Page 120 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 120
avje otrok in mladostnikov | health of children and adolescents 118 line with previous studies which found that playing prosocial games can have a
positive effect on children’s prosocial behaviour (Gentile et al., 2009).
All the correlations are rather weak, but they still indicate that some as-
pects of DM use might be related to certain socio-emotional and health out-
comes in preschool children.
Unsurprisingly, our results indicate that parents with positive perception
of DM have children that spend more time using it, which is confirmed by sim-
ilar studies (Vaala & Hornik, 2014). Furthermore, enabling parental mediation
of their children’s use of DM often leads to an increase in time children spend
using DM, and is positively related to both more opportunities for learning,
but also more risks (Livingstone et al., 2017). Not surprisingly, parents who re-
port more frustration and attention problems in their children have more pro-
nounced negative perception of DM use.
Conclusion
Results from this small-scale study point to the importance of limiting total
screen time for preschool children, since it might be related to negative health
and socio-emotional outcomes. Furthermore, the results point to different re-
lations regarding the specific content children use, with educational games be-
ing related to some positive socio-emotional outcomes. Further research is re-
quired on more representative samples, possibly using experimental design.
References
GENTILE, D. A., ANDERSON, C. A., YUKAWA, S., IHORI, N., SALEEM, M.,
MING, L. K., … SAKAMOTO, A. (2009). The effects of prosocial video
games on prosocial behaviours: international evidence from correlation-
al, longitudinal, and experimental studies. Personality & social psycholo-
gy bulletin, vol. 35, no. 6, pp. 752–763.
MARSH, J. (2004). The techno-literacy practices of young children. Journal of
Early Childhood Research, vol.2, no. 1, pp. 55–66.
NIKKEN, P. &SCHOLS, M. (2015). How and Why Parents Guide the Media
Use of Young Children. Journal of Child and Family Studies, vol. 24, pp.
3423-3435.
LIVINGSTONE, S., ÓLAFSSON, K., HELSPER, E.J., LUPIÁŃEZ-VIL-
LANUEVA, F., VELTRI, G.A. and FRANS FOLKVORD, F. (2017). Max-
imizing Opportunities and Minimizing Risks for Children Online: The
Role of Digital Skills in Emerging Strategies of Parental Mediation. Jour-
nal of Communication, vol. 67, no. 1, pp. 82-105.
Ofcom (2018). Children and parents: Media use and attitudes report 2018 [on-
line]. [viewed 5 May 2019]. Available from: https://www.ofcom.org.uk/__
data/assets/pdf_file/0024/134907/Children-and-Parents-Media-Use-and-
Attitudes-2018.pdf
positive effect on children’s prosocial behaviour (Gentile et al., 2009).
All the correlations are rather weak, but they still indicate that some as-
pects of DM use might be related to certain socio-emotional and health out-
comes in preschool children.
Unsurprisingly, our results indicate that parents with positive perception
of DM have children that spend more time using it, which is confirmed by sim-
ilar studies (Vaala & Hornik, 2014). Furthermore, enabling parental mediation
of their children’s use of DM often leads to an increase in time children spend
using DM, and is positively related to both more opportunities for learning,
but also more risks (Livingstone et al., 2017). Not surprisingly, parents who re-
port more frustration and attention problems in their children have more pro-
nounced negative perception of DM use.
Conclusion
Results from this small-scale study point to the importance of limiting total
screen time for preschool children, since it might be related to negative health
and socio-emotional outcomes. Furthermore, the results point to different re-
lations regarding the specific content children use, with educational games be-
ing related to some positive socio-emotional outcomes. Further research is re-
quired on more representative samples, possibly using experimental design.
References
GENTILE, D. A., ANDERSON, C. A., YUKAWA, S., IHORI, N., SALEEM, M.,
MING, L. K., … SAKAMOTO, A. (2009). The effects of prosocial video
games on prosocial behaviours: international evidence from correlation-
al, longitudinal, and experimental studies. Personality & social psycholo-
gy bulletin, vol. 35, no. 6, pp. 752–763.
MARSH, J. (2004). The techno-literacy practices of young children. Journal of
Early Childhood Research, vol.2, no. 1, pp. 55–66.
NIKKEN, P. &SCHOLS, M. (2015). How and Why Parents Guide the Media
Use of Young Children. Journal of Child and Family Studies, vol. 24, pp.
3423-3435.
LIVINGSTONE, S., ÓLAFSSON, K., HELSPER, E.J., LUPIÁŃEZ-VIL-
LANUEVA, F., VELTRI, G.A. and FRANS FOLKVORD, F. (2017). Max-
imizing Opportunities and Minimizing Risks for Children Online: The
Role of Digital Skills in Emerging Strategies of Parental Mediation. Jour-
nal of Communication, vol. 67, no. 1, pp. 82-105.
Ofcom (2018). Children and parents: Media use and attitudes report 2018 [on-
line]. [viewed 5 May 2019]. Available from: https://www.ofcom.org.uk/__
data/assets/pdf_file/0024/134907/Children-and-Parents-Media-Use-and-
Attitudes-2018.pdf
