Children, parents and tablets: Preschool children's tablet use

Melek Merve Yılmaz Genç,Ayça Fidan

doi:10.14527/pegegog.2017.014

Melek Merve Yılmaz Genç, Ayça Fidan

Open Access

https://doi.org/10.14527/pegegog.2017.014

Copy DOI

Abstract

The aim of this study is to examine preschoolers' tablet use and evaluate parents' opinions concerning it. To this end, the study made use of a case study design which is a means of qualitative research. The sample of the study consists of five preschoolers and their parents. The study data was gathered with observations related to preschoolers' tablet use, examinations of the applications in children's tablets and semi-structured interviews with parents. The analysis framework for tablet use was structured based on the document review process and data concerning observations and interviews underwent content analysis. The study findings suggest that parents have some specific criteria when determining tablet games, that they worry about children's tablet PC use but they take precautions against them. Also, entertaining children, parental effects and lack of outdoor games are other influential factors in tablet PC use. Parents also accept tablets as useful education tools. The study findings also demonstrate that preschoolers use tablets mainly for playing games, and that parents' knowledge about tablets is generally limited to game applications. The study results can be interpreted as that parents generally emphasize the educational features of game applications in tablets, and they are recommended and supported to learn about different applications so as to improve children's development.

Highlights

In the twenty-first century, children are born into a cyber-world and come into contact with digital technology from the moment they are born (Akkoyunlu & Tuğrul, 2002)
The research related to the effects of using digital screen technologies in preschools on children’s development reveal various findings
It depends on the use, these technologies were found to have positive effects on children’s visual intelligence and psychomotor development while they have a negative influence on their physical, psychological, language, mathematics and social development (Bremer, 2005; Jackson, Eye, Fitzgerald, Witt, & Zhao, 2011; Li, Atkins & Stanton, 2006; Subrahmanyam, Kraut, Greenfield, & Gross, 2000; Wu et al.,2014)

Summary

Introduction

In the twenty-first century, children are born into a cyber-world and come into contact with digital technology from the moment they are born (Akkoyunlu & Tuğrul, 2002). The research related to the effects of using digital screen technologies in preschools on children’s development reveal various findings. It depends on the use, these technologies were found to have positive effects on children’s visual intelligence and psychomotor development while they have a negative influence on their physical, psychological, language, mathematics and social development (Bremer, 2005; Jackson, Eye, Fitzgerald, Witt, & Zhao, 2011; Li, Atkins & Stanton, 2006; Subrahmanyam, Kraut, Greenfield, & Gross, 2000; Wu et al.,2014). It can be concluded that when under the control of teachers and in accordance with the program, tablet use in preschools can be an effective teaching tool (Couse & Chen, 2010; McPake, Plowman, & Stephen, 2013; Shifflet, Toledo, & Mattoon, 2012)

Objectives

Methods

Results