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Received: August 10, 2020 / Revised: September 8, 2020 / Accepted: September 10, 2020 / Published: September 16, 2020
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This study, conducted as a needs assessment project, presents the results of preliminary work to design a digital parenting program for parents of preschool children in Edirne Province, Turkey. A convenience sampling method was used and a group of 231 parents participated in the study. This systematic mixed method study with a descriptive character used both qualitative and quantitative methods. The Digital Parenting Attitude Scale is used for data collection, along with a questionnaire developed by the authors. In conclusion, it was understood that; (a) Participants’ digital parenting behavior scores were found to be relatively low, with a mean score of 21.74; (b) half of the participants were unwilling to participate in a digital parenting education program and those who did not want to participate were also those who showed poor attitudes towards digital parenting; (c) not only gender and employment status, but also other variables such as awareness of digital parenting perceptions or significant differences in digital parenting behavior as a result of cyberbullying; (d) descriptive accounts of Turkish parents indicate that they tend to view digital parenting as policies focused only on screen time; and (e) digital parenting programs should focus not only on digital, but also on (traditional) parenting skills and concepts of stability. The results highlight the importance of raising public awareness of digital parenting concepts as well as the economic exploitation of children in the cyber world and engaging in a dialogue with children on this crucial topic. Further research on the topic, in particular (a) greater emphasis on stability, (b) greater participation of male participants, and (c) specific barriers to participation in digital parenting education is needed.
Digital parenting; parental education; adult education; lifelong learning; screen time; digital education of preschoolers; parental education; adult education; lifelong learning; screen time; preschoolers
The number of internet, computer and smartphone users is rapidly increasing worldwide in information and communication technology. The Digital 2020 April Global Status Snapshot report  found that from April 2019 to April 2020, the number of Internet users worldwide increased by 301 million, while the number of social media users increased by 304 million to 4.57 billion and 3.81 billion reached. . , respectively. The number of smartphone users also increased by 128 million to 5.16 billion.
Such results can be seen in the case of Turkey, a country of about 84 million people, where the number of internet and social media users reached 62 and 54 million respectively in the year 2020. A government survey conducted in 2019 showed that the internet access rate for Turks aged 16-74 is 75.3% and that 88.3% of Turkish households have an internet connection . Furthermore, it has been researched that in terms of device ownership, 89% of the Turkish population owns a smartphone, while 67% owns a laptop and 45% owns a tablet PC . These statistics illustrate how access to the Internet via information and communication technology has developed globally and regionally.
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Many studies also describe the popularity of computer and Internet use among children. In particular, it has been shown that children are introduced to internet-connected touchscreen devices not long after birth and that the age at which they are allowed to use them is decreasing by the day . Yengil, Güner and Toprakkaya  surveyed parents of 3- to 6-year-old children and found that 26.2% of children were introduced to internet-connected devices at the age of 1 to 2 years, 40.5% at the age of 2 to 3 years of age. in the. years, 23.8% in 3 to 4 years, and only 9.5% after 4 years. Ahearne et al.  found that in the UK 2 in 3 children aged 0-3 spent about 15 minutes a day in front of a touchscreen device and 1 in 3 were capable of advanced gestures of control such as the ignore the device. . Lock the screen. Device proficiency increases rapidly with age, while other research shows that preschool-aged children can use at least one type of smart device (tablet or smartphone) or computer to run, and they also regularly watch television every day. . However, this survey found that half of preschoolers spend less than an hour using information and communication technologies (ICT). It was also found 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 access the Internet daily and 27.8% weekly.
Despite the widespread use of ICT among children, studies have shown that uncontrolled and unrestricted exposure to technology in young children carries many physical and psychological risks. These include health problems related to vision or attitude, as well as mental or behavioral problems such as loneliness, addiction, over-competition and discrimination [9, 10, 11]. Prevention of more physical, psychological, social or educational problems that may arise later in life in children exposed to ICT at a younger age emphasizes parental guidance and modeling behaviour. So the American Academy of Pediatrics has stated that as for preschoolers; Safe, productive and enjoyable activities in the cyber world are directly linked to parental involvement . The association also states that children aged 18 to 24 months learn and remember better content found in digital environments when they use the content with their parents, while watching and talking about it together. The fact that children are prone to imitation from an early age means that parents should also be role models in appropriate and ethical behavior in the digital environment, as well as in ICT usage habits . All in all, the actions that parents need to take to avoid risks and demonstrate exemplary behavior regarding the use of the Internet and digital technology are collectively referred to as “digital parenting”.
This study therefore seeks to investigate the digital parenting behavior of Turkish parents with preschoolers, in an effort to determine demographic or environmental factors that influence digital parenting, as well as how these parents view digital parenting. The likelihood of participants participating in a digital parenting education program was also examined and the results discussed in the light of scientific literature, especially in the area of prevention of participation in lifelong learning programmes.
Children born in the 21st century arrive and quickly adapt to a digitally interconnected world, eventually considering digital devices and the internet as indispensable to their lives. Despite the positive contribution of ICT to psychological, social, linguistic and cognitive development in children [14, 15], the risks and problems associated with irrational and uncontrolled ICT use are also very clear. Moreover, it was these so-called digital generations, and the need to protect them from such risks and problems, that required the concept of digital parents .
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Needless to say, the family is the first social environment in which children attempt to meet their learning, exploration and imagination needs. For this reason, parents
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