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c. Shows the distribution of the sample according to the variable parent/guardian employment and its relationship with children's behaviour (benefits)
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This paper presents parents’ views of their young children’s access and use of technological devices, the duration spent on technological devices and the benefits and risks associated with that. 500 parents completed a questionnaire and findings suggest that parents hold positive beliefs about technology with smartphones being the most used among t...
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... In the next step, the first-order categories were grouped in second-order categories. These categories were partially based on the findings of some previous studies (Covolo et al., 2021;Hinkley & McCann, 2018;Jabbar et al., 2019). As the analysis of answers has shown that, while some parents focused on different aspects of children's programmes, others listed effects which children's programmes have on the child, we arranged second-order categories in these two broader categories. ...
... Parents thus reported most of the negative effects of screen use most frequently studied in the scientific literature, such as screen addiction, developmental delays and aggressive behaviour (Cheng et al., 2010;Li et al., 2020;Peters & Blumberg, 2002;Wolf et al., 2018), from which we can conclude that they are aware of the various possible negative effects of (excessive) viewing of children's programmes. Parents participating in some other studies (e.g., Hinkley & McCann, 2018;Jabbar et al., 2019) have expressed similar concerns, but in addition, have also expressed concerns related to the physical (e.g., development of obesity, eye irritation, aches in the neck and the spine) and social development (e.g., lack of communication with parents and peers), which were stated by Slovenian parents less frequently. ...
The aim of this study, which combines a qualitative and a quantitative approach, was to investigate by which standards Slovenian parents of preschool children define a high-quality children’s programme that can be watched on different screens. In addition, we were interested in parents’ views on the risks and benefits that programmes designed for children bring to the child’s early development and learning. The sample included 239 parents of children aged 1 to 6 years. The results show that, on average, children were exposed to screens at the age of two, but individual differences in both the age of first exposure and the frequency of exposure to screen content were substantial. Parents mostly used restrictive mediation to regulate their children’s screen exposure. Overall, parents attached great importance to the different aspects of quality children’s programme and rated aesthetic quality, entertainment and involvement as three very important elements. The standards by which they judged the quality of children’s programme were related to their education and the age of the child. They emphasised the positive effects of children’s programmes on the child’s emotional and language development, imagination and creativity, as well as on the development of social skills and play. On the other hand, the parents were most concerned about violent content, the modelling of inappropriate behaviour and the choice of words in children’s programmes.
... Furthermore, the survey revealed that a higher level of parental education was a crucial factor in influencing the frequency of children's references to their experiences with TETs. This finding partly contradicts previous findings by Jabbar et al. [43], who reported that parents with children under the age of 8 years were supportive of children's access to and use of technological devices, regardless of their educational background. However, Jabbar et al.'s study was before the COVID-19 pandemic, and this may be one reason why parents in the current study had different views. ...
... When addressing the second research question, most parents permitted their children to use tablets or PCs to document their encounters with TETs [43]. Parents primarily reported advantages in children's fine motor skills, language/vocabulary, and creativity after their experiences with TETs similar to previous studies (e.g., [8]) [59]. ...
New technology has brought about a novel approach to play termed digital play. Digital play shares many characteristics with traditional play but also presents new possibilities (e.g., building concepts and skills about STEM, opportunities for physical, outdoor activities). Despite new toys with technological characteristics being popular, there is limited research on this specific area for children under four years old and their parents. This study explored parental perspectives and was part of a larger investigation that examined 68 (38 boys and 30 girls) very young children’s (1–4 years) engagement with technology-enhanced toys (TETs) in early childhood settings. A sequential explanatory design was employed, wherein parents completed questionnaires before and after their children engaged with TETs. Statistical and thematic analysis revealed that family demographics play an important role in children ‘s use of TETs and digital technologies (e.g., on the quality of engagement with their children during playing with TETs). Parents noted improvements in their children’s skills, including fine motor skills, language, and creativity. This study underscores the importance of considering parental backgrounds in digital technology initiatives for early childhood development. Policymakers and educators may benefit from these insights to tailor digital integration and support children’s digital competence effectively.
... Yaşar Ekici (2016) also mentioned parents know technology could be beneficial and harmful for children in her study. In fact, according to Jabbar et al.'s (2019) study, parents concurred that technological devices benefit children in developing intellectually and socially. Furthermore, Doğan and Tosun (2016) stated that technology contributes to the development of the child when it is used in accordance with time, place, and purpose, but in cases where it is not used appropriately, the positive characteristics of the child will be rubbed out. ...
