Examining the Emotion Regulation Skills of Alpha Generation Children in Relation to Their Technology Use

Early childhood is a critical period in which children make significant progress in recognizing their own emotions and distinguishing the emotional expressions of others. Among the essential competencies developed during this stage, emotion regulation plays a fundamental role in children’s social adaptation and overall well-being. This study, which examines the emotion regulation skills of Alpha Generation children (born between 2010 and 2024) in relation to their technology use, was designed using the survey model, one of the quantitative research methods. The study group consisted of 221 preschool children attending early childhood education institutions in Artvin province and Merkez district. The “Emotion Regulation Scale” and the “Technology Use Questionnaire” were employed as data collection tools. Findings revealed that children’s emotion regulation skills were generally at a high level. No significant differences were found in emotion regulation skills according to gender, age, ownership of a personal technological device, or daily screen time. However, children who tended to forget or postpone their daily routines while using technological devices had lower levels of emotion regulation skills. These results suggest that the quality of technology use may be more influential on children’s emotional development than the amount of screen time. Based on these findings, it is recommended that parents and teachers prioritize guidance and educational activities that promote mindful and balanced technology use rather than focusing solely on limiting screen time.