Volume 07 Issue 06 June 2024
1Christine Purnamasari Andu, 2Lista Litta
1,2University of Teknologi Sulawesi, 90222, Makassar, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v7-i06-43Google Scholar Download Pdf
ABSTRACT
Smartphones are simple to use, even for kindergarten students. Smartphones include programs that can entice children and help them spend their time wisely. Children who are unrestricted in their use of smartphones by their parents or caretakers are more likely to exhibit negative behaviors. The majority of the literature on children's smartphone use primarily focuses on its negative impacts, however a few also acknowledge its positive aspects. This research is critical because today's children are growing up in an age of technological advancement. This study aims to provide adults, parents, caregivers, and teachers with valuable insights on effectively managing smartphones to foster positivity and creativity in children. This study sought to observe and describe the impact of smartphone use on the creativity and imagination of kindergarten students. This study will utilize descriptive and drawing analysis methods. The participants will consist of twenty-four drawings created by kindergarten children. Twelve of these drawings will be selected as examples for this study. This study demonstrated a beneficial correlation between children's use of smartphones and their creativity and imagination. It is demonstrated by the results of fourteen distinct types of things drawn from twenty-four gathered drawings. This work will make major contributions to fields such as communication, psychology, and education. This study recommends the involvement of adults, parents, family members, caretakers, and teachers in children's everyday lives to encourage and aid them in discovering their potential in order to develop their imagination and creativity.
KEYWORDS:Smartphone, Kindergarten Children, Creativity, Imagination
REFERENCES1) Anjos, S., Aibéo, A., & Carvalho, A. (2019). Observing and drawing the Sun: Research-based insights to assess science communication practices aimed at children. Journal of Science Communication, 18(4). https://doi.org/10.22323/2.18040203
2) Ariffin, A., Siraj, S., & Mohamed Hashim, A. T. Bin. (2016). Teacher’s Belief in Enhancing Children Imagination Through Children Malay Traditional Song. European Journal of Social Sciences Education and Research, 6(1). https://doi.org/10.26417/ejser.v6i1.p206-212
3) Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105227
4) Celik, B. (2019). A Study on the Factors Affecting Reading and Reading Habits of Preschool Children. International Journal of English Linguistics, 10(1). https://doi.org/10.5539/ijel.v10n1p101
5) Cho, K. S., & Lee, J. M. (2017). Influence of smartphone addiction proneness of young children on problematic behaviors and emotional intelligence: Mediating self-assessment effects of parents using smartphones. Computers in Human Behavior, 66. https://doi.org/10.1016/j.chb.2016.09.063
6) Colorafi, K. J., & Evans, B. (2016). Qualitative Descriptive Methods in Health Science Research. Health Environments Research and Design Journal, 9(4). https://doi.org/10.1177/1937586715614171
7) Ek, A., Sandborg, J., Nyström, C. D., Lindqvist, A. K., Rutberg, S., & Löf, M. (2019). Physical activity and mobile phone apps in the preschool age: Perceptions of teachers and parents. JMIR MHealth and UHealth, 7(4). https://doi.org/10.2196/12512
8) Gündoğan, A. (2019). Scamper: Improving creative imagination of young children. Creativity Studies, 12(2). https://doi.org/10.3846/cs.2019.11201
9) Hartikainen, H., Ventä-Olkkonen, L., Iivari, N., Sharma, S., Lehto, E., Molin-Juustila, T., & Holappa, J. (2023). We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1112835
