School counsellors’ responses to preschool children’s problematic technology use: A qualitative study

Ahmet Sami Konca; Seden Demirtas Ilhan; Omer Faruk Akbulut

doi:10.30935/cedtech/19236

Ahmet Sami Konca ¹ ^* , Seden Demirtas Ilhan ², Omer Faruk Akbulut ³

More Detail

CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep687

https://doi.org/10.30935/cedtech/19236

Submitted: 09 May 2026, Published Online: 09 September 2026

OPEN ACCESS 37 Views 21 Downloads

Download Full Text (PDF)

Abstract

Problematic technology use in early childhood is commonly examined through parent reports and pediatric perspectives, while the role of school counselors remains underexplored. This qualitative study investigated school counselors’ perceptions and reported practices regarding problematic technology use among preschool children in Kayseri, Turkey. Data were collected through face-to-face semi-structured interviews with eight counselors working in preschools and kindergartens. Interviews included open-ended questions and a vignette-based scenario, were audio-recorded, transcribed verbatim, and analyzed through inductive thematic analysis. Four interpretive themes were identified: technology use as a developmentally sensitive and family-mediated concern; recognizing problematic use through social, behavioral, and attentional indicators; replacing screen routines with social alternatives and family limit-setting; and awareness-oriented counseling practice and the limits of current support. Counselors viewed problematic technology use as linked to family routines and visible in preschool settings through social participation, behavior, attention, and emotional regulation. Findings from this small local sample suggest that preschool counseling practice may benefit from more systematic assessment, targeted psychoeducation, and referral pathways.

Keywords: problematic technology use, educational technology, school counselors, early childhood education, Turkey

References

AAP. (2016). Media and young minds. Pediatrics, 138(5), Article e20162591. https://doi.org/10.1542/peds.2016-2591
Bahadur, E. İ., Zengin Akkuş, P., Çelen Yoldaş, T., & Özmert, E. N. (2021). How effective is family counselling on screen exposure of pre-school children? The Turkish Journal of Pediatrics, 63(2), 282-290. https://doi.org/10.24953/turkjped.2021.02.012
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Çaylan, N., Yalçın, S. S., Erat Nergiz, M., Yıldız, D., Oflu, A., Tezol, Ö., Çiçek, Ş., & Foto-Özdemir, D. (2021). Associations between parenting styles and excessive screen usage in preschool children. Turkish Archives of Pediatrics, 56(3), 261-266.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Domoff, S. E., Borgen, A. L., & Radesky, J. S. (2020). Interactional theory of childhood problematic media use. Human Behavior and Emerging Technologies, 2(4), 343-353. https://doi.org/10.1002/hbe2.217
Domoff, S. E., Harrison, K., Gearhardt, A. N., Gentile, D. A., Lumeng, J. C., & Miller, A. L. (2019). Development and validation of the problematic media use measure: A parent report measure of screen media “addiction” in children. Psychology of Popular Media Culture, 8(1), 2-11. https://doi.org/10.1037/ppm0000163
Joung, J., Oh, E., & Lee, E. J. (2023). The experiences of counselors caring for children and adolescents with problematic smartphone use. Scientific Reports, 13, Article 12297. https://doi.org/10.1038/s41598-023-39494-8
Jusienė, R., Breidokienė, R., Baukienė, E., & Rakickienė, L. (2025). Emotional reactivity and behavioral problems in preschoolers: The interplay of parental stress, media-related coping, and child screen time. Children, 12(2), Article 188. https://doi.org/10.3390/children12020188
Kara, N., & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141. https://doi.org/10.30935/cedtech/6191
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Mallawaarachchi, S., Burley, J., Mavilidi, M., Howard, S. J., Straker, L., Kervin, L., Staton, S., Hayes, N., Machell, A., Torjinski, M., Brady, B., Thomas, G., Horwood, S., White, S. L. J., Zabatiero, J., Rivera, C., & Cliff, D. (2024). Early childhood screen use contexts and cognitive and psychosocial outcomes: A systematic review and meta-analysis. JAMA Pediatrics, 178(10), 1017-1026. https://doi.org/10.1001/jamapediatrics.2024.2620
MoNE. (2020). Milli Eğitim Bakanlığı rehberlik ve psikolojik danışma hizmetleri yönetmeliği [Regulation on guidance and psychological counseling services of the Ministry of National Education]. T.C. Resmî Gazete, 31213.
National Association for the Education of Young Children, and Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
Oflu, A., Tezol, Ö., Yalçın, S. S., Yıldız, D., Çaylan, N., Foto-Özdemir, D., Çiçek, Ş., & Erat Nergiz, M. (2021). Excessive screen time is associated with emotional lability in preschool children. Archivos Argentinos de Pediatría, 119(2), 106-113. https://doi.org/10.5546/aap.2021.eng.106
Ots, L., Arro, G., Aus, K., & Oppi, P. (2026). School-based interventions for problematic digital technology use: A systematic review. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1747573
Tezol, Ö., Yıldız, D., Yalçın, S. S., Oflu, A., Erat Nergiz, M., Çaylan, N., Çiçek, Ş., & Foto-Özdemir, D. (2022). Excessive screen time and lower psychosocial well-being among preschool children. Archives de Pédiatrie, 29(1), 61-66. https://doi.org/10.1016/j.arcped.2021.10.003
WHO. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization. https://iris.who.int/handle/10665/311664
Yalçın, S. S., Tezol, Ö., Çaylan, N., Erat Nergiz, M., Yıldız, D., Çiçek, Ş., & Oflu, A. (2021). Evaluation of problematic screen exposure in pre-schoolers using a unique tool called “seven-in-seven screen exposure questionnaire”: Cross-sectional study. BMC Pediatrics, 21, Article 472. https://doi.org/10.1186/s12887-021-02939-y

Citation

Konca, A. S., Demirtas Ilhan, S., & Akbulut, O. F. (2026). School counsellors’ responses to preschool children’s problematic technology use: A qualitative study. Contemporary Educational Technology, 18(4), Article ep687. https://doi.org/10.30935/cedtech/19236

Konca, A. S., Demirtas Ilhan, S., and Akbulut, O. F. (2026). School counsellors’ responses to preschool children’s problematic technology use: A qualitative study. Contemporary Educational Technology, 18(4), ep687. https://doi.org/10.30935/cedtech/19236

Konca AS, Demirtas Ilhan S, Akbulut OF. School counsellors’ responses to preschool children’s problematic technology use: A qualitative study. CONT ED TECHNOLOGY. 2026;18(4), ep687. https://doi.org/10.30935/cedtech/19236

Konca, Ahmet Sami, Seden Demirtas Ilhan, and Omer Faruk Akbulut. "School counsellors’ responses to preschool children’s problematic technology use: A qualitative study". Contemporary Educational Technology 2026 18 no. 4 (2026): ep687. https://doi.org/10.30935/cedtech/19236

Konca, Ahmet Sami et al. "School counsellors’ responses to preschool children’s problematic technology use: A qualitative study". Contemporary Educational Technology, vol. 18, no. 4, 2026, ep687. https://doi.org/10.30935/cedtech/19236

Konca AS, Demirtas Ilhan S, Akbulut OF. School counsellors’ responses to preschool children’s problematic technology use: A qualitative study. CONT ED TECHNOLOGY. 2026;18(4):ep687. https://doi.org/10.30935/cedtech/19236