Scopus Açık Erişimli Yayınlar

Permanent URI for this collectionhttps://hdl.handle.net/11727/10760

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Author: search.filters.author.Aydin, Berilsearch.filters.applied.f.rights: search.filters.rights.info:eu-repo/semantics/openAccess

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    Evaluation of video game playing status in school-age children with various variables
    (2021) Aydin, Beril; Oflu, Ayse; Yalcin, Sidika Songul; 34286323
    Objective: Excessive video game playing has several health implications on children. In this study, we evaluate the factors related to video game use in school-aged children. Material and Methods: This cross-sectional descriptive study included 160 children aged 6-8 years who applied to outpatient clinics at the Department of Pediatrics at Baskent University Hospital. Each parent completed a structured questionnaire including demographic information, video game use, average daily screen time, and parental habits and concerns about their children's screen use. Results: The mean age of first video game use was (mean +/- SD) 2.8 +/- 1.1 years. The minimum age for playing video games was 1 year. Male children spent more time playing video games. Both parental age and maternal education level were higher in the group of video gamers compared with non-gamers (p<0.05). Average time spent playing video games was 2.7 +/- 1.6 hours/day. The group of video gamers had a considerably younger age for starting watching television and higher rates for other video gamers at home than non-gamers (p=0.036 and p<0001, respectively). The group of video gamers had significantly higher rates for having a computer, tablet, and game console at home compared with non-gamers (p<0.05). Conclusions: Our study indicates a statistically significant relationship between the age of starting watching television, gender of child, parent's age, maternal education, and the categories of video gaming habits. Developing strategies toward avoiding early screen exposure in children should be taken into consideration, because it is directly related to video gaming habits in children.
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    How to Improve Language Development of Preschoolers in Home Care
    (2021) Yalcin, Siddika Songul; Aydin, Beril; Yalcinkaya, Fulya; 35005730
    Background/Aim: The home environment is important for early childhood neurodevelopment. The objective of this cross-sectional survey was to research the association between family characteristics and language development in healthy preschoolers under isolated home care. Methods: This cross-sectional study included 115 children aged 5-60 months in isolated home care. The preschool language scale (PLS) assessed the receptive and expressive language scores of children. The scores of PLS were graded into 3 levels: high for the top 20-30%, low for the bottom 20-30%, and moderate for the children in between. Results: When the covariates including parental education, age of the enrolled child, gender, number of children, and household size were adjusted, multiple logistic regression analysis (Model 1) revealed that excessive paternal screen usage (>= 4 hours) had elevated odds ratios for both low receptive and low expressive PLS than counterparts, whereas early initiation (<12 months of age) of book reading significantly declined low expressive PIS compared to late initiation of book reading. Preschoolers having grandparents' social support have a lower odds ratio for low receptive PLS than those having no support. Additionally, after controlling for covariates, all the predictors, including paternal heavy screen usage, late initiation of book reading, and absence of grandparent support (Model 2), increased risks for low expressive language level. Conclusion: Poor language scores in a child might be the outcome of late initiation of book reading in a child, absence of the grandparents' social support for the mother in child-rearing, and excessive paternal television viewing.