D Buried The Anti Parent Parenting Blog

D Buried The Anti Parent Parenting Blog – Household Consumption Diversity of Internal Migrants in Host Cities: A Comparison of Skilled Migrants and Labor Migrants in China

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D Buried The Anti Parent Parenting Blog

D Buried The Anti Parent Parenting Blog

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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 research, conducted as part of a needs analysis project, presents the results of preliminary work on the development of a digital parenting education program from scratch for parents of preschool children in Edirne, Turkey. A convenient sampling method was used and a group of 231 parents participated in the study. This descriptive sequential mixed methods study used both qualitative and quantitative methods. A digital measure of parental attitudes was used to collect data along with a questionnaire developed by the authors. In conclusion, it is understood; (a) the participants’ digital parents perception scores were very low, with an average score of 21.74; (b) half of the participants were unwilling to participate in the digital parenting education program, and those unwilling to participate were also those with negative digital parenting attitudes; (c) not only gender and employment status, but also other variables such as digital footprints and perceptions of cyberbullying make significant differences in perceptions of digital parenting; (d) Turkish parents’ definitions show that they tend to understand digital parenting only as a screen time policy; and (e) digital parenting education programs should focus not only on non-digital parenting skills, but also (traditional) and sustainability concepts. The results highlight the importance of raising public awareness about children’s economic use online, concepts related to digital parenting, and engaging in conversations with children about this important issue. Further research may be needed on this topic, particularly on (a) a greater focus on sustainability, (b) greater support from male partners, and (c) specific barriers to participation in digital parenting education.

Digital parents; parent education; adult education; lifelong learning; screen time; digital parents of preschoolers; parent education; adult education; lifelong learning; screen time; preschool children

With the rapid development of information and communication technology worldwide, the number of internet, computer and smartphone users is increasing. The April 2020 Digital World Statshot Report [1] shows that from April 2019 to April 2020, the number of global internet users increased by 301 million, while the number of media users increased social up 304 million to 4.57 billion and 3.81 billion respectively. , respectively. Also, the number of smartphone users increased by 128 million to 5.16 billion.

D Buried The Anti Parent Parenting Blog

The same results can be seen for Turkey, which has a population of almost 84 million, and the number of Internet and social media users reached 62 and 54 million respectively in 2020 [2]. According to a survey conducted by the government in 2019, the Internet connection rate of Turkish citizens aged 16-74 is 75.3%, and 88.3% of Turkish households are connected to the Internet [3]. In addition, according to a survey, 89% of the Turkish population owns a smartphone, 67% owns a laptop computer, and 45% owns a tablet computer. These numbers are intended to show how access to the Internet through information and communication technologies is expanding globally and regionally.

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Also, the frequency of computer and internet use among children is shown in several studies. In particular, it has been proven that the age at which children are allowed to learn and use touch screen devices connected to the Internet is decreasing day by day [4]. Yengil, Guner, and Toprakkaya [5] found that 26.2% of children were introduced to Internet-connected devices at 1-2 years of age and 40.5% at 2-3 years of age in a study of parents with 3-6-year-olds. – older children. year, 23.8% at age 3 to 4, and only 9.5% after age 4. Ahearne et al. [6] found that 2 out of 3 children aged 0-3 years in the UK spend around 15 minutes in front of a touchscreen device each day, and 1 out of 3 children can use advanced gestures such as bypassing the machine. screen lock. Device literacy increases rapidly with age, and another study showed that children in the preschool age group are able to use at least one type of smart device (tablet or smartphone) or computer, and watch television regularly every day [7]. Although half of the preschool children in this study spent less than an hour a day using Information and Communication Technology (ICT) devices; It also showed that 26% spent more than 2 and 4% more than 4 hours in front of the screen. Kenanoglu and Cahyaoglu [8] 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, research has shown that exposure to unsupervised and unrestricted technology poses many physical and psychological risks to young children. These include health problems related to vision and posture, as well as psychiatric and behavioral problems such as alienation, addiction, hyper-competition, and impersonation [9, 10, 11]. Preventing physical, psychological, social and academic problems in children exposed to ICT at a young age requires parental advice and exemplary behaviour. So, according to the American Academy of Pediatrics, for preschoolers; Safe, productive and fun activities in the online world are directly related to parental involvement [12]. The association also said that children aged 18-24 months can learn better and retain content in a digital environment if they watch and talk to their parents. Children tend to imitate at a young age, which requires parents to model correct and ethical behavior in the digital environment and ICT use practices [13]. All this is called “digital parenting”, which requires parents to show good behavior and prevent risks in the use of the Internet and digital technologies.

Therefore, this study aims to investigate the perceptions of digital parenting of Turkish parents with preschool children, try to identify demographic and marginal factors that influence digital parenting, and how these parents perceive digital parenting. An investigation was also carried out on how participants would participate in a digital parenting education program, and results were discussed in relation to the academic literature, especially in the area of ​​prevention of participation in long-term learning programs. life

Children born in the 21st century believe that digital devices and the Internet are essential in their lives. Although ICT has a positive effect on the psychomotor, social, linguistic and cognitive development of children [14, 15], risks and problems related to the excessive, careless and uncontrolled use of ICT are also visible. In addition, these people were the so-called digital natives, and the need to protect them from such risks and problems gave rise to the concept of digital parenting [16].

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Needless to say, the family is the first social environment in which children try to fulfill their needs for learning, discovery and understanding. For this reason, parents

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