BOQ - Kitap Yönetim Sistemi
Kitap Bölümü

ÇOCUKLARDA DİJİTAL REFAH VE DUYGU DÜZENLEME

Abdullah Aydın
Öğr. Gör. Dr., SÜLEYMAN DEMİREL ÜNİVERSİTESİ
Erişim Durumu
Özel Erişim
Yayınlanma Tarihi
15 September 2026
Sayfa Sayısı
-
DOI

Özet

Bu bölümde çocukların dijital teknolojilerle kurduğu ilişki, dijital refah ve duygu düzenleme kavramları temelinde incelenmektedir. Öncelikle dijital refah, duygu düzenleme ve öz-düzenlemenin kavramsal ve gelişimsel temelleri açıklanmakta, ardından dijital deneyimlerin çocukların duygusal süreçleriyle nasıl ilişkilendiği ele alınmaktadır. Çocukların öfke, sıkılma, huzursuzluk ve hayal kırıklığı gibi duygular yaşadıklarında dijital araçlara yönelmeleri, ebeveynlerin bu araçları sakinleştirme amacıyla kullanmaları ve bu uygulamaların zaman içinde oluşturabileceği karşılıklı ilişkiler araştırma bulguları üzerinden değerlendirilmektedir. Ayrıca problemli medya kullanımı, teknoferans ve ebeveyn phubbingi gibi kullanım biçimlerinin çocukların duygusal ve davranışsal gelişimiyle bağlantıları incelenmektedir. Bölümde çocuğun özellikleri, aile ortamı, içerik seçimi, yetişkin rehberliği ve dijital ürünlerin tasarım özellikleri de dijital refahı biçimlendiren etmenler olarak ele alınmaktadır. Son bölümde ise ekran dışı sakinleşme yolları, birlikte kullanım, yaşa uygun içerikler ve eğitim ortamında uygulanabilecek destekleyici yaklaşımlar üzerinde durulmaktadır.

Anahtar Kelimeler: dijital refah, duygu düzenleme, erken çocukluk dönemi, çocuk gelişimi

Konu Alanı: Sosyal Bilimler -> Eğitim -> Çocuk Gelişimi

Bu Bölüme Atıf Yap
Aydın, A. (2026). ÇOCUKLARDA DİJİTAL REFAH VE DUYGU DÜZENLEME. In SARIÇAM, H. (Ed.), Psikoloji ve Çocuk (pp. -). Vizetek Yayıncılık. https://doi.org/10.54637/vizetek.9786253823818

American Academy of Pediatrics. (2024, April 25). Handling big emotions. https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/qa-portal/qa-portal-library/qa-portal-library-questions/handling-big-emotions/

Aydın, A. (2026). Okul öncesi dönemde dijital refah ve ergonomi. P. Ünüvar (Ed.), Okul öncesinde çocuk aile ve eğitim araştırmaları I içinde (ss. 119–146). Vizetek Yayıncılık. https://doi.org/10.54637/vizetek.9786253823290

Aygün, Ü., & Alakoç, D. (2026). Okul öncesi dönem çocuklarının dijital oyun bağımlılığı eğilimlerinin ebeveyn çocuk ilişkisi ve ebeveynlerin rehberlik stratejileri açısından incelenmesi. Buca Eğitim Fakültesi Dergisi, 68. https://doi.org/10.53444/deubefd.1636400

Bağatarhan, T. (2023). Okul öncesi dönem çocuklarında dijital oyun bağımlılık eğilimi ve problem davranışlar. e-Uluslararası Eğitim Araştırmaları Dergisi, 14(5), 179–193. https://doi.org/10.19160/e-ijer.1342294

Bağcı Çetin, B. (2024). 4-6 yaş aralığındaki çocukların dijital oyun bağımlılığı eğilimlerinin öz-düzenleme becerilerini yordayıcı rolü. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15(1), 1–14.

