Preschool children's digital game preferences and reflections on free play

In this research, the digital game preferences of children in the preschool period, the factors influencing these preferences, and the reflections of digital games in their free play were examined. The research was structured according to a mixed-methods design; quantitative data were collected through a survey administered to 213 children, while qualitative data were obtained from semi-structured interviews with 30 selected children, children's drawings, and observations of free play in a classroom where digital game content was found to be most reflected in their play. According to the research findings, it was determined that children most preferred action, racing, and simulation types of digital games, and that preferences differed according to demographic variables such as gender and age. It was revealed that social environment (siblings, friends), media content, and individual experiences were effective in the process of discovering digital games. Based on interview and drawing data, it was found that children expressed their preferences regarding digital games in terms of game type, content, or characters; however, some children defined digital games in their drawings solely in terms of the device (e.g., tablet or phone). Based on observation data, it was observed that digital game content was reflected in free play within the classroom in terms of space, characters, plot, and materials. The results of the research revealed that digital games have a multifaceted presence in the daily lives, play behaviors, and classroom-based free activities of children in the preschool period. Based on the findings, it has been suggested that future research should comprehensively examine how digital games are played, how they are reflected in children's play, their effects on development, and the dimensions of understanding technology and critical thinking.