Digital Technology Usage of Young Children: Screen Time and Families

KONCA A. S.

Early Childhood Education Journal, cilt.50, sa.7, ss.1097-1108, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 50 Sayı: 7
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1007/s10643-021-01245-7
  • Dergi Adı: Early Childhood Education Journal
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.1097-1108
  • Anahtar Kelimeler: Young children, Digital technology, Screen time, Parents, Early childhood, PARENTAL MEDIATION, TELEVISION, INTERNET, IMPACT, ASSOCIATION, BEHAVIOR, WATCH, AGE
  • Kayseri Üniversitesi Adresli: Hayır

Özet

© 2021, The Author(s), under exclusive licence to Springer Nature B.V.This study aimed to explore the digital environments of 3–6-year-old children within the home setting. A total of 537 children aged 3–6 years and their parents participated in the study. The results of the study revealed that the children live in digitally rich home environments. Parents usually limited the screen time of the children, or accompanied them during the use of digital technologies. The total screen time of the children was more than 3 h, whilst the parents’ total screen time was around four and a half hours. The results also indicate the influence of family income and parents’ screen time on children’s screen time. Parents and home settings play a key role in their children’s interaction with digital technologies. Therefore, the familial context should be taken into consideration for supporting young children’s learning and development through digital technologies.