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Received: 10/08/2020 / Revised: 8/09/2020 / Approved: 10/09/2020 / Published: 16/09/2020
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This research, conducted as a needs analysis project, reflects the results of the preliminary work, which aims to design a digital parenting training program for parents of preschool children in Edirne Province, Turkey, from the ground up. The study used a practical sampling method and a group of 231 parents participated in the study. This sequential, descriptive, mixed-methods study used qualitative and quantitative methods. For data collection purposes, a digital parental attitude scale and a questionnaire developed by the authors were used. Finally, it was understood that; (a) participants’ digital parenting attitude scores were found to be relatively low, with a mean score of 21.74; (b) half of the participants did not want to participate in the digital parenting training program and those who did not want to participate were also those who showed a bad attitude towards digital parenting; c) in addition to gender and employment status, other variables, such as awareness of digital footprint concepts or cyberbullying, lead to significant differences in digital parenting attitudes; (d) Descriptive narratives of Turkish parents show that they tend to view digital parenting only as a politics of screen time; and e) digital parenting education programs should focus not only on digital but also on (traditional) parenting skills and the concept of sustainable development. The results highlight the importance of raising awareness among the general public about concepts related to digital parenting and the financial exploitation of children in the cyber world and starting a conversation with the child about this critical issue. Further research on this topic may be needed, particularly with (a) more emphasis on sustainability, (b) more input from male participants, and (c) specific disincentives to engage in digital parenting.
Digital parenting; parent education; further education; lifelong learning; frame time; digital parenting of preschool children; parent education; further education; lifelong learning; frame time; preschool children
The number of Internet, computer and smartphone users is increasing worldwide due to the rapid development of information and communication technology. The results of the Digital 2020 April Global Statshot report  show that from April 2019 to April 2020, the number of global internet users increased by 301 million, while the number of social media users increased by 304 million to 4.57 billion and 3.81 billion. , that is. The number of smartphone users also increased by 128 million to 5.16 billion.
Similar results can be seen in Turkey, a country of nearly 84 million inhabitants, where the number of Internet and social media users rose to 62 and 54 million respectively in 2020 . A government survey in 2019 showed that 75.3 percent of Turkish people between the ages of 16 and 74 have Internet access, and that 88.3 percent of Turkish homes have Internet access . In addition, it was found that in terms of device owners, 89% of the Turkish population owns a smartphone, 67% owns a laptop computer, and 45% owns a tablet computer . These figures illustrate how Internet access through ICT has expanded both globally and regionally.
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Numerous studies also show the popularity of computer and Internet use among children. In particular, it has been shown that children are introduced to Internet-connected touchscreen devices soon after birth, and the age at which they are allowed to use them is decreasing day by day . Yengil, Güner and Toprakkaya  conducted a survey of parents with children aged 3 to 6 years and found that 26.2% of children were familiar with Internet-enabled devices at 1-2 years of age and 40.5% at 1 year of age. 2-3 years. 23.8% at 3-4 years and only 9.5% after 4 years. Ahearne et al.  found that in the UK, 2 out of 3 children aged 0-3 years spend around 15 minutes daily in front of a touchscreen device, and that 1 in 3 such children can control advanced movements such as swiping the device’s lock screen. Device literacy increases rapidly with age, and another study shows that by preschool age, children are able to use at least one type of smart device (tablet or smartphone) or computer and watch TV regularly every time. day. . Although it was shown that half of the preschoolers in this study spend less than an hour a day using information and communication technology (ICT) devices; It was also shown that 26% spent more than 2 hours and 4% more than 4 hours in front of the screen. Kenanoğlu and Kahyaoğlu  also studied preschool children and showed that 36% of them use the Internet daily and 27.8% use it weekly.
Despite the widespread use of ICT among children, studies have shown that the uncontrolled and unrestricted exposure of young children to technology carries many physiological and psychological risks. These include health problems related to vision or posture, as well as mental health or behavioral problems such as withdrawal, addiction, excessive competitiveness and pretentiousness [9, 10, 11]. Prevention of possible physical, psychological, social or academic problems in later years in children who have been exposed to ICT in earlier years emphasizes parental counseling and behavior modeling. The American Academy of Pediatrics has therefore stated that for preschoolers; safe, productive and enjoyable activities in the cyber world are directly related to parental involvement . The association also stated that 18- to 24-month-olds learn and retain content found in the digital environment better, as long as they interact with the content with their parents, watch and discuss together. The fact that children are already inclined to imitate at an early age requires role models from parents in appropriate and ethical behavior in the digital environment and in the usage habits of information and communication technology . All such actions that parents require to prevent risks and demonstrate exemplary behavior in the use of the Internet and digital technology are collectively called “digital parenting”.
The purpose of this study is therefore to investigate digital parenting attitudes among Turkish parents with preschool-aged children in order to determine demographic or peripheral factors that influence digital parenting and to describe how these parents perceive digital parenting. The probability of participating in a digital parenting training program was also examined and the results were considered in the light of academic literature, especially regarding the refusal to participate in a lifelong learning program.
Children born in the 21st century will soon arrive and adapt to a digitally interconnected world, eventually finding digital devices and the Internet essential to their lives. Despite the positive impact of ICT on children’s psychomotor, social, linguistic and cognitive development [14, 15], the risks and problems associated with excessive, reckless and uncontrolled use of information and communication technology are also very evident. Moreover, it was these so-called digital natives and the need to protect them from such risks and problems that influenced the concept of digital parenting .
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It goes without saying that the family is the first social environment where children seek to fulfill their needs for learning, discovery and fertilization. Hence, to parenthood
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