Bar Lev, Y., & Elias, N. (2020). Digital parenting: Media uses in parenting routines during the first two years of life. Studies in Media and Communication, 8(2), 41–48. https://doi.org/10.11114/smc.v8i2.5050

Bittner, K. (2021). Engagement and immersion in digital play: Supporting young children’s digital wellbeing. International Journal of Environmental Research and Public Health, 18(19), Article 10179. https://doi.org/10.3390/ijerph181910179

Bolch, M. B., Moore, R. M., Robertson, G. C., Scafe, M. J., & Matile Milkovich, L. (2025). Screens are not the enemy: Recommendations for developing healthy digital habits in youth. Missouri Medicine, 122(4), 297–303. https://pmc.ncbi.nlm.nih.gov/articles/PMC12331319/

Brauchli, V., Sticca, F., Edelsbrunner, P. A., von Wyl, A., & Lannen, P. (2024). Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children’s screen time in early childhood. Computers in Human Behavior, 152, Article 108057. https://doi.org/10.1016/j.chb.2023.108057

Bustamante, J. C., Fernández-Castilla, B., & Alcaraz-Iborra, M. (2023). Relation between executive functions and screen time exposure in under 6 year-olds: A meta-analysis. Computers in Human Behavior, 145, Article 107739. https://doi.org/10.1016/j.chb.2023.107739

Canaslan-Akyar, B., & Sungur, S. (2022). Preschool children’s digital media usage and self-regulation skill. Turkish Journal of Education, 11(2), 126–142. https://doi.org/10.19128/turje.889549

Cao, S., & Li, H. (2023). A scoping review of digital well-being in early childhood: Definitions, measurements, contributors, and interventions. International Journal of Environmental Research and Public Health, 20(4), Article 3510. https://doi.org/10.3390/ijerph20043510

Christakis, D. A., & Zimmerman, F. J. (2007). Violent television viewing during preschool is associated with antisocial behavior during school age. Pediatrics, 120(5), 993–999. https://doi.org/10.1542/peds.2006-3244

Cliff, D. P., Howard, S. J., Radesky, J. S., McNeill, J., & Vella, S. A. (2018). Early childhood media exposure and self-regulation: Bidirectional longitudinal associations. Academic Pediatrics, 18(7), 813–819. https://doi.org/10.1016/j.acap.2018.04.012

Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333. https://doi.org/10.1111/j.1467-8624.2004.00673.x

Coyne, S. M., Reschke, P. J., Stockdale, L., Gale, M., Shawcroft, J., Gentile, D. A., Brown, M., Ashby, S., Siufanua, M., & Ober, M. (2023). Silencing screaming with screens: The longitudinal relationship between media emotion regulation processes and children’s emotional reactivity, emotional knowledge, and empathy. Emotion, 23(8), 2194–2204. https://doi.org/10.1037/emo0001222

Coyne, S. M., Shawcroft, J., Gale, M., Gentile, D. A., Etherington, J. T., Holmgren, H., & Stockdale, L. (2021). Tantrums, toddlers and technology: Temperament, media emotion regulation, and problematic media use in early childhood. Computers in Human Behavior, 120, Article 106762. https://doi.org/10.1016/j.chb.2021.106762

Coyne, S. M., Shawcroft, J., Holmgren, H., Christensen-Duerden, C., Ashby, S., Rogers, A., Reschke, P. J., Barr, R., Domoff, S. E., Van Alfen, M., Meldrum, M., & Porter, C. L. (2024). The growth of problematic media use over early childhood: Associations with long-term social and emotional outcomes. Computers in Human Behavior, 159, Article 108350. https://doi.org/10.1016/j.chb.2024.108350

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750

Domoff, S. E., Borgen, A. L., & Radesky, J. S. (2020). Interactional theory of childhood problematic media use. Human Behavior and Emerging Technologies, 2(4), 343–353. https://doi.org/10.1002/hbe2.217

Domoff, S. E., Harrison, K., Gearhardt, A. N., Gentile, D. A., Lumeng, J. C., & Miller, A. L. (2019). Development and validation of the Problematic Media Use Measure: A parent report measure of screen media “addiction” in children. Psychology of Popular Media Culture, 8(1), 2–11. https://doi.org/10.1037/ppm0000163

Eirich, R., McArthur, B. A., Anhorn, C., McGuinness, C., Christakis, D. A., & Madigan, S. (2022). Association of screen time with internalizing and externalizing behavior problems in children 12 years or younger: A systematic review and meta-analysis. JAMA Psychiatry, 79(5), 393–405. https://doi.org/10.1001/jamapsychiatry.2022.0155

Fitzpatrick, C., Pan, P. M., Lemieux, A., Harvey, E., de Andrade Rocha, F., & Garon-Carrier, G. (2024). Early-childhood tablet use and outbursts of anger. JAMA Pediatrics, 178(10), 1035–1040. https://doi.org/10.1001/jamapediatrics.2024.2511

