Examining the impact of problematic media use on developmental levels, attention, self-regulation and executive function skills in 4-6 year-old children

This study examines the relationship between problematic media use, attention, self-regulation, and executive function skills in children aged 4-6, while also evaluating the potential influence of sociodemographic factors on these associations. The sample consists of 143 children in the 4-6 year-old group who continue to the pre-school education institutions affiliated to the Ministry of National Education in the Istanbul province of Sisli. Data were collected using the "Denver II Developmental Screening Test," "Conners Teacher Rating Scale–Revised Short Form," "Problematic Media Use Scale," "Self-Regulation Skills Scale," and the "Childhood Executive Function Inventory." The data obtained from parents, teachers, and children were analyzed using SPSS 22.0. The findings indicate that children with anormal and suspect Denver test results exhibit higher scores in problematic media use, executive functions, and Conners measures, but lower self-regulation scores. While no significant differences were detected regarding income level, the number of siblings emerged as a factor associated with meaningful differences in problematic media use, executive functions, and Conners scores. Gender comparisons revealed that male children scored higher on problematic media use, whereas female children displayed higher self-regulation skills. Regression analyses demonstrated that problematic media use is a significant predictor of both self-regulation and executive function scores. Overall, the results suggest that problematic media use has multifaceted effects on cognitive and behavioral competencies during early childhood, shaped by factors such as gender, number of siblings, and developmental level. These outcomes provide valuable insights for parents, educators, and policymakers in regulating children's media use, selecting appropriate content, and developing early intervention strategies. Keywords: Problematic media use, self-regulation, executive function, early childhood, attention, development