فصلنامه روان‌شناسی کاربردی

فصلنامه روان‌شناسی کاربردی

ارزیابی شاخص‌های تحولی کودکان ۲۴ تا 38 ماهه در مواجهه با صفحات نمایش: یک مطالعه مقطعی

نوع مقاله : مقاله پژوهشی

نویسندگان
سید سعید سجادی اناری 1
معصومه ضابطی آرانی 2
مریم اکبری سریزدی 3
ثریا علوی نژاد 2
مرتضی ولایی 4
1 استادیار گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران.
2 روانشناسی و آموزش کودکان استثنایی-دانشکده روانشناسی و علوم تربیتی-دانشگاه تهران-تهران/ایران
3 روانشناسی بالینی خانواده-پژوهشکده خانواده-دانشگاه شهید بهشتی - تهران/ایران
4 گروه سنجش و اندازه گیری- رشته سنجش و ارزیابی-دانشگاه علامه طباطبایی-تهران/ایران
10.48308/apsy.2026.243245.1966
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
موضوعات

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 Anari 1
Masoome Zabeti Arani 2
Maryam Akbari Saryazdi 3
Soraya Alavinezhad 2
Morteza Valaei 4
1 2. Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2 Department of psychology and education of exceptional children
3 Clinical family psychology-family institute -University of Shahid Beheshti- Tehran/Iran
4 University of Alamme Tabatabaei - Tehran/Iran
چکیده English

Aim: This study investigated developmental indicators among children aged 24–38 months who were regularly exposed to screen media.

Method: A quantitative descriptive cross-sectional design was used. The study population included children aged 24–38 months attending two counseling centers in Tehran in 2024 who were exposed to screen media for more than one hour daily. Using simple random sampling, 134 children were selected. Data were collected using the Ages and Stages Questionnaire–Third Edition (ASQ-3), the Screen Media Questionnaire, parent interviews, and direct specialist observation. One-sample t-tests were used for the 27- and 36-month groups, and the Wilcoxon one-sample test was applied for the 33-month group. Analyses were conducted using SPSS-27.

Results: Children demonstrated significantly lower scores than developmental cutoff points across all developmental domains (p < 0.001). The largest developmental decline was observed in the problem-solving domain, whereas the smallest decline occurred in fine motor skills.

Conclusion: Daily screen exposure exceeding one hour was associated with reduced developmental performance across multiple domains in early childhood. The findings highlight the importance of monitoring and regulating screen use during early developmental periods to support healthier developmental outcomes.

کلیدواژه‌ها English

ASQ3TM
Developmental Indicators
Problem Solving
Screen Exposure
Toddlers
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فصلنامه روان‌شناسی کاربردی
دوره 20، شماره 2 - شماره پیاپی 78
تابستان 1405
صفحه 129-153