The purpose of this study is to examine the views and behaviors of parents of preschool children about their use of technology. This study was designed as a qualitative design. Participants were selected from convenience sampling, one of the purposeful sampling types. The participants comprised 29 parents of children studying in kindergartens and preschools in the Central District of Burdur Province in 2022-2023. Data were collected through semi-structured interviews and analyzed using the descriptive analysis method. The findings were explained under the themes of the duration of children's use of technology, time restrictions, children's reactions to these restrictions, various methods applied by parents against these reactions, and the measures they took to restrict technology. Findings showed children are intertwined with technology, technology should be used within the controls, children react to time restrictions, parents have some methods of agreement against these reactions, they resort to techniques such as deprivation of technology in case of failure to reach an agreement, their children should comply with the predetermined time, they followed the content in general, and benefit from some programs or were present with their children while creating content.
... These studies examined the relationship between university graduate parents' perceptions (Kaya, 2020) and television (Güngör, 2014), technology use (Biber et al., 2019), smartphones (Genç, 2014), new media (Durmuş & Övür, 2021), tablets (Yılmaz Genç & Fidan, 2017), the relationship between technology use and social skills and social status (Gülay Ogelman et al., 2018), the relationship between digital media use and self-regulation skills, and technology addiction (Canaslan Akyar & Sungur, 2022) and compulsive behaviors (Dere, 2022). Several international studies have investigated the relationship between computers (Hatzigianni & Margetts, 2014), tablets and smartphones (Ateş & Durmuşoğlu Saltalı, 2019;Guedes et al., 2019), screens (Assathiany et al., 2018;Waisman et al., 2018), digital technology (Gjelaj et al., 2020;Jabbar et al., 2019), problematic smartphone use (Park & Park, 2021), digital device usage for learning (Sivrikova et al., 2020), parents' technology usage, the relationship between parental attitudes and children's age (Lauricella et al., 2015), mobile device usage frequency, preferred application types, parents' beliefs and strategies (Papadakis et al., 2022), children's mobile device use in low-income rural areas (McCloskey et al., 2018), and concept of ICT (Vodopivec & Samec, 2017). ...
... It was also observed that children's ICT device usage time is over one hour, which is the recommended usage time by APP for preschool children. Previous studies (Genç, 2014;Gjelaj et al., 2020;Guedes et al., 2019;Jabbar et al., 2019) showed that children use ICT devices more than one hour a day. Assathiany et al., (2018) stated that children use ICT devices for 55 minutes on a daily basis. ...
... This result is supported by previous findings in the literature. Previous studies have emphasized that ICT has positive effects on children's development and learning processes (Clements & Sarama, 2003;Durmuş & Övür, 2021;Gjelaj et al., 2020;Jabbar et al., 2019;Vodopivec & Samec, 2017). It is a well-known fact that the advancements in ICT offer great opportunities for children's development and learning. ...
The present qualitative study was conducted to investigate the perceptions of families regarding the use of ICT by preschool children in Turkey. The study group was created by snowball sampling method and consisted of 40 parents. An interview form which included semi-structured interview questions was used for data collection. Content analysis, which is one of the qualitative research data analysis methods, was used for data analysis. The results showed that tablets were the electronic device owned by most children, children mostly used television, children used ICT more when they are with their parents, children used ICT for 193 minutes per day, children used tablets the most on a daily basis, and children used ICT to watch cartoons, and to play games. The observed prominent positive effect of ICT was that it contributed to children's learning processes. Regarding the negative effects of ICT, parents stated that children acquire negative behaviors from ICT use. Parents used and suggested the strategies of establishing more parental control on ICT use, as well as limiting the time for ICT use for the purpose of protecting their children from the negative effects of ICT.
... Hal ini selaras dengan penelitian dari Nafaida bahwa apabila aplikasi dan konten gadget yang dipilih berkualitas maka akan berdampak positif bagi perkembangan anak seperti dapat membentuk karakter agama, social emosional, mandiri, dan tanggung jawab (Nafaida et al., 2020). Hal ini sejalan dengan pendapat Jabbar, dkk bahwa dukungan dalam pemilihan konten yang berkualitas sangat penting dilakukan mengigat anak dapat memilih sendiri sehingga dikhawatirkan mereka akan melihat tayangan yang tidak sesuai dengan anak (Jabbar et al., 2019). ...