Günüç, S., & Atli, S. (2018). Parents’ views on the impact of technology on 18 to 24-month old infants. Addicta: The Turkish Journal on Addictions, 5(2), 205-226. https://doi.org/10.15805/addicta.2018.5.2.0047

Harsh, P., Chakrabarty, B. K., & Mahajan, I. (2018). Early exposure and adaptability of smart phone devices among young children and parental perception of their usage in a semi urban, middle class population in India. International Journal of Current Advanced Research, 7(8C), 14772–14775. https://doi.org/10.24327/ijcar.2018.14775.2690

Harverson, J., Paatsch, L., Anglim, J., & Horwood, S. (2025). Digital technology use and wellbeing in young children: A systematic review and meta-analysis. Computers in Human Behavior, 168, Article 108660. https://doi.org/10.1016/j.chb.2025.108660

Hollenstein, T., & Faulkner, K. (2024). Adolescent digital emotion regulation. Journal of Research on Adolescence, 34(4), 1341–1351. https://doi.org/10.1111/jora.13009

Jones, J. M., & Lee, L. H. (2022). Art-based mindfulness at school: A culturally responsive approach to school mental health. Psychology in the Schools, 59(10), 2085–2105. https://doi.org/10.1002/pits.22660

Kang-Yi, C. D., Chao, B., Ilyas, R., Arthurs, C., Eissenstat, S. J., & Gao, N. (2026). Effects of digital interventions implemented in schools to improve youth emotion regulation: A systematic review. Mental Health Science, 4(2), Article e70046. https://doi.org/10.1002/mhs2.70046

Konok, V., Binet, M.-A., Korom, Á., Pogány, Á., Miklósi, Á., & Fitzpatrick, C. (2024). Cure for tantrums? Longitudinal associations between parental digital emotion regulation and children’s self-regulatory skills. Frontiers in Child and Adolescent Psychiatry, 3, Article 1276154. https://doi.org/10.3389/frcha.2024.1276154

Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214. https://doi.org/10.1037/0012-1649.18.2.199

Koyuncuoğlu, D., & Akaroğlu, G. (2023). 4-6 yaş çocukların ekran kullanım alışkanlıkları ile öz düzenleme becerileri arasındaki ilişki. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 13(3), 2599–2620. https://doi.org/10.48146/odusobiad.1172837

Lemola, S., Perkinson-Gloor, N., Brand, S., Dewald-Kaufmann, J. F., & Grob, A. (2015). Adolescents’ electronic media use at night, sleep disturbance, and depressive symptoms in the smartphone age. Journal of Youth and Adolescence, 44(2), 405–418. https://doi.org/10.1007/s10964-014-0176-x

Li, H., Wu, D., Yang, J., Luo, J., Xie, S., & Chang, C. (2021). Tablet use affects preschoolers’ executive function: fNIRS evidence from the Dimensional Change Card Sort task. Brain Sciences, 11(5), Article 567. https://doi.org/10.3390/brainsci11050567

Lillard, A. S., & Peterson, J. (2011). The immediate impact of different types of television on young children’s executive function. Pediatrics, 128(4), 644–649. https://doi.org/10.1542/peds.2010-1919

Liu, X., Geng, S., Lei, T., Cheng, Y., & Yu, H. (2024). Connections between parental phubbing and electronic media use in young children: The mediating role of parent–child conflict and moderating effect of child emotion regulation. Behavioral Sciences, 14(2), Article 119. https://doi.org/10.3390/bs14020119

Loban, M., Dräger, J., & Bardid, F. (2024). Associations between screen time and mental health in childhood and adolescence: Findings from the Millennium Cohort Study [Preprint]. OSF Preprints. https://doi.org/10.31219/osf.io/ez56s

Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., Staton, S., Hayes, N., Machell, A., Torjinski, M., Brady, B., Thomas, G., Horwood, S., White, S. L. J., Zabatiero, J., Rivera, C., & Cliff, D. (2024). Early childhood screen use contexts and cognitive and psychosocial outcomes: A systematic review and meta-analysis. JAMA Pediatrics, 178(10), 1017–1026. https://doi.org/10.1001/jamapediatrics.2024.2620

Maras, D., Flament, M. F., Murray, M., Buchholz, A., Henderson, K. A., Obeid, N., & Goldfield, G. S. (2015). Screen time is associated with depression and anxiety in Canadian youth. Preventive Medicine, 73, 133–138. https://doi.org/10.1016/j.ypmed.2015.01.029

McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Longitudinal associations between parent technology use, parenting stress, and child behavior problems. Pediatric Research, 84(2), 210–218. https://doi.org/10.1038/s41390-018-0052-6

McMahon, C., & Aiken, M. (2015). Introducing digital wellness: Bringing cyberpsychological balance to healthcare and information technology. In 2015 IEEE International Conference on Computer and Information Technology, Ubiquitous Computing and Communications, Dependable, Autonomic and Secure Computing, and Pervasive Intelligence and Computing (pp. 1417–1422). IEEE. https://doi.org/10.1109/CIT/IUCC/DASC/PICOM.2015.212

Moreno, M. A., Radesky, J., Walsh, M. C., & Tomopoulos, S. (2024). The family media plan. Pediatrics, 154(6), Article e2024067417. https://doi.org/10.1542/peds.2024-067417

Munzer, T. G., Miller, A. L., Peterson, K. E., Brophy-Herb, H. E., Horodynski, M. A., Contreras, D., Sturza, J., Lumeng, J. C., & Radesky, J. S. (2018). Media exposure in low-income preschool-aged children is associated with multiple measures of self-regulatory behavior. Journal of Developmental & Behavioral Pediatrics, 39(4), 303–309. https://doi.org/10.1097/DBP.0000000000000560

Munzer, T., Milkovich, L. M., Madigan, S., Tomopoulos, S., Parga-Belinkie, J., Ajumobi, T., Cross, C., Gerwin, R., & Council on Communications and Media. (2026). Digital ecosystems, children, and adolescents: Technical report. Pediatrics, 157(2), e2025075321. https://doi.org/10.1542/peds.2025-075321

Munzer, T., Parga-Belinkie, J., Milkovich, L. M., Tomopoulos, S., Ajumobi, T., Cross, C., Gerwin, R., Madigan, S., & Council on Communications and Media. (2026). Digital ecosystems, children, and adolescents: Policy statement. Pediatrics, 157(2), e2025075320. https://doi.org/10.1542/peds.2025-075320

National Association for the Education of Young Children, & Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8 [Position statement]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ps_technology.pdf

Naumann, S., Bayer, M., Kirst, S., van der Meer, E., & Dziobek, I. (2023). A randomized controlled trial on the digital socio-emotional competence training Zirkus Empathico for preschoolers. npj Science of Learning, 8, Article 20. https://doi.org/10.1038/s41539-023-00169-8

Neville, R. D., McArthur, B. A., Eirich, R., Lakes, K. D., & Madigan, S. (2021). Bidirectional associations between screen time and children’s externalizing and internalizing behaviors. Journal of Child Psychology and Psychiatry, 62(12), 1475–1484. https://doi.org/10.1111/jcpp.13425

OECD. (2023). Empowering young children in the digital age. https://doi.org/10.1787/50967622-en

Oflu, A., Tezol, O., Yalcin, S., Yildiz, D., Caylan, N., Ozdemir, D. F., Cicek, S., & Nergiz, M. E. (2021). Excessive screen time is associated with emotional lability in preschool children. Archivos Argentinos de Pediatría, 119(2), 106–113. https://doi.org/10.5546/aap.2021.eng.106

Paley, B., & Hajal, N. J. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena. Clinical Child and Family Psychology Review, 25(1), 19–43. https://doi.org/10.1007/s10567-022-00378-4

Partridge, S. R., Todd, A. R., Jia, S. S., Raeside, R., & Health Advisory Panel for Youth at the University of Sydney. (2025). Shifting focus to adolescent wellbeing and inclusive participation in the digital age. Medical Journal of Australia, 222(10), 484–487. https://doi.org/10.5694/mja2.52653

Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), 204–215. https://doi.org/10.1177/0956797616678438

Przybylski, A. K., & Weinstein, N. (2019). Digital screen time limits and young children’s psychological well-being: Evidence from a population-based study. Child Development, 90(1), e56–e65. https://doi.org/10.1111/cdev.13007

Radesky, J. (2024, March 13). Screen time & temper tantrums: Helpful tips for parents. HealthyChildren.org. https://www.healthychildren.org/English/family-life/Media/Pages/screen-time-and-temper-tantrums-helpful-tips-for-parents.aspx

