Digital Media Consumption Patterns and Development of Preschool Children: Developing a Manual to Enhance Media Literacy in Parents of Children Facing Developmental Challenges
Issued Date
2024-07-01
Resource Type
eISSN
28220838
Scopus ID
2-s2.0-85198351179
Journal Title
Natural and Life Sciences Communications
Volume
23
Issue
3
Rights Holder(s)
SCOPUS
Bibliographic Citation
Natural and Life Sciences Communications Vol.23 No.3 (2024)
Suggested Citation
Permpoonputtana K., Doungsri J., Kunwittaya S., Khamnong T., Kleebpung N. Digital Media Consumption Patterns and Development of Preschool Children: Developing a Manual to Enhance Media Literacy in Parents of Children Facing Developmental Challenges. Natural and Life Sciences Communications Vol.23 No.3 (2024). doi:10.12982/NLSC.2024.043 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/99757
Title
Digital Media Consumption Patterns and Development of Preschool Children: Developing a Manual to Enhance Media Literacy in Parents of Children Facing Developmental Challenges
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
This study examined parents' and preschool digital media consumption, formulating a manual to enhance media literacy in parents of preschool children with developmental challenges. In the first phase, the research explored digital media patterns among Thai parents and preschoolers, investigating their association with developmental outcomes. Questionnaires and the Denver II test assessed digital media usage and child development. Following phase 1, the media literacy manual was developed and validated using item-objective congruence. The second phase evaluated the manual's effectiveness using a media literacy questionnaire with six elements. In the first phase, 97 parent-child pairs participated, with 48 (49.48%) children experiencing developmental delays. The results offer insights into digital media usage patterns, revealing that the majority of parents use digital media daily for 1-3 hours, with no significant difference between normal and delayed development groups. Regarding children's habits, a significant majority engage daily, with most spending less than 30 minutes. Children with normal development use digital media more frequently but for shorter durations compared to those with delayed development. The media literacy manual for parents of children facing developmental challenges underwent evaluation using an IOC, ensuring its reliability validity with values ranging from 0.66 to 1.00. Phase 2, the participants included 41 parents from Phase 1. In Phase 2, 41 parents of children with developmental delays who participated in Phase 1 were included. Initially, the sample group scored 15.89 on overall media literacy knowledge. After studying the media literacy manual, their score increased to 19.02, indicating a statistically significant improvement at the 0.001 level, as determined by paired t-test statistics. Initially, the sample group scored 15.89 on overall media literacy knowledge, and after the training program, the media literacy score increased to 19.02, signifying a statistically significant improvement at the 0.001 level according to paired t-test statistics.