ارزیابی شاخصهای تحولی کودکان ۲۴ تا 38 ماهه در مواجهه با صفحات نمایش: یک مطالعه مقطعی | ||
| فصلنامه روانشناسی کاربردی | ||
| دوره 20، شماره 2 - شماره پیاپی 78، اردیبهشت 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/apsy.2026.243245.1966 | ||
| نویسندگان | ||
| سید سعید سجادی اناری* 1؛ معصومه ضابطی آرانی2؛ مریم اکبری سریزدی3؛ ثریا علوی نژاد2؛ مرتضی ولایی4 | ||
| 1استادیار گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران. | ||
| 2روانشناسی و آموزش کودکان استثنایی-دانشکده روانشناسی و علوم تربیتی-دانشگاه تهران-تهران/ایران | ||
| 3روانشناسی بالینی خانواده-پژوهشکده خانواده-دانشگاه شهید بهشتی - تهران/ایران | ||
| 4گروه سنجش و اندازه گیری- رشته سنجش و ارزیابی-دانشگاه علامه طباطبایی-تهران/ایران | ||
| چکیده | ||
| هدف: با گسترش روزافزون فناوریهای دیجیتال، مواجهه زودهنگام کودکان با صفحات نمایش به یکی از دغدغههای اصلی در پژوهشهای تحولی تبدیل شده است. پژوهش حاضر با هدف ارزیابی شاخصهای تحولی کودکان ۲۴ تا ۳۸ ماهه در مواجهه با صفحات نمایش انجام شد. روش: این پژوهش، کمی- توصیفی از نوع مقطعی است. جامعه آماری شامل کودکان ۲۴ تا ۳۸ ماهه مراجعهکننده به دو مرکز مشاوره در تهران در سال ۱۴۰۳ بود که روزانه بیش از یک ساعت در معرض صفحات نمایش قرار داشتند که ۱۳۴ کودک به روش نمونهگیری تصادفی ساده انتخاب شدند. دادهها با استفاده از پرسشنامهی غربالگری تحولی کودک- ویرایش سوم (اسکوایرز و بریکر، ۲۰۰۹)، پرسشنامه صفحات نمایش (کلاک و همکاران، ۲۰۲۰)، مصاحبه بالینی با والدین و مشاهده کودک توسط متخصصان گردآوری شد. برای تحلیل دادهها در گروههای سنی ۲۷ و ۳۶ ماهگی از آزمون t تکنمونهای و در گروه سنی ۳۳ ماهگی از آزمون ناپارامتری ویلکاکسون تکنمونهای استفاده شد. تحلیل دادهها با نرمافزارSPSS-۲۷ انجام گرفت. یافتهها: میانگین نمرات کودکان در تمامی حیطههای تحولی بهطور معناداری پایینتر از نقطه برش قرار داشت (۰۰۱/۰p نتیجهگیری: یافتههای پژوهش نشان داد کودکان مورد بررسی، در تمامی حیطههای تحولی عملکردی پایینتر از نقطه برش داشتند و بیشترین فاصله از نقطه برش در حیطه حل مسأله مشاهده شد. این نتایج بر ضرورت پایش و مدیریت میزان مواجهه با صفحاتنمایش را در سالهای اولیه زندگی برجسته میکند. | ||
| کلیدواژهها | ||
| شاخصهای تحولی؛ صفحات نمایش؛ نوپایان؛ حل مسأله؛ ASQ3TM | ||
| عنوان مقاله [English] | ||
| Assessment of Developmental Indicators in Children Aged 24 to 38 Months in Relation to Screen Exposure: A Cross Sectional Study | ||
| نویسندگان [English] | ||
| Seyed Saeid Sajjadi Anari1؛ Masoome Zabeti Arani2؛ Maryam Akbari Saryazdi3؛ Soraya Alavinezhad2؛ Morteza Valaei4 | ||
| 12. Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. | ||
| 2Department of psychology and education of exceptional children | ||
| 3Clinical family psychology-family institute -University of Shahid Beheshti- Tehran/Iran | ||
| 4University of Alamme Tabatabaei - Tehran/Iran | ||
| چکیده [English] | ||
| Aim: With the rapid expansion of digital technologies, early screen exposure has become a growing concern in developmental research. This study aimed to evaluate developmental indicators in children aged 24 to 38 months who were regularly exposed to screen media. Method: A quantitative, descriptive, cross‑sectional design was employed. The study population included children aged 24 to 38 months who attended two counseling centers in Tehran in 2024 and were exposed to screen media for more than one hour per day. Using simple random sampling, 134 children were selected. Data were collected through the Ages and Stages Questionnaire, Third Edition (ASQ‑3; Squires & Bricker, 2009), the Screen Media Questionnaire (Klakk et al., 2020), clinical interviews with parents, and direct observation of each child by specialists. For data analysis, a one‑sample t‑test was conducted for the 27‑ and 36‑month age groups, and the nonparametric one‑sample Wilcoxon test was used for the 33‑month group. Analyses were performed using SPSS‑27. Results: Results showed that children scored significantly below the cutoff points across all developmental domains (p < 0.001). The greatest decline was observed in the problem‑solving domain, while the smallest decline occurred in fine motor skills. Conclusion: Overall, the findings indicate that children with daily screen exposure exceeding one hour demonstrated reduced performance in all developmental domains, with the widest gap appearing in problem‑solving abilities. These results underscore the need for careful monitoring and management of screen use during early childhood to promote healthy developmental trajectories. | ||
| کلیدواژهها [English] | ||
| ASQ3TM, Developmental Indicators, Problem Solving, Screen Exposure, Toddlers | ||
| مراجع | ||
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