Yazıcı Çakıroğlu Tuğba, Sapsağlam Özkan
Department of Child Care and Youth Services, Child Development Program, 29100 Gumushane, Turkey.
Department of Preschool Education, Yildiz Technical University, 34220 Istanbul, Turkey.
Children (Basel). 2024 Jul 14;11(7):856. doi: 10.3390/children11070856.
Children who open their eyes to a digital world begin interacting with screens in the early years of life. The interaction between screens and children starts from the very first moments of life and intensifies over time. The aim of this study is to examine the effects of screen use patterns on the life habits of preschool children. In this context, the relationships between problematic media use, eating habits, and self-care skills among preschool children are analyzed from various perspectives. Structured according to a mixed-methods research approach, this study employs both qualitative and quantitative research designs. The study group consists of 582 children continuing their education in preschool institutions across seven different regions and nine different provinces in Turkey, along with 20 of their parents. Random and non-random sampling methods were used to form the study group. Quantitative data were collected using the Problematic Media Use Measure, Children's Eating Behavior Inventory, and Preschool Children (36-72 months) Self-Care Skills Scale-Teacher Form, while qualitative data were gathered through a semi-structured parent interview form. The study results indicate that problematic media use and eating behaviors significantly vary according to the screen time of children, with an increase in problematic media use linked to a rise in negative eating behaviors. Parents are found to perceive the use of media devices during mealtime as a necessity, thus employing them, and believe that their children's social behaviors are shaped according to screen content.
在早年就接触数字世界的儿童，从很小的时候就开始与屏幕互动。屏幕与儿童之间的互动从生命的最初时刻就开始了，并随着时间的推移而加剧。本研究的目的是考察屏幕使用模式对学龄前儿童生活习惯的影响。在此背景下，从多个角度分析了学龄前儿童中存在问题的媒体使用、饮食习惯和自我照顾技能之间的关系。本研究按照混合方法研究路径构建，采用了定性和定量研究设计。研究对象包括在土耳其七个不同地区和九个不同省份的学前教育机构中继续接受教育的582名儿童及其20名家长。采用随机和非随机抽样方法组成研究对象。定量数据通过存在问题的媒体使用量表、儿童饮食行为量表和学龄前儿童（36 - 72个月）自我照顾技能量表 - 教师版收集，而定性数据则通过半结构化家长访谈表收集。研究结果表明，存在问题的媒体使用和饮食行为因儿童的屏幕使用时间而有显著差异，存在问题的媒体使用增加与负面饮食行为的增加有关。研究发现，家长认为在进餐时间使用媒体设备是必要的，因此会使用这些设备，并且认为他们孩子的社会行为是根据屏幕内容塑造的。
