ความสัมพันธ์ระหว่างการใช้สื่ออิเล็กทรอนิกส์กับพัฒนาการเด็กอายุ 2-5 ปี ในศูนย์พัฒนาเด็กเล็ก สังกัดองค์กรปกครองส่วนท้องถิ่น จังหวัดสงขลา

Abstract

This descriptive correlational study aimed to study the relationship between the use of electronic media and the development of children aged 2-5 years in Child Development Centers under the Local Government Organization, Songkhla Province. The sample consisted of 210 pairs of parents and children aged 2-5 years. The participants were selected at 4 Child Development Centers. Using multi-stage random sampling. Research instruments were (1) Demographic Data Questionnaire Form, (2) The Use of Electronic Media by Children and Families Questionnaire Form, (3) The Use of Electronic Media by Children on Daily Record Form, (4) Developmental Surveillance and Promotion Manual, and (5) Developmental Surveillance and Promotion in Each Age Group Record Form. The Use of Electronic Media by Children and Families Questionnaire Form and The Use of Electronic Media by Children on Daily Record Form were validated by 3 experts and their reliability evaluated using test- retest and Pearson Product Moment Correlation Coefficient, which yielded values of .73 and .95 respectively. Data were analyzed using descriptive statistics and chi square test. Statistical significance was set at p < .05. The results revealed the following: 1. Overall child development and each child development category Sixty two point nine percent of children aged 2-5 years had age-appropriate development. For each child development category, it was found that the most common delayed development was in receptive language (22.9%), followed by personal and social (10.5%), expressive language (9.50%), fine motor (6.7%), and gross motor (3.8%) categories, respectively. 2. The relationship between the use of electronic media and overall child development. The amount of time children used electronic media during weekdays, the amount of time children used electronic media during holidays, and the number of electronic media, were inversely related with age-appropriate overall child development (x2 = 11.939, p=0.001; x=6861, p=0.009; x=7558,p=0.006 respectively.) whereas parents' participation while children used electronic media was positive related age- appropriate overall child development (x2 = 12404, p = 0.002). No relationship was found between the content of electronic media and overall child development (x2 = 3161, p=0075) 3. The relationship between the use of electronic media and each child development category. The amount of time children used electronic media during weekdays and the number of electronic media were inversely related with the age-appropriate development in receptive language category (x2=9094, p = 0.003; x2-4313, p = 0.038, respectively.) The amount of time children used electronic media during the holidays, the content of electronic media, and parents' participation while children used electronic media showed no significant relationship with receptive language category (x2=2941, p=0.086, x2 = 1.123, p=0.289, and x2-2918, p = 0228, respectively.) It was revealed that the amount of time children used electronic media during weekdays was inversely related with age-appropriate development in personal and social category (x2-4683, p=0.030). The amount of time children used electronic media during the holidays, number of electronic media, content of electronic media, and parents' participation while children were using electronic media, showed no relationship with the development in the personal and social category (x2=0411, p=0521; x2= .000, p = 1000; x=922, p=0.337; and x2 = 7326, p = 0.023, respectively.) In addition, the study also revealed that the amount of time children used electronic media during weekdays, the amount of time children used electronic media during the holidays, the number of electronic media, the content of electronic media, and parents' participation while children were using electronic media, were not related with child development in gross motor (x2= 620, p = 0.803; x2 = 3.930 p=0.531; x2= .000, p = 1.000; x = .741, p = 0389, and x2 = 3860, p = 0.125, respectively), fine motor (x2 = 2055, p = 0.152; x=0.844, p = 0358 %.612, p = 0.434; x = .001, p = 0.981; and x2 = 1.136, p = 0.619, respectively) or expressive language (x2= .002, p = 0963; x2 = 0.022, p=0882; x2=000, p = 1000; x=1559, p=0212; and 2=3944, p = 0.132, respectively.) Therefore, carers of children aged 2-5 years, including parents or guardians, personnel of government agencies, and private organizations, should be aware of the effect of the use of electronic media by children aged 2-5 years on child development, especially in the category of receptive language development. In addition, all parties should create guidelines to promote the appropriate use of electronic media by children aged 2-5 years.