Pembelajaran jarak jauh melalui pembelajaran online memungkinkan anak-anak menjadi banyak berkegiatan dirumah. Gadget merupakan media yang digunakan untuk pembelajaran online. Agar anak-anak dapat menggunakan perangkat ini secara efektif, diperlukan bantuan orang tua. Tujuan penelitian ini adalah untuk mengetahui dukungan orang tua dalam bermain gadget pada anak dibandingkan dengan indikator teoritis. Penelitian ini menggunakan metode deskriptif, sampel penelitian adalah 136 orang tua anak di Kabupaten Klaten. Prosedur pengambilan sampel dilakukan dengan random sampling, statistik deskriptif menggunakan frekuensi dan persentase validitas diukur dengan korelasi produk dan reliabilitas diukur dengan alpha cronbach. Hasil penelitian menunjukkan bahwa dukungan orang tua dalam bermainperangkat PAUD di Kabupaten Klaten mencapai persentase 80,32% dari 8 ukuran penelitian atau masuk dalam kategori tinggi/tinggi. Artinya, orang tua sadar akan pentingnya mendampingi anak untuk mengurangi dampak negatif gawai.
... Results showed positive perceptions regarding children's use of technological tools, including smartphones. Parents viewed the cellphone as an effective tool that can promote their children's intellectual, social, and emotional development, including their self-confidence (Jabbar et al., 2019). In contrast, in a different study conducted in Egypt, parents presented negative beliefs regarding young children's use of screens, with the claim that it is not safe and could be damaging (Mater & Bayoumy, 2019). ...
Due to the COVID-19 outbreak, kindergartens in Hong Kong have been closed for face-to-face instruction since February 2020. Many parents have chosen to withdraw their children from kindergarten learning. Some private kindergartens have announced that they have closed down during last summer. To investigate how pre-service kindergarten teachers perceived their career paths in early childhood education (ECE), we administered an online survey to 94 pre-service ECE teachers of the Chinese University of Hong Kong between April and May 2020. The participants were from the following CUHK programs with a specialization in ECE. The survey results revealed that the soon-to-be graduates were pessimistic about their future careers in ECE. Specifically, they were worried about the recent layoffs in the ECE sector and urged the need for support measures from the teacher education provider and the government. This article implies the tension between professionalization and marketization of the Hong Kong kindergartens.
Leung, S. K. Y., Luk, S. & Lee, I. (2022). The tension between professionalization and marketization: Hong Kong kindergarten education during the coronavirus pandemic. OMEP: Theory into Practice, 5, 51-55.
... For example, previous findings indicate that phubbing (ignoring other people by busying oneself with a digital device) on the part of parents is a TA risk factor for adolescent's TA (Xie et al., 2019). In addition, previous studies have emphasized the effects of the awareness of parents and teachers about TA on awareness and technology use among adolescents (Ebbeck, Yim, Chan, & Goh, 2016;Jabbar, Al-Shboul, Tannous, Banat, & Aldreabi, 2019;Karadağ & Kılıç, 2019;Ybarra & Mitchell, 2004). The approaches of parents and teachers to discipline and their styles of communication affect adolescents' awareness of many issues in life (Düzgün, 2003;Moazedian, Taqavi, Hosseinialmadani, Mohammadyfar, & Sabetimani, 2014). ...
Adolescents have been called the “digital natives of the technology age”, but determining adolescents’ awareness, attitudes and behavior with respect to technology addiction (TA) is important for developing balanced and effective approaches to support their physical and psychological well-being after the COVID-19 pandemic. For this reason, the present study investigates the impact of attitudes on TA behavior in 382 adolescents by gender and extent of technology use. Three scales were used to determine adolescents’ TA awareness, attitude, and behavior. The results of the dual-moderated mediation model show that gender and duration of technology use (h) moderated the full mediation of attitude on awareness and behavior in TA (F = 39.29, df = 9;372, p < .01). The indirect effect in males with 16.04 h per day of technology use is stronger (.24) than the indirect effect in males with 4.90 h per day of technology use (.13). In addition, the simple slope plot shows that when attitude scores increase, addictive behavior rises in females (simple slope = .74, t = 8.79, p < .01). On the other hand, with 16.04 h per day of technology use, when attitude scores decrease, addictive behavior rises in females (simple slope = .69, t = 7.59, p < .01). Furthermore, when the attitude scores increase, addictive behavior rises in males (simple slope = .85, t = 13.26, p < .01). As a result, the psychoeducational intervention programs to be implemented for TA should not only focus on awareness, but should also encompass behavioral, cognitive and lifestyle changes.
... nyelvtanulás, számképek megtanulása Donoso & Ribbens, 2014;Papadakis et al., 2019;Plowman et al., 2010). Számos kutatás mutatott rá arra, hogy a szülők a korai IKT-használatot befektetésnek tekintik, amellyel megalapozható a gyermekek iskolai, szakmai jövője Plowman & McPake, 2013), előnyhöz juttatja őket az intellektuális és szociális fejlődésben (Jabbar et al., 2019). Vannak azonban, akik azon az állásponton vannak, hogy az IKT korai használata nem előny annak gyors változása miatt, az óvodás korban megtanultak elavulnak mire a gyermekek iskolába kerülnek (Plowman & McPake, 2013). ...
... Vizsgálatunkban a szülők az IKT-használat jobbára már más kutatásokból ismert (Bakó & Ráb, 2009;Chaudron et al., 2015;Donoso & Ribbens, 2014;Jabbar et al., 2019;Kucirkova & Littleton, 2016;Matsumoto et al., 2016;Papadakis et al., 2019) pozitívumait és negatívumait fogalmazták meg (tanulás, függőség, túlpörgés stb.). A szokásosan megnevezett következmények mellett (például mondókák, nyelvek tanulása, addikció, szemkárosodás stb.) azonban újabb információk is felszínre kerültek. ...
Hazánkban is érvényes tendencia az, hogy egyre több 6 évnél fiatalabb gyermek használ IKT-eszközt (Livingstone, Haddo & Gorzig, 2012) és van kitéve a technológia hatásainak otthonában. A család IKT-használathoz való hozzáállása, mintaadása jelentősen befolyásolja az óvodáskorúak digitális eszközhasználatának mennyiségét és minőségét (Kalaš, 2010). Számos óvodáskorú gyermek szülei engedélyezik az IKT-eszközök és digitális tartalmak használatát akár tudásszerzés, akár szabadidős céllal. Hazai vizsgálatok is rámutattak, hogy jelentős arányuk tudatos eszközhasználó és odafigyel arra, gyermeke hogyan, mire használja a technológiát és megismeri a programot mielőtt megengedi annak használatát (Hódi et al., 2019). Hiányzik azonban a kirakó azon fontos darabja, amely a szülők közvetítő viselkedését irányító motívumokra világít rá, arra, hogy a szülők hogyan vélekednek az IKT-eszközök pozitív és negatív hatásairól, ezen vélekedések hogyan orientálják őket gyermekeik digitális szocializációjában. Jelen tanulmányban közölt adatok erre a hazai tekintetben hiányos, ezidáig kismintás zárt kérdőíves méréssel vizsgált tudásszeletre vonatkoznakEgy nagyváros önkormányzati fenntartású óvodáiban végezett kutatásunkban megkértük a szülőket (N=3 969), fejtsék ki véleményület az IKT-eszköz használat pozitív és negatív hatásairól óvodás korban. A technológia pozitív hatásairól 1 507 (78,5%), negatív hatásairól 1 545 (82,14%) szülő fejtette ki véleményét, melyeket tartalomelemzéssel a megalapozott elmélet (grounded theory) módszerével dolgoztuk fel.Vizsgálatunkban az IKT jótékony hatását a szülők jellemzően a tudás megszerzésében (86,79%), a fejlődés és a tanulás lehetőségében (32,91%), illetve az információhoz való hozzáférésben (15,79%) látják. A megkérdezettek úgy gondolják (22,36%), a korai IKT-tapasztalatok előkészítik a későbbi tanulmányokat és a gyermekeknek könnyebb lesz az iskolában. Válaszadóink között többen (5,37%) pozitívan értékelik, hogy a digitális média szórakoztatja, leköti a gyermekeket, mikor ők elfoglaltak. Az IKT-használat rizikóját a szülők többsége (63,24%) a nemkívánt viselkedésben, azon belül a függővé válásban és az agresszív, erőszakos magatartásban látja. A válaszadók több, mit egyharmada szerint nem jó, hogy a gyermekek a digitális eszközök miatt elutasítják a valós, fizikai térben végzett tevékenységeket, kevesebbet mozognak és játszanak a társaikkal, beszűkülnek a személyes jelenléttel járó kapcsolataik. Közel ugyanennyien (31,65%) gondolják, hogy az IKT-tevékenység testi, kognitív, pszichés, és szocializációs zavarokat idéz elő. A válaszok arra utalnak, hogy a szülők esetünkben is alapvetően pozitívnak ítélik az IKT technológiák hatásait, de kevésbé tudják azonosítani azokat. A megnevezett kockázatok ugyanakkor más kutatásokhoz hasonlóan relatíve jól behatárolható kategóriákba sorolhatók (lásd Chaudron, 2015; Kalaš, 2010).
This review article aims to introduce the Positive Technological Development (PTD) framework in the context of existing literature. The paper provides a theoretical explanation of how the PTD approach can be used in the teaching-learning process. The dimensions and components of the PTD framework are outlined. The paper discusses the multifaceted relationship between technological developments and educational environments and offers suggestions on how technology can be used most effectively to make individual and societal contributions. The PTD framework is presented as a rational approach to using technology to support positive development in children, promoting creativity, critical thinking and social engagement while reducing negative impacts. The study emphasizes the importance of integrating technology into educational settings to support positive development and improve learning outcomes and advocates for the thoughtful and developmentally appropriate design of digital experiences for children.
Background and Objective
The rapidly increasing use of smartphones, particularly among children who spend long periods on them, is making ocular diseases associated with smartphone use a serious worry. Due to the challenge of evaluating children’s intraocular pressure (IOP), we lack data about the impact of smartphones on children’s IOP. Hence, this study aimed to determine the IOP in children and its association with smartphone exposure duration and conditions.
Patients and Methods
This prospective questionnaire-based study was carried out in the Ophthalmology Outpatient Clinic of Suez General Hospital on children aged from 7 to 16 years old who were attending the outpatient clinic accompanied by their parents and complaining of digital eye strain (DES) symptoms related to smartphone use. Every patient was subjected to a validated questionnaire, a complete medical history, an ophthalmic examination, and a rebound tonometer (I care, TM, Finland) to measure IOP and children with elevated IOP were subjected to following investigations such as pachymetry, angle examination, visual field examination and optical coherence tomography of optic nerve head to exclude glaucoma. Of them, the study was carried out on 60 children with elevated IOP who were encouraged to restrict smartphone use with medical treatment of (DES) symptoms and followed up after 1 week with IOP evaluation by rebound tonometer.
Results
The mean age of the study population was 13.4 ± 2.3 years old, with the majority of patients aged 13–16 years old (70.0%) and the majority of male populations (55.0%). Out of all study populations, 30.0% were exposed to smartphones for >2–4 h, followed by 26.7% exposed for >1–2 h and 25.0% exposed for <1 h daily. The majority of children use smartphones in low light (70.0%), while 18.3% are exposed to smartphones in good light and 11.7% take breaks. Smartphone usage causes several complaints such as irritation (27.0%), ocular pain (22.0%), headache (18.0%), frequent blinking, and defective vision (13.0% for each), and 7% presented for routine examination. The DES SSS score was mild for (16.6%) participants, moderate (46.7%) and severe (36.7%). Gender exhibited a significant association ( P = 0.008), with 55% of male participants exhibiting DES symptoms. Adolescent participants (13–16 years) demonstrated a substantial increase in terms of DES symptoms than preadolescent ( P < 0.00001). Mean ІOP was significantly higher among groups exposed to smartphones for >2–4 h daily ( P < 0.001) as well as groups exposed to smartphones in low light ( P < 0.001). After smartphone exposure avoidance among children, the mean IOP was decreased in all exposure conditions than before avoidance ( P < 0.0001).
Conclusion
IOP can be temporarily increased in both high and low lighting when children use smartphones, with the effect being higher in lowlight conditions. IOP in children should be monitored with smartphone overuse. Rebound tonometer provides an easy and rapid method for IOP evaluation in children.
