MEDIA USE AND EXPOSURE: A CROSS-SECTIONAL STUDY OF PRESCHOOL CHILDREN
Yahya Ergezen 1, Halil Ibrahim Tasdemir 2, Ayse Urcan 3, Emir Can Dundar 3, Gamze Karaagac 3, Senanur Canbaz 3
1 Department
of Pediatric Nursing, Faculty of Nursing, Akdeniz University, Turkey
2 Department
of Pediatric Nursing, Bucak Health School, Burdur Mehmet Akif Ersoy University, Turkey
3 Department of Child Development, Bucak
Health School, Burdur Mehmet Akif Ersoy University,
Turkey
|
ABSTRACT |
||
This
cross-sectional study aimed to investigate the media use and exposure of
preschool children and its association with parental monitoring. A total of
420 children and their parents from independent kindergartens in Bucak district, Turkey, participated in the study during
the 2023-2024 academic year. Data were collected using a General Information
Form and a Media Usage Level Child and Parent Interview Form. Descriptive
statistics, t-tests, and ANOVA were used for data analysis. Results showed
that children watched TV for an average of 110.5 minutes per day, used
computers for 92.3 minutes per day, and had a total media exposure time of
186.6 minutes per day. The majority of children had
their TV program content monitored by their mothers. Maternal employment
status, age, and educational level were found to be associated with
children's media use patterns. Working mothers were associated with longer TV
watching and phone usage times compared to non-working mothers. Older mothers
were more likely to have children with longer TV watching and phone usage
times. University graduate mothers were associated with lower TV watching times but higher computer and phone usage times compared
to other educational groups. University graduate mothers were also more
likely to monitor the content of media usage. These findings suggest the
importance of parental monitoring in influencing children's media use habits.
Effective guidance is needed to help parents establish healthy media habits
and minimize potential negative impacts on children's development. Further
research with larger samples is recommended to explore these findings in more
depth. |
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Received 20 March
2024 Accepted 30 April 2024 Published 31 May 2024 Corresponding Author Yahya Ergezen, ergezenyahya@gmail.com DOI 10.29121/granthaalayah.v12.i5.2024.5650 Funding: This research
received no specific grant from any funding agency in the public, commercial,
or not-for-profit sectors. Copyright: © 2024 The
Author(s). This work is licensed under a Creative Commons
Attribution 4.0 International License. With the
license CC-BY, authors retain the copyright, allowing anyone to download,
reuse, re-print, modify, distribute, and/or copy their contribution. The work
must be properly attributed to its author. |
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Keywords: Preschool Children, Media Use, Parental
Monitoring, Screen Time, Digital Media |
1. INTRODUCTION
Media is defined as the use of mass media to inform, entertain, and create public opinion. Excessive screen media exposure in childhood is associated with parent-reported self-regulation difficulties Munzer et al. (2018). In the past, mass communication tools were only radio and television, whereas today there are many tools referred to as technological tools. Today, rapid developments and advances in technology have facilitated access to these tools Bal (2010), Kuyucu (2017). These rapid advances in technology and the ease of transportation have facilitated the entry of media tools into human life at the same speed, and media tools have been able to reach the remotest corners Akbıyık & Karadüz (2014). These rapid advances in media tools have not only affected adults, but also children Wu et al. (2014).
Children are growing up in an era of increasing exposure to digital screen media (e.g., television [TV], computers, and mobile devices). Indeed, preschool-aged children are estimated to watch an average of 1 to 4 hours of TV per day, the majority have their own TV and mobile devices,1 and many are exposed to TV in early childcare settings. Currently, the American Academy of Pediatrics recommends limiting preschool-aged children's screen media exposure to less than 1 hour per day of high-quality programming and coviewing media with a caregiver Munzer et al. (2018).
Exposure to digital screen media in early childhood has been associated with adverse health outcomes, which may persist into adulthood, including obesity, diabetes risk, language delays, lower school readiness, deficits in attention, and externalizing behavior problems Chonchaiya et al. (2015), Munzer et al. (2018), Verlinden et al. (2012). Although children are generally affected by media tools, especially children in the preschool period can be affected more due to a number of factors. In addition to the fact that the preschool period has very important effects on human personality, all the habits that the child will acquire in this period can have an impact on his/her whole life in the following years Supanitayanon et al. (2020). One of these habits is media use habits. Sometimes parents use these tools to influence their children, to get them to eat, and children do not make any effort without these tools. Vodopivec (2011). In addition to all these reasons, another factor that determines children's use of media tools is the extraordinary sound and visual effects in games, cartoons, and advertisements Cesur & Paker (2007). Whatever the reason for children's desire to use media tools, it is obvious that this should be kept at a minimum limit and the child should be directed to more active activities. Based on this idea, the aim of this study was to determine the level of media use of preschool children.
