In the broadest sense, the media covers all kinds of media in which communication takes place and any means used during communication. In recent years, the word yerine media yerine is used instead of Basın press,.
The mass media have been discriminated as a written and oral media with a general approach. According to this distinction, printed publications such as newspapers, magazines and books are defined as yazılı written media, and radio and television (TV) are defined as sözlü oral, visual and audio media ". On the other hand, since the use of computers and therefore publishing on the internet has developed rapidly, dijital digital media alınabilir can be included in the mass media (Özdiker 2003).
General and common tasks of media tools which have important place in social structure;
- Informing, educating, entertaining,
- Establishing public opinion,
- Informing and socializing,
- To promote language and mind development,
-To improve the culture of the child,
- To develop the child's interests and living spaces,
To improve the aesthetic tastes of the child,
- To see, hear, perceive events that occur outside of us,
- To ensure participation and control of the political process,
- Ensuring national unity and solidarity by preparing the necessary relations between the community units,
- Ensuring the transfer of culture from generation to generation,
-To promote and sell goods and services,
-To help the intercultural and intercultural culture and exchange,
- To gather new family members by gathering family members together,
- Playing the most important role after parents in the formation of beliefs, values, behaviors and attitudes of children (Özdiker 2003).
The effects of all media on child development and mental health are becoming a current curiosity. The introduction of television and the Internet and computers into our lives as a part of daily life raises many questions about children's use of these tools. When used as recommended, these tools should not deny their contribution to child development in order to catch up with the age and learn quickly, but most of the current studies point out that TV, computer and internet are often over-used and out of the recommended range.
Computer and internet games are not recommended for children and adolescents. However, in a study involving 1254 adolescents, it was reported that only 80 of them had not played games in the last 6 months, 67.8% of boys and 29.2% of girls had the habit of playing regularly on the internet (Olson et al. 2007). Again, the negative effects of media use on physical and mental health for an inappropriate purpose and excessive periods are emphasized by many studies. Emotional disorders, disruptive behavior disorders, anxiety disorders, sleep disorders, nutritional disorders, obesity and epileptic seizures are the clinical conditions associated with media use (Chan and Rabinowitz 2006, Nelson et al. 2006, Young and Rodgers 1998, Chuang 2006).
Despite the many risks identified, parents are aware of their rare children's habits of watching TV, playing games, and their content (Funk et al. 1999). There are studies supporting the idea that computer and internet use will be beneficial in some areas of education (Kaveri et al. 2000). On the other hand, most studies reveal the relationship between computer and internet use and school absenteeism. These risks also apply to people who use them more often than recommended and other than the intended purposes (such as game-internet chatter) (Young 1999, Kubey et al. 2001, Chou and Hisao 2000, Young 1998, Kraut et al. 1998, Scherer 1997, Morahan). Martin and Schumacher 2000).
It is thought that the presence of TV and computer in the children's room makes it difficult to control the family and results in more sleep and education problems. It is reported that parental watching television or using computers with children is the most effective way to make these tools useful for child development. In order to achieve this goal, what is being watched or learned should be discussed with the child (Barkin et al. 2006).
Television and the Internet have influenced the interaction between adults and children today (Sevinç, 2005). While children's sense of curiosity and the experience of adults are the source of communication between children, nowadays, children can try to overcome their curiosity with the information they obtain from the internet. Television and now the Internet has created significant changes in children's interest. Most importantly, however, the various media content that children are sometimes confronted with, because of their own willingness and sometimes by adults' choice of watching, brings children into a world of anxiety that adults have difficulty coping with.
In this sense, their impact extends beyond cultural rupture and shift in interest in children. People generally believe that what is normal is shown on television and therefore they are quite impressed by what they see on television (Menendz-Alarcon, 1993). Through television, we are collectively exposed to news content and images that are often presented with constant repetitions and often of concern.