Radesky, J. S., Kaciroti, N., Weeks, H. M., Schaller, A., & Miller, A. L. (2023). Longitudinal associations between use of mobile devices for calming and emotional reactivity and executive functioning in children aged 3 to 5 years. JAMA Pediatrics, 177(1), 62–70. https://doi.org/10.1001/jamapediatrics.2022.4793

Radesky, J. S., Peacock-Chambers, E., Zuckerman, B., & Silverstein, M. (2016). Use of mobile technology to calm upset children: Associations with social-emotional development. JAMA Pediatrics, 170(4), 397–399. https://doi.org/10.1001/jamapediatrics.2015.4260

Rasmussen, E. E., Strouse, G. A., Colwell, M. J., Russo Johnson, C., Holiday, S., Brady, K., Flores, I., Wright, H., Densley, R., Norman, M., & Troseth, G. (2019). Promoting preschoolers’ emotional competence through prosocial TV and mobile app use. Media Psychology, 22(1), 1–22. https://doi.org/10.1080/15213269.2018.1476890

Rega, V., Gioia, F., & Boursier, V. (2023). Problematic media use among children up to the age of 10: A systematic literature review. International Journal of Environmental Research and Public Health, 20(10), Article 5854. https://doi.org/10.3390/ijerph20105854

Reich, S. M., Dore, R., Krager, A., Chen, Y. A., Mayfield, K. T., Franza, D., & Cabrera, N. (2026). Bidirectional relationships of parenting stress, media use for behavior management, and children’s behavior problems from 9 to 30 months. Developmental Psychology, 62(8), 1620–1631. https://doi.org/10.1037/dev0002164

Reynard, S., Dias, J., Mitic, M., Schrank, B., & Woodcock, K. A. (2022). Digital interventions for emotion regulation in children and early adolescents: Systematic review and meta-analysis. JMIR Serious Games, 10(3), Article e31456. https://doi.org/10.2196/31456

Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563

Skalická, V., Hygen, B. W., Stenseng, F., Kårstad, S. B., & Wichstrøm, L. (2019). Screen time and the development of emotion understanding from age 4 to age 8: A community study. British Journal of Developmental Psychology, 37(3), 427–443. https://doi.org/10.1111/bjdp.12283

Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2–3), 25–52. https://doi.org/10.1111/j.1540-5834.1994.tb01276.x

Toledo-Vargas, M., Chong, K. H., Maddren, C. I., Howard, S. J., Wakefield, B., & Okely, A. D. (2025). Parental technology use in a child’s presence and health and development in the early years: A systematic review and meta-analysis. JAMA Pediatrics, 179(7), 730–737. https://doi.org/10.1001/jamapediatrics.2025.0682

Türkiye İstatistik Kurumu. (2024, 24 Ekim). Çocuklarda bilişim teknolojileri kullanım araştırması, 2024. https://veriportali.tuik.gov.tr/tr/press/53638

Vanden Abeele, M. M. P. (2021). Digital wellbeing as a dynamic construct. Communication Theory, 31(4), 932–955. https://doi.org/10.1093/ct/qtaa024

Vasconcellos, R. P., Sanders, T., Lonsdale, C., Parker, P., Conigrave, J., Tang, S., del Pozo Cruz, B., Biddle, S. J. H., Taylor, R., Innes-Hughes, C., Salmela-Aro, K., Vasconcellos, D., Wilhite, K., Tremaine, E., Booker, B., & Noetel, M. (2025). Electronic screen use and children’s socioemotional problems: A systematic review and meta-analysis of longitudinal studies. Psychological Bulletin, 151(5), 513–543. https://doi.org/10.1037/bul0000468

World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. https://iris.who.int/handle/10665/311664

Yılmaz, H., & Arslan, E. (2024). Okul öncesi dönem çocuklarının sosyal duygusal iyi oluş ve psikolojik sağlamlıkları ile dijital oyun bağımlılık eğilimleri arasındaki ilişkinin incelenmesi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 53–69. https://doi.org/10.21666/muefd.1372901

Kitap Bölümü (PDF)
ÇOCUKLARDA DİJİTAL REFAH VE DUYGU DÜZENLEME
Bu Bölüme Atıf Yap:
Aydın, A. (2026). ÇOCUKLARDA DİJİTAL REFAH VE DUYGU DÜZENLEME. In SARIÇAM, H. (Ed.), Psikoloji ve Çocuk (pp. -). Vizetek Yayıncılık. https://doi.org/10.54637/vizetek.9786253823818
Kitap:
Yayınevi:
Vizetek Yayıncılık