2. MATERIALS AND METHODS
In
the study, a cross-sectional research method, one of the quantitative research
methods, was used to determine the media usage levels of preschool children.
The cross-sectional research model is a data collection method that allows
gathering information over a broad group within a certain period.
2.1. STUDY GROUP
The
research was conducted with preschool children and their families attending
independent kindergartens in Bucak district,
affiliated with the Burdur Provincial Directorate of
National Education, during the 2023-2024 academic year. The sample of the study
consisted of 420 children and their parents. Of the children, 268 (63.8%) were
girls, and 152 (36.2%) were boys. Among the 420 mothers who participated in the
study, 51 (12.1%) were aged 20-28, 292 (69.5%) were aged 29-37, and 77 (18.3%)
were aged 38 and above. Among the mothers, 126 (30.0%) had one child, 185
(44.0%) had two children, 67 (16.0%) had three children, and 42 (10.0%) had
four or more children. The mothers, 58 (13.8%) had completed primary school, 46
(11.0%) had completed middle school, 156 (37.1%) had completed high school, and
160 (38.1%) were university graduates. Additionally, 172 (41.0%) of the mothers
were working, while 248 (59.0%) were not working.
2.2. DATA COLLECTION TOOLS
In
the research, the "General Information Form" was used to determine
the sociodemographic characteristics of the children and their parents, and the
"Media Usage Level Child and Parent Interview Form" was used to
determine the media usage levels of the children. These forms were created by
the researchers.
·
General
Information Form:
This form was developed by the researchers to determine the children's age,
gender, and the parents' age, educational status, and other demographic
information. Demographic data included the mother's employment status, age,
educational level, and number of children.
·
Media
Usage Level Child Interview Form: This form was developed by the researchers and finalized
with input from expert faculty members to determine which media devices
children use and how frequently they use them. This form consists of questions
prepared to determine the technological device usage of preschool children.
Closed-ended questions were asked to the mothers to indicate the daily TV
viewing time and computer usage time of their children in hours. The obtained
durations were converted into minutes. Total technological device usage was
obtained by summing TV viewing time and computer usage time. The ability to
monitor the content of technological device usage was collected with a
closed-ended two-option question (1 = I could not control, 2 = I could
control). Expert opinions were obtained from three academics working in the
field regarding the form. After the adjustments based on expert feedback, a
pilot study was conducted with five people. Data collection started following
the pilot study.
2.3. DATA COLLECTION
After
obtaining the necessary ethics committee approval and institutional permissions
for the research, the purpose of the study was explained to school
administrators and teachers. Through the school, parents were reached, and the
aim of the research was explained to them, and the necessary verbal permissions
were obtained. After collecting the permissions and consent forms, researchers
spent a day with the children in the classrooms to establish a trust
environment between the researchers and the children. Once the children's trust
was gained, data were collected through individual and face-to-face interviews
with the children and their parents. Forms filled out by individuals other than
the mothers were not included in the study. A total of 420 mothers and children
were included in the study. Data from the survey forms were transferred to
Microsoft Excel. The children's daily TV viewing time and computer usage time
were calculated in minutes, and the data were transferred to the SPSS 26.0
statistical software package.
2.4. ETHICAL CONSIDERATIONS
Approval
for conducting the research was obtained from the Ethics Committee of a
University (06.03.2024; protocol no: GO 2024/163). Written permission was also
obtained from the District Directorate of National Education in the Bucak district of Burdur
province, where the research was conducted. Informed consent was obtained from
the parents constituting the research sample after providing necessary
explanations about the purpose, method, duration, and significance of the
research, in line with the principle of voluntariness. The research was
conducted in accordance with the principles of the Declaration of Helsinki.
2.5. DATA ANALYSIS
A normality
test was conducted to check whether the data were normally distributed. Since
the study group consisted of more than 50 people and to examine the normality
assumptions of the tests used, the Kolmogorov-Smirnov Test was conducted.
According to the results of the Kolmogorov-Smirnov Test and the
skewness-kurtosis distributions, it was assumed that the data were normally
distributed. According to these assumptions, the Independent Sample t-test was
used to determine whether the children's TV viewing time, computer usage time,
total technological device usage time, and the ability to monitor technological
device usage contents differed according to the mothers' employment status. The
analysis of whether the children's TV viewing time, computer usage time, total
technological device usage time, and the ability to monitor technological
device usage contents differed according to the mothers' age, educational
level, and number of children was performed using variance analysis (ANOVA).
