Browsing by Author "Ata-Aktürk, A."

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Web of Science
    "My Child Might Be Thinking About Something Beneficial to Humanity": Enhancing Parental Perspectives on Engineering Education in Early Childhood
    (2024.01.01) Ata-Aktürk, A.; Demircan, H.O.
    This qualitative case study explores how parental involvement (PI) in earlyengineering education (EEE) of 5- to 6-year-old children provided througha school-based program reflected on Turkish parents’ perspectives regardingthree themes: 1) engineering, 2) EEE, and 3) PI in EEE. Data were collectedfrom 13 parents through pre- and post-interviews and reflective journals.Findings revealed that, after their involvement in the program activities,parents tended to define engineering as related to problem-solving andfacilitating daily life and perceive the contributions of EEE to children morecomprehensively. After participating in the program, parents reporteda more expanded perception of alternative ways of supporting their chil-dren’s EEE through PI. Findings also indicated that parents’ perceived lifecontexts might constitute a barrier to PI in EEE, and parents need moreguidance on providing effective scaffolding for their children’s EEE.
  • No Thumbnail Available
    Web of Science
    What Happens beyond the Screen? Uncovering Digital Technology Perception, Usage, and Parental Mediation among 3-6-year-old Turkish Children
    (2024.01.01) Ata-Aktürk, A.; Akman, M.B.
    This study aims to investigate digital technology (DT) perceptions and usage among 3-6-year-old Turkish children. Children (N = 293) were asked to imagine themselves using DT, draw pictures of what they imagine, and narrate their drawings. They then were interviewed about their DT use. Parents (N = 293) also participated via a questionnaire addressing the digital environment, screen time (ST), and parental mediation (PM) of children's technology use. Using a mixed-method approach, qualitative data were subjected to content analysis and converted to quantitative data. The quantitative analysis involved Kruskal-Wallis H, Mann-Whitney U, Spearman's rho, and Chi-square tests. Findings indicated children may have limited perception regarding the usage alternatives of DTs, no significant difference between the purpose of DT use in drawings in terms of gender, an average ST of three hours among children, a moderate positive correlation between children's and parents' ST, and children primarily engaging in watching and playing activities. While children's ST did not differ according to age, it varied significantly according to the parents' educational levels. According to the rating systems, children are exposed to games and content that are not age-appropriate. Parents mainly mediate their children's DT usage by limiting ST and accompanying children's screen use. The study includes implications and suggestions for parents, educators and schools, community, content developers, digital platforms, and researchers working on this subject to work collaboratively to ensure that young children use digital technologies interactively, supporting development and education, and in age-appropriate, creative usage alternatives.