10) Havigerová, J. M., Pohnětalová, Y., Strnadová, K., Kocourková, K., & Podubecká, D. (2021). Preschool Children’s Drawings: Frequency and Theme Analysis. International Journal of Education and Literacy Studies, 9(3). https://doi.org/10.7575/aiac.ijels.v.9n.3p.70
11) Hsieh, W. M., & Tsai, C. C. (2017). Exploring students’ conceptions of science learning via drawing: a cross-sectional analysis. International Journal of Science Education, 39(3). https://doi.org/10.1080/09500693.2017.1280640
12) Kemp, S. E., Ng, M., Hollowood, T., & Hort, J. (2017). Introduction to Descriptive Analysis. In Descriptive Analysis in Sensory Evaluation. https://doi.org/10.1002/9781118991657.ch1
13) Kim, B., Han, S. R., Park, E. J., Yoo, H., Suh, S., & Shin, Y. (2021). The relationship between mother’s smartphone addiction achildren’s smartphone usage. Psychiatry Investigation, 18(2). https://doi.org/10.30773/pi.2020.0338
14) Kisno, Wibawa, B., & Khaerudin. (2022). Digital Storytelling for Early Childhood Creativity: Diffusion of Innovation “3-D Coloring Quiver Application Based on Augmented Reality Technology in Children’s Creativity Development". International Journal of Online and Biomedical Engineering, 18(10). https://doi.org/10.3991/ijoe.v18i10.32845
15) Kristian, M., Fitri, I., & Gunaryati, A. (2020). Implementation of Augmented Reality for Introduction To Android Based Mammalian Animals Using The Marker Based Tracking Method. JISA(Jurnal Informatika Dan Sains), 3(1). https://doi.org/10.31326/jisa.v3i1.623
16) Liu, C., Lai, C. L., Hwang, G. J., & Tu, Y. F. (2022). Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets. Electronic Library, 40(3). https://doi.org/10.1108/EL-11-2021-0205
17) Nuora, P., Valisaari, J., & Kiviniemi, T. (2019). Adolescents perceptions of scientific Inquiry in nature: A drawing analysis. Nordic Studies in Science Education, 15(3). https://doi.org/10.5617/nordina.6439
18) Pogiatzi, M., Bardoutsou, I., Lavidas, K., & Komis, V. (2022). Interviewing preschool children in Greece about their usage of mobile devices at home. SN Social Sciences, 2(10). https://doi.org/10.1007/s43545-022-00522-5
19) Vepsäläinen, H., Skaffari, E., Wojtkowska, K., Barliska, J., Kinnunen, S., Makkonen, R., Heikkilä, M., Lehtovirta, M., Ray, C., Suhonen, E., Nevalainen, J., Sajaniemi, N., & Erkkola, M. (2022). A Mobile App to Increase Fruit and Vegetable Acceptance among Finnish and Polish Preschoolers: Randomized Trial. JMIR MHealth and UHealth, 10(1). https://doi.org/10.2196/30352
20) Villarroel, J. D., & Villanueva, X. (2017). A study regarding the representation of the sun in young children’s spontaneous drawings. Social Sciences, 6(3). https://doi.org/10.3390/socsci6030095
21) von Wyl, A., Schneebeli, L., Hubacher, R., & Braune-Krickau, K. (2022). Kindergarten Children’s Use of Smartphones and Tablets: Associations with Social-Emotional Development and Behavioral Problems − A Scoping Review. Praxis Der Kinderpsychologie Und Kinderpsychiatrie, 71(4). https://doi.org/10.13109/prkk.2022.71.4.327
22) Yadav, S., & Chakraborty, P. (2022). Child–smartphone interaction: relevance and positive and negative implications. In Universal Access in the Information Society (Vol. 21, Issue 3). https://doi.org/10.1007/s10209-021-00807-1
23) Zanin, A. C., Preston, S. L., & Adame, E. A. (2021). Athletic Identity Transformation: A Qualitative Drawing Analysis of Implicit Constructions of Athletes, Girls, and the Self. Communication and Sport, 9(3). https://doi.org/10.1177/2167479519867704
24) Zigh, E., Elhoucine, A., Mallek, A., Kadiri, M., Belkacem, K., & Ensari, T. (2020). Smartphone learning for Kids edutainment. ACM International Conference Proceeding Series. https://doi.org/10.1145/3386723.3387862