Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns
Abstract
:1. Introduction
- How does problematic media use affect the eating habits of preschool children?
- How does problematic media use affect the self-care skills of preschool children?
- What are the views and experiences of parents regarding the effects of problematic media use on the life habits of preschool children?
2. Materials and Methods
2.1. Measurement Tools
2.2. Participants
2.3. Data Collection and Analysis
3. Results
3.1. Quantitative Results
3.2. Qualitative Findings
“When he needs to use the toilet, he holds it until the last moment to avoid putting down the tablet, and only goes when he can’t hold it any longer”.(P1/Escaping from life tasks)
“If the phone or tablet he is using runs out of battery or breaks, he has a crying fit and usually throws himself on the ground”.(P3/Refusal to be interrupted)
“Recently, unfortunately, he won’t eat without watching a video. He always wants to watch something on the video”.(P6/Non-task-related needs)
“Mostly watches cartoons or unboxing videos”.(P11/Cartoons, Toy videos)
“He tries to solve problems with what he sees in the media”.(P18/Learning solutions)
“In daily conversations, he uses phrases like ‘don’t forget to like’ with his friends”.(P4/Behaviors)
“He neglects even basic needs like eating just to use the screen”.(P7/Refusing to eat)
“Sometimes he gets so absorbed in TV that he comes to the dinner table late”.(P10/Self-care)
“When he has a responsibility that concerns him, he doesn’t respond when we call him”.(P16/Responsibility)
“He imitates what he sees in media environments. For example, he says things like ‘Mom, I am a zombie’”.(P19/Imitating heroes)
4. Discussion
- It is recommended to examine the research problem from an intercultural perspective.
- It is recommended that parents and teachers take more responsibility to ensure that children have fun and learn through real-life experiences that do not involve screens.
- The impact of parents’ screen use times and media usage habits on children’s screen and media usage habits should be examined.
- The mediating roles of parents in children’s screen and media usage should be studied.
- Media platforms and content that support children’s life habits, such as eating and self-care, should be developed and promoted.
- Media literacy training should be organized for children, parents, and teachers, and their skills in this area should be supported.
- It is recommended that studies in the field of digital media, child health, and welfare should be approached from an interdisciplinary perspective and research in this field should be increased.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Study | Variables | f | % | |
---|---|---|---|---|
Study I (Quantitative Research) | Parent’s Gender | Male | 92 | 16 |
Female | 490 | 84 | ||
Child’s Gender | Male | 301 | 52 | |
Female | 281 | 48 | ||
Child’s Screen Use Time | 0–30 min | 39 | 7 | |
31–60 min | 77 | 13 | ||
1 h or More | 136 | 23 | ||
2 h or More | 178 | 31 | ||
3 h or More | 104 | 18 | ||
4 h or More | 48 | 8 | ||
Study II (Qualitative Research) | Parent’s Gender | Male | 1 | 5 |
Female | 19 | 95 | ||
Child’s Gender | Male | 11 | 55 | |
Female | 9 | 45 | ||
Child’s Screen Use Time | 0–30 min | 3 | 15 | |
31–60 min | 4 | 20 | ||
1 h or More | 4 | 20 | ||
2 h or More | 4 | 20 | ||
3 h or More | 3 | 15 | ||
4 h or More | 2 | 10 |
Variables | Skewness | Kurtosis |
---|---|---|
Problematic Media Use | 0.1130 | 1384 |
Self-care Skills | −0.165 | −0.370 |
The Child’s Positive Eating Behaviors | −0.545 | 0.059 |
Negative Eating Behaviors Shown by Child During the Meal | 0.716 | 0.505 |
Negative Eating Behaviors Shown by Child After the Mealtime | 0.752 | 0.755 |
Opinions and Behaviors of Mother | 0.261 | 0.666 |
