Search Results

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