The Bonferroni test was applied to determine between which groups the
differences occurred following the variance analysis results.
3. RESULTS
Table 1
shows that the children's daily TV watching time ranges from a minimum of 20
minutes to a maximum of 600 minutes, with an average of 110.5±10.2 minutes. The
daily computer usage time ranges from a minimum of 15 minutes to a maximum of
370 minutes, with an average of 92.3±9.6 minutes. The total daily media usage
and exposure time ranges from a minimum of 10 minutes to a maximum of 720
minutes, with an average of 186.6±11.9 minutes.
Table 1
Table 1 Children's Daily Use of Technological Devices (n=420) |
||||
n |
Min (Minutes) |
Max (Minutes) |
Mean ± SD |
|
TV |
420 |
20 |
600 |
110.5±10.2 |
Computer |
420 |
15 |
370 |
92.3±9.6 |
Mobile phone |
420 |
20 |
480 |
120±10.5 |
Total |
163 |
10 |
720 |
186.6±11.9 |
As seen in Table 2,
the TV program content of 298 children (71.0%) was monitored by their mothers,
while the content of the TV programs watched by 122 children (29.0%) was not
monitored by their mothers. The content of the phones used by 202 children
(48.1%) was monitored by their mothers, while the content of the phones used by
218 children (51.9%) was not monitored by their mothers.
Table 2
Table 2 Controlling the TV Content Children Watch and the Computer and Phone Content they Use |
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Media
usage |
Controllability |
N |
% |
Watching
TV |
Yes |
298 |
71.0 |
No |
122 |
29.0 |
|
|
Total |
420 |
100.0 |
Using
a computer |
Yes |
254 |
60.4 |
No |
52 |
39.6 |
|
|
Total |
420 |
100.0 |
Using
mobile phone |
Yes |
202 |
48.1 |
No |
218 |
51.9 |
|
Total |
420 |
100.0 |
In Table 3,
it was determined that children's TV watching time and
phone playing time significantly differed according to the mother's employment
status (t=1031.251, p<0.001; t=986.562, p=0.003, respectively).
Children's TV watching time and phone usage time significantly varied in favor of working mothers. It was found that children's
computer usage time did not significantly differ according to the mother's
employment status (t=2889.235, p=0.231). The total media usage and exposure
time of children showed a statistically significant difference according to the
mother's employment status (t=2087.010, p=0.018). Additionally, it was observed
that the monitoring of technological device usage content significantly
differed according to the mother's employment status (t=1201.141, p=0.006).
Table 3
Table 3 Examination of Children's Media Usage Time and Content Control According to Mother's Working Status |
||||||
Media usage |
Working status |
n |
Mean ± S.D |
|
t |
p |
TV |
Yes |
172 |
96.32±11.65 |
|
1031.251 |
0.001* |
No |
248 |
148.22±13.01 |
|
|
|
|
Computer |
Yes |
172 |
82.25±09.65 |
|
2889.235 |
0.231 |
|
No |
248 |
88.27±10.02 |
|
|
|
Mobil phone |
Yes |
172 |
156.85±12.75 |
|
986.562 |
0.003* |
|
No |
248 |
214.12±13.01 |
|
|
|
Total time |
Yes |
172 |
146.02±146 |
|
2087.010 |
0.018* |
|
No |
248 |
128.06±11.14 |
|
|
|
Controllability |
Yes |
172 |
128.87±08.16 |
|
1201.141 |
0.006* |
|
No |
248 |
87.41±09.15 |
|
|
|
*p<0.05 |
Table 4
shows that children's TV watching time significantly differed according to the
mother's age (X=11.512, p=0.008). Further analysis to determine the source of
this difference revealed that children of mothers aged 36 and above had
significantly longer TV watching times compared to other groups. It was found
that children's computer usage time did not significantly differ according to
the mother's age (X=0.798, p=0.568). Children's phone usage time significantly
differed according to the mother's age (X=13.854, p=0.003). Further analysis to
determine the source of this difference revealed that children of mothers aged
36 and above had significantly longer phone usage times. It was found that the
monitoring of media usage content significantly differed according to the
mother's age (X=8.144, p=0.014). Further analysis to determine the source of
this difference revealed that children of mothers aged 36 and above had
significantly more monitored usage times.