Child’s Behavior Related to Food Preparation | 0.366 | 0.133 |
Adverse Conditions in terms of Child at the Mealtime | 1.771 | 2.653 |
Variables | SS | df | MS | F | p | |
---|---|---|---|---|---|---|
Problematic Media Use | Between Group | 3,820,578 | 5 | 764,116 | 18,766 | 0.000 * |
Within Group | 23,453,005 | 576 | 40,717 | |||
Total | 27,273,584 | 581 | ||||
Self-care Skills | Between Group | 477,632 | 5 | 95,526 | 0.242 | 0.944 |
Within Group | 226,976,290 | 576 | 394,056 | |||
Total | 227,453,923 | 581 | ||||
The Child’s Positive Eating Behaviors | Between Group | 39,780 | 5 | 7.956 | 0.738 | 0.596 |
Within Group | 6,213,349 | 576 | 10,787 | |||
Total | 6,253,129 | 581 | ||||
Negative Eating Behaviors Shown by Child During the Meal | Between Group | 151,938 | 5 | 30,388 | 2.524 | 0.028 * |
Within Group | 6,933,974 | 576 | 12,038 | |||
Total | 7,085,913 | 581 | ||||
Negative Eating Behaviors Shown by Child After the Mealtime | Between Group | 496,510 | 5 | 99,302 | 7.572 | 0.000 * |
Within Group | 7,554,325 | 576 | 13,115 | |||
Total | 8,050,835 | 581 | ||||
Opinions and Behaviors of Mother | Between Group | 43,132 | 5 | 8.626 | 1.241 | 0.288 |
Within Group | 4,003,428 | 576 | 6.950 | |||
Total | 4,046,559 | 581 | ||||
Child’s Behavior Related to Food Preparation | Between Group | 58,601 | 5 | 11,720 | 2.807 | 0.016 * |
Within Group | 2,405,051 | 576 | 4.175 | |||
Total | 2,463,652 | 581 | ||||
Adverse Conditions in terms of Child at the Mealtime | Between Group | 7.287 | 5 | 1.457 | 1.569 | 0.167 |
Within Group | 534,985 | 576 | 0.929 | |||
Total | 542,272 | 581 |
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
---|---|---|---|---|---|---|---|
1. Problematic Media Use | 1 | ||||||
2. Positive Eating Behaviors of the Child | −0.112 ** | 1 | |||||
3. Negative Eating Behaviors of the Child During Meals | 0.309 ** | −0.322 ** | 1 | ||||
4. Negative Eating Behaviors of the Child Outside of Meal Times | 0.442 ** | 0.048 | 0.264 ** | 1 | |||
5. Mothers’ Perspectives and Behaviors | 0.210 ** | −0.077 * | 0.420 ** | 0.206 ** | 1 | ||
6. Child’s Behaviors Regarding Meal Preparation | −0.194 ** | 0.222 ** | −0.011 | 0.027 | 0.001 | 1 | |
7. Negative Situations Arising for the Child During Meals | 0.202 ** | −0.226** | 0.379 ** | 0.220 ** | 0.208 ** | 0.096 * | 1 |
Response | n | % |
---|---|---|
Response 1 | 121 | 20.8 |
Response 2 | 75 | 12.9 |
Response 3 | 89 | 32.5 |
Response 4 | 66 | 11.3 |
Response 5 | 346 | 59.5 |
Theme | Sub-Theme | Codes |
---|---|---|
Media Usage Preferences | Purpose of Usage | Escaping from life tasks Non-task-related needs İmitating others Learning solutions |
Content Preferences | Online games Cartoons YouTube videos Toy videos | |
Usage Patterns | Forgetting life needs Managing social environment Preference for non-screen games Refusal to be interrupted Staying connected with the environment |
Theme | Sub-Theme | Codes |
---|---|---|
Effect of Screen use | Effects on Life Skills | Social life Responsibility Self-awareness Decision-making Survival Self-care |
Effects on Habits | Eating habits Use of devices Play habits | |
Effects on Communication Skills | Spoken language Behaviors Body language Communicative response | |
Behavioral Problems | Refusing to eat Imitating heroes Objecting Using slang words |
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Yazıcı Çakıroğlu, T.; Sapsağlam, Ö. Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns. Children 2024, 11, 856. https://doi.org/10.3390/children11070856
Yazıcı Çakıroğlu T, Sapsağlam Ö. Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns. Children. 2024; 11(7):856. https://doi.org/10.3390/children11070856
Chicago/Turabian StyleYazıcı Çakıroğlu, Tuğba, and Özkan Sapsağlam. 2024. "Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns" Children 11, no. 7: 856. https://doi.org/10.3390/children11070856