Okul öncesi dönem çocuklarının ekran maruziyeti ve yürütücü işlev becerileri arasındaki ilişkinin incelenmesi (Bingöl ili örneği)
Küçük Resim Yok
Tarih
2026
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, okul öncesi eğitime devam eden 5–6 yaş grubu çocuklarda ekran maruziyeti ile yürütücü işlev becerileri (YİB) arasındaki ilişkiyi incelemektir. Çalışma, nicel araştırma yaklaşımında, ilişkisel tarama modeliyle yürütülmüştür. Araştırmanın evrenini 2024–2025 eğitim-öğretim yılında Bingöl il merkezindeki MEB'e bağlı okul öncesi kurumlarına devam eden çocuklar oluşturmaktadır. Araştırmanın örneklemini ise seçilen 404 çocuğun aileleri ve öğretmenleri oluşturmaktadır. Araştırmada veri toplama araçları olarak; genel bilgi formu, Çocukluk Dönemi Yürütücü İşlev Envanteri (ÇDYİE) ve Küçük Çocuklar için Problemli Teknoloji Kullanımı Ölçeği (PTUS-YC) kullanılmıştır. Elde edilen veriler istatistiksel paket programı kullanılarak betimsel istatistikler, Bağımsız Gruplar t-Testi, Tek Yönlü ANOVA, Pearson Korelasyonu ve Çoklu Doğrusal Regresyon analizleriyle hesaplanmıştır. Araştırma sonuçlarına göre, çocukların problemli teknoloji kullanım puanlarının orta düzeyde olduğu, okul öncesine devam eden 5-6 yaş grubu öğrencilerin ekran maruziyetleri ile yaş arasında fark saptanmazken, erkek öğrencilerin kızlara göre yoksunluk-kaçış alt boyunda puanlarının daha yüksek olduğu belirlenmiştir. Anne-baba eğitim seviyesi düştükçe ekran maruziyetlerinin arttığı; kardeş sayısının arttıkça ekran sınırlamalarına karşı direncin arttığı aynı zamanda çocuklara teknolojiye erişim kısıtlaması uygulandığında aşırı duygusal tepkinin arttığı belirlenmiştir. Ailenin aylık gelir seviyesi düştükçe yoksunluk-kaçış puanlarının yükseldiği belirlenmiştir. Okul öncesi eğitime devam eden 5-6 yaş grubu çocuklarda yürütücü işlev becerileri orta düzeyde bulunmuştur. Yaş değişkenine göre anlamlı bir farklılık bulunmazken, kız çocuklarının yürütücü işlev becerilerinin erkek çocuklardan daha yüksek olduğu belirlenmiştir. Anne-baba eğitim seviyesi arttıkça yürütücü işlev becerilerinin yükseldiği; üç ve üzeri kardeş sayısına sahip çocukların yürütücü işlev becerilerinin kardeşi hiç olmayan ve bir-iki kardeşi olan çocuklardan daha düşük olduğu tespit edilmiştir. Elde edilen bulgular, okul öncesi eğitime devam eden 5–6 yaş grubu çocuklarda ekran maruziyeti ile yürütücü işlev becerileri arasında orta düzeyde ve anlamlı bir ilişki bulunduğunu belirlenmiştir. Bu ilişki, ekran maruziyetindeki artışa paralel olarak çocukların yürütücü işlev becerilerinde azalma olduğunu göstermektedir. Ayrıca problemli teknoloji kullanımının alt boyutlarının, çocukların çalışma belleği ve ketleyici kontrol becerilerini anlamlı düzeyde yordadığı belirlenmiştir. Elde edilen sonuçlar, erken çocukluk döneminde ekran maruziyetinin yürütücü işlev becerileri üzerinde belirleyici bir rol oynadığını göstermektedir
The purpose of this study is to examine the relationship between screen exposure and executive function skills (EFS) in 5–6-year-old children attending preschool education. The study was conducted using a quantitative research approach and a correlational survey model. The population of the study consists of children attending MEB-affiliated preschool institutions in the central district of Bingöl during the 2024–2025 academic year. The sample for the study consists of the families and teachers of the 404 selected year. The data collection tools used in the study were a general information form, the Childhood Executive Function Inventory (ÇDYİE), and the Problematic Technology Use Scale for Young Children (PTUS-YC). The data obtained were calculated using descriptive statistics, Independent Groups t-Test, One-Way ANOVA, Pearson Correlation, and Multiple Linear Regression analyses using statistical package software. According to the research results, children's problematic technology use scores were found to be moderate. While no difference was observed between screen exposure and age among 5-6-year-old preschool students, male students were found to have higher scores than female students in the deprivation-escape subscale. It was determined that screen exposure increased as the parents' education level decreased; resistance to screen restrictions increased as the number of siblings increased; and at the same time, excessive emotional reactions increased when restrictions on children's access to technology were applied. It was determined that deprivation-escape scores increased as the family's monthly income level decreased. Executive function skills were found to be at an intermediate level in 5-6-year-old children attending preschool. While no significant difference was found according to the age variable, it was determined that girls' executive function skills were higher than boys'. It was determined that executive function skills increased as the parents' education level increased; children with three or more siblings had lower executive function skills than children with no siblings or one or two siblings. The findings revealed a moderate and significant relationship between screen exposure and executive function skills in 5–6-year-old children enrolled in preschool education. This relationship indicates that an increase in screen exposure is associated with a decrease in children's executive function skills. Furthermore, it was determined that the subdimensions of problematic technology use significantly predicted children's working memory and inhibitory control skills. The results obtained show that screen exposure in early childhood plays a decisive role in executive function skills.
The purpose of this study is to examine the relationship between screen exposure and executive function skills (EFS) in 5–6-year-old children attending preschool education. The study was conducted using a quantitative research approach and a correlational survey model. The population of the study consists of children attending MEB-affiliated preschool institutions in the central district of Bingöl during the 2024–2025 academic year. The sample for the study consists of the families and teachers of the 404 selected year. The data collection tools used in the study were a general information form, the Childhood Executive Function Inventory (ÇDYİE), and the Problematic Technology Use Scale for Young Children (PTUS-YC). The data obtained were calculated using descriptive statistics, Independent Groups t-Test, One-Way ANOVA, Pearson Correlation, and Multiple Linear Regression analyses using statistical package software. According to the research results, children's problematic technology use scores were found to be moderate. While no difference was observed between screen exposure and age among 5-6-year-old preschool students, male students were found to have higher scores than female students in the deprivation-escape subscale. It was determined that screen exposure increased as the parents' education level decreased; resistance to screen restrictions increased as the number of siblings increased; and at the same time, excessive emotional reactions increased when restrictions on children's access to technology were applied. It was determined that deprivation-escape scores increased as the family's monthly income level decreased. Executive function skills were found to be at an intermediate level in 5-6-year-old children attending preschool. While no significant difference was found according to the age variable, it was determined that girls' executive function skills were higher than boys'. It was determined that executive function skills increased as the parents' education level increased; children with three or more siblings had lower executive function skills than children with no siblings or one or two siblings. The findings revealed a moderate and significant relationship between screen exposure and executive function skills in 5–6-year-old children enrolled in preschool education. This relationship indicates that an increase in screen exposure is associated with a decrease in children's executive function skills. Furthermore, it was determined that the subdimensions of problematic technology use significantly predicted children's working memory and inhibitory control skills. The results obtained show that screen exposure in early childhood plays a decisive role in executive function skills.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