Table 4
Table 4 Examining Children's Media Usage Time and Content Control According to Mother's Age |
||||||
Media usage |
Age (years) |
n |
Mean±SD |
X2 |
p |
Differences* |
TV |
20-25a |
51 |
78.64±8.41 |
|
|
|
26-35b |
292 |
89.62±6.85 |
11.512 |
0.008 |
c>b>a |
|
36 and overc |
77 |
116.48±10.32 |
||||
Computer |
20-25a |
51 |
88.28±9.23 |
|
|
|
26-35b |
292 |
91.04±7.65 |
0.798 |
0.568 |
||
36 and overc |
77 |
86.51±8.16 |
||||
Mobil phone |
20-25a |
51 |
82.22±8.45 |
|
|
|
|
26-35b |
292 |
98.04±8.98 |
13.854 |
0.003 |
c>a,b |
36 and overc |
77 |
116.25±10.25 |
||||
Controllability |
20-25a |
51 |
93.71±9.19 |
|
|
|
26-35b |
292 |
81.66±7.16 |
8.144 |
0.014 |
c>a>b |
|
36 and overc |
77 |
124.15±11.24 |
||||
*Bonferroni correction |
According to Table 5,
it was found that children's TV watching time significantly differed according
to the mother's educational level (X=17.752, p=0.002). Further analysis to
determine the source of this difference revealed that children of university
graduate mothers had significantly lower TV watching times compared to other
groups. It was found that children's computer usage time significantly differed
according to the mother's educational level (X=7.725, p=0.021). Further
analysis revealed that children of mothers with middle school and high school
education had significantly higher computer usage times compared to children of
mothers with primary school and university education. It was found that
children's phone usage time significantly differed according to the mother's
educational level (X=16.341, p=0.003). Further analysis revealed that children
of university graduate mothers had significantly lower phone usage times
compared to other groups. It was found that the monitoring of media usage
content significantly differed according to the mother's educational level
(X=19.140, p=0.001). Comparisons between university and middle school, and
university and high school, revealed that university graduate mothers
significantly differed in favor of monitoring
technological device contents.
Table 5
Table 5 Examining Children's Media Usage Time and Content Control According to Mother's Education Level |
||||||
Education level |
n |
Mean
± SD |
X2 |
p |
Differences* |
|
TV |
Primary
schoola |
58 |
106,81±12.4 |
|
|
|
Middle
schoolb |
46 |
101.44±10.8 |
17.751 |
0.002 |
d<a,b,c |
|
High
schoolc |
156 |
92.82±9.9 |
||||
Universityd |
160 |
76.01±7.6 |
||||
Computer |
Primary
schoola |
58 |
72.17±6.5 |
|
|
|
Middle
schoolb |
46 |
93.15±8.4 |
7.725 |
0.021 |
a,d<b,c |
|
High
schoolc |
156 |
101.22±9.1 |
||||
Universityd |
160 |
79.53±7.2 |
||||
Mobil phone |
Primary
schoola |
58 |
115.46±12.1 |
|
|
|
|
Middle
schoolb |
46 |
94.74±10.8 |
16.341 |
0.003 |
d<b,c<a |
|
High
schoolc |
156 |
105.14±10.1 |
|
|
|
|
Universityd |
160 |
82.22±9.2 |
|
|
|
Controllability |
Primary
schoola |
58 |
86.74±8.5 |
|
|
|
Middle
schoolb |
46 |
67.45±6.7 |
19.14 |
0.001 |
b<a,c<d |
|
High
schoolc |
156 |
82.21±8.1 |
||||
Universityd |
160 |
107.15±10.3 |
||||
*Bonferroni
correction |
4. DISCUSSION
The
objective of our research is to investigate the level of media use of preschool
children. It is a research conducted to find out which
social media are effective on children's behaviors
and how much they are monitored.
The
use of mobile screen environments such as smartphones and tablets by young
children is increasing rapidly. However, research on the effects of screen time
exposure on children's development has lagged behind
the rate of increase in use Radesky et al. (2015).
Prolonged screen time in preschool children has been associated with attention
problems, aggressive behaviors, physical inactivity, obesity,
and sleep problems Poitras et al. (2017).
Spending too much time in front of the screen negatively affects muscle
movements, fine and gross motor development, and hand and eye coordination
deteriorates in children in the developmental age. Sharing skills do not
develop in children who cannot cooperate, and the emotional development of
children whose ability to take responsibility is negatively affected is at risk
Mustafaoğlu et al. (2018).
In some studies, it is seen that parents find the screen useful in increasing
the time children spend in front of the screen, evaluate it as a care tool and
supportive of children's development, and allow children to watch it to eat,
calm down and distract themselves Ateş & Saltalı (2019), Papadakis
et al. (2019), Yoldaş & Özmert (2020).
