The entire universe was targeted to reach 49.7%. Our study was made by delivering the questionnaire form developed by the researchers to the parents through teachers. Survey; The sociodemographic characteristics of the participants consist of 59 questions that question the attitudes and behaviors of the child and parents regarding the technological devices and the internet. In our study, 96.1% of children aged 3-6 were watching television (n=905), 40.4% were using computers (n=381), 54.7% were using tablets (n=515) and 84.5% were using smartphones (n=787). 5.7% of children had started to spend time with a computer (n=54), 7.5% with a tablet (n=71), 12.2% with a smartphone (n=115), and 47.6% (n=449) watching television before the age of 2. It was found that 1.9% (n=18) of the children did not spend any time with these vehicles, 13.3% (n=125) spent less than 30 min, 42.7% (n=402) spent 30-60 min, 31.8% (n=300) spent 60-120 min, and 10.3% (n=97) spent more than 120 min. It was found that children who started watching television at a younger age had more time to stay on TV in their homes (p<0.001) and parents of children who did not watch television watched television for a shorter period of time (p=0.010). It was found that the child's daily screen time increased as the TV stay on at home (p<0.001) and the parent's television viewing time (p=0.010) increased. It was found that children whose parents used more tablets began spending time with the tablet earlier (p<0.001). Parents of children who did not spend time with a smartphone were found to use the smartphone for a shorter period of time (p=0.021). It was found that the child's screen time increased as the parent's smartphone usage time increased (p<0.001). In our study, it was found that the behaviors of parents regarding technological devices were quite effective on the child's screen time and age of starting to spend time with technological devices. It was aimed to draw attention to the importance of raising awareness of parents and prospective parents about the possible benefits and harms of technological devices and how to use them correctly.
The aim of this study was evaluate the use of technological devices and the attitudes and behaviors of the children registered in kindergartens in Edirne Provincial Center and to draw attention to the effects of parents on the use of technological devices of the child. The universe of our study is the parents of 1892 children enrolled in public and private kindergartens and kindergartens within primary schools in Edirne Provincial Center. The entire universe was targeted to reach 49.7%. Our study was made by delivering the questionnaire form developed by the researchers to the parents through teachers. Survey; The sociodemographic characteristics of the participants consist of 59 questions that question the attitudes and behaviors of the child and parents regarding the technological devices and the internet. In our study, 96.1% of children aged 3-6 were watching television (n=905), 40.4% were using computers (n=381), 54.7% were using tablets (n=515) and 84.5% were using smartphones (n=787). 5.7% of children had started to spend time with a computer (n=54), 7.5% with a tablet (n=71), 12.2% with a smartphone (n=115), and 47.6% (n=449) watching television before the age of 2. It was found that 1.9% (n=18) of the children did not spend any time with these vehicles, 13.3% (n=125) spent less than 30 min, 42.7% (n=402) spent 30-60 min, 31.8% (n=300) spent 60-120 min, and 10.3% (n=97) spent more than 120 min. It was found that children who started watching television at a younger age had more time to stay on TV in their homes (p<0.001) and parents of children who did not watch television watched television for a shorter period of time (p=0.010). It was found that the child's daily screen time increased as the TV stay on at home (p<0.001) and the parent's television viewing time (p=0.010) increased. It was found that children whose parents used more tablets began spending time with the tablet earlier (p<0.001). Parents of children who did not spend time with a smartphone were found to use the smartphone for a shorter period of time (p=0.021). It was found that the child's screen time increased as the parent's smartphone usage time increased (p<0.001). In our study, it was found that the behaviors of parents regarding technological devices were quite effective on the child's screen time and age of starting to spend time with technological devices. It was aimed to draw attention to the importance of raising awareness of parents and prospective parents about the possible benefits and harms of technological devices and how to use them correctly.
Açıklama
Anahtar Kelimeler
Okul Öncesi Çocuk, Ebeveyn, İnternet, Ekran Zamanı, Preschool Child, Parents, Internet, Screen Time
