网络媒介使用不断趋于低龄化的发展，让孩子们从出生起就处在瞬息万变的电子信息时代，他们的生活充斥着各式各样的电子网络媒介。虽然电子媒介让孩子们认识世界的方式变得更轻松便捷了，但电子媒介是把双刃剑，它为幼儿提供丰富多彩的资讯和信息的同时，也可能对幼儿的发展产生消极影响。所以家长应该怎样应对媒介对幼儿产生的影响？其中家长媒介监控又产生了怎样的作用？基于此，对学龄前儿童及家长开展此项研究。

本研究主要基于家长媒介监控的理论,采用了问卷调查方式,以935名学龄前幼儿的父亲和母亲为主要研究对象,分别探讨了幼儿媒介依赖和家长媒介监控的现状,其中以674名小班及中班的学前幼儿家长的父亲和母亲为主要研究的对象,进行历时8个月的追踪，探讨家长媒介监控对幼儿媒介依赖的即时和长期影响。

研究结果表明：

（1）家长媒介监控（T1）和幼儿媒介依赖（T1）的均值高于家长媒介监控（T2）和幼儿媒介依赖（T2）的均值。随着时间的增长幼儿媒介依赖程度降低，家长媒介监控程度也在降低。幼儿媒介依赖（T1）在不同年级存在显著差异，幼儿媒介依赖（T2）、家长媒介监控（T1）（T2）在不同年级不存在显著差异。幼儿媒介依赖（T1）在不同性别存在显著差异，幼儿媒介依赖（T2）、家长媒介监控（T1）（T2）在不同性别不存在显著差异。

（2）家长媒介监控与幼儿媒介依赖呈显著负相关。

（3）在横向结果中，家长媒介监控（T1）对幼儿媒介依赖（T1）具有显著负向预测作用。并且家长媒介监控（T1）的四个维度都对幼儿媒介依赖（T1）的四个维度都有显著的负影响，其中对幼儿管理影响最大的是家长媒介监控（T1）的限制维度；对幼儿人际与健康影响最大的是家长媒介监控（T1）的监督维度；对幼儿生活冲突影响最大的是家长媒介监控（T1）的指导维度；对幼儿情绪管理影响最大的是家长媒介监控（T1）的监督维度。

（4）在横向结果中，家长媒介监控（T2）对幼儿媒介依赖（T2）具有显著负向预测作用。家长媒介监控（T2）的四个维度并非都对幼儿媒介依赖（T2）的四个维度都有显著的负影响，共同使用维度对幼儿媒介依赖（T2）的四个维度都没有显著影响。对幼儿时间管理影响最大的是家长媒介监控（T2）的监督维度；对幼儿人际与健康影响最大的是家长媒介监控（T2）的监督和限制维度；而对幼儿生活冲突都没有显著影响；对幼儿情绪管理影响最大的是家长媒介监控（T2）的监督维度。

（5）在纵向结果中，家长媒介监控（T1）对其一年后的幼儿媒介依赖（T2）具有显著负向预测作用。家长媒介监控（T1）的四个维度都对幼儿媒介依赖（T2）的四个维度都有显著的负影响，其中对幼儿管理影响最大的是家长媒介监控（T1）的限制维度；对幼儿人际与健康影响最大的是家长媒介监控（T1）的监督维度；对幼儿生活冲突影响最大的是家长媒介监控（T1）的限制维度；对幼儿情绪管理影响最大的是家长媒介监控（T1）的限制和监督维度。

为了充分发挥家长媒介监控对学前儿童媒介依赖的积极推动和引导作用、培养学前儿童良好的媒介使用习惯，家长们首先应该根据幼儿媒介依赖程度，制定个性化的媒介监控的计划；其次合理地使用家长媒介监控策略，改善幼儿的媒介依赖情况。

The use of Internet media continues to be younger, and children have been in the ever-changing electronic information age from the day they landed, and their lives are full of various electronic Internet media. Although electronic media makes it easier and more convenient for children to understand the world, electronic media is a double-edged sword. While providing children with rich and colorful information and information, they may also have a negative impact on their development. So how should parents deal with the influence of the media on young children? What is the role of parental media monitoring? Based on this, this study is aimed at preschool children and their parents.

This study is based on the theory of parental media monitoring, using questionnaires, taking the fathers and mothers of 935 preschool children as the research objects, respectively, to explore the media dependence of preschool children and parental media monitoring, and whether there is media dependence of children of different age groups. Differences, whether there is a difference in age and gender in parental media dependence. Among them, 674 fathers and mothers of preschool children in small and middle classes were used as the research objects. A 10-month tracking was carried out to explore the immediate and long-term impact relationship between children’s media dependence and parental media monitoring.

Research indicates: (1) The average values of parent media monitoring (T1) and young children's media dependence (T1) are higher than the average values of parent media monitoring(T2)and young children's media dependence (T2). As time goes by, the degree of children's media dependence decreases, and the degree of parents' media monitoring also decreases. There are significant differences in children's media dependence (T1)in different grades, and there is no significant difference in children's media dependence (T2)and parental media monitoring(T1) (T2)in different grades. There are significant differences in children's media dependence (T1) in different genders, and there are no significant differences in children's media dependence (T2) and parental media monitoring (T1) (T2) in different genders. (2) Parental media monitoring is significantly negatively correlated with children's media dependence. (3) In the horizontal results, parental media monitoring(T1)has a significant negative predictive effect on children's media dependence (T1). And the four dimensions of parent media monitoring (T1) all have a significant negative impact on the four dimensions of children’s media dependence (T1). Among them, the biggest impact on child management is the restricted dimension of parent media monitoring (T1); The greatest impact on interpersonal and health is the supervision dimension of parent media monitoring (T1); the most important impact on children’s life conflict is the guidance dimension of parent media monitoring(T1); the greatest impact on young children’s emotional management is parent media monitoring (T1) Supervision dimension. (4) In the horizontal results, parental media monitoring (T2)has a significant negative predictive effect on children's media dependence(T2). Not all of the four dimensions of parental media monitoring (T2) have a significant negative impact on the four dimensions of young children’s media dependence (T2), and the common use of dimensions has no significant impact on the four dimensions of young children’s media