In a
study conducted by Akkuş et al. (2015), 155 parents with children aged
3-60 months were evaluated and it was found that 21.2% of the children did not
watch TV at all, 31% watched TV up to two hours a day and 47.7% watched TV for
two hours or more Akkuş et al. (2015). This study was determined that
the average TV viewing time of these children was 110.5 minutes, the average
computer viewing time was 92.3 minutes and the average phone use time was 120
minutes. Since TV content and computer games can also be watched and used on
phones and tablets, the durations were taken together and named as mobile
screen exposure. The results of research by the European Kids Online project
group show that from 2010 to 2015, the number of children using online devices
in Turkey doubled and the age of first use of the internet decreased from five
to two years old Aslan & Karakus Yilmaz
(2021).
The fact that the children who participated in our study were exposed to media
use for an average of 186.6 minutes shows how big a place mobile screens have
in our lives.
This
study was determined that children's TV watching time and phone playing time
significantly differed according to the mother's employment status. The total
media usage and exposure time of children showed a statistically significant
difference according to the mother's employment status. Further analysis to
determine the source of this difference revealed that children of mothers aged
36 and above had significantly more monitored usage times.
In
order to
protect children from the negative effects of the content they watch, parents
as well as content producers and educators have great responsibilities.
Cognitive functions such as impulse control, self-regulation, mental
flexibility, and the ability to understand the thoughts and feelings of others
are negatively affected in children who stay in front of the screen alone.
Children's imagination, language development and information processing skills
may also lag behind developmentally Mustafaoğlu et al. (2018).
Yalçın et al. found that 42.7% of parents watched TV with their children
and shared the content of the programs with their children. In order to
minimize the dangers awaiting preschool children, the digital games played and cartoons watched by children should be examined
by families in advance and even watched together. Parents should constantly
check the applications installed on their phones and tablets, limit the time
the child spends in front of the screen and should not leave the child alone in
digital environments Akça & Çilekçiler
(2019).
It is recommended that families should raise awareness, set limits on screen
time in line with their children's needs, play games with their children and
increase the time allocated for games, and increase the time children spend
with their peers in order to reduce the time children
spend in front of screens and prevent the negative effects of screen exposure.
Screen time should not always be alone time and parents should know which
platforms their children use in the virtual environment and which websites they
visit Akca & Ayaz Alkaya (2019).
Lin
et al. (2021) examined the effects of parent
training on screen time, sleep disturbances and psychosocial adaptation in
preschool children. The parent training program helped to effectively reduce
screen time among preschool children. It also effectively improved children's
sleep quality and attention score, but did not produce
a significant difference in internalizing or externalizing scores. A study in
southern Taiwan found that young children who spent too much time with
touchscreen devices had increased emotional problems, anxious/depressive
symptoms, somatic complaints, social withdrawal symptoms, attention problems
and aggressive behaviors Lin
et al. (2021). McArthur et al. (2020) found that low maternal
education and high levels of maternal screen use were associated with high
levels of persistent screen use in children McArthur et al. (2020). In the study conducted by Kühhirt & Klein (2020), as the education level of
parents increases, the time they allow their children to use screens decreases Kühhirt & Klein (2020). This study, it was determined
that as the level of education of parents increased, children's TV time
decreased. It was found that children's TV watching time significantly differed
according to the mother's educational level. Further analysis to determine the
source of this difference revealed that children of university graduate mothers
had significantly lower TV watching times compared to other groups. Comparisons
between university and middle school, and university and high school, revealed
that university graduate mothers significantly differed in favor
of monitoring technological device contents.
5. CONCLUSION
As a result of the increase in mobile devices in all areas of our lives, children's media exposure and the time children spend with mobile devices have increased. According to the data we obtained in this study, children's media exposure is increasing. This study shows that parental control has a positive effect on media exposure. As parental control over their children increases, the duration of media exposure decreases. Effective guidance should be provided to families to improve the quality of time spent with mobile devices, minimize harmful effects as much as possible and maximize the beneficial effects. Families should be informed to establish healthy communication with their children, especially when feeding them and before putting them to sleep. This study may provide insight into the mobile screen viewing habits of preschool children in Turkey; however, comprehensive studies with a larger number of children, including school-age children, can examine all dimensions of mobile screen exposure.
CONFLICT OF INTERESTS
None.
ACKNOWLEDGMENTS
The authors would like to thank parents and children their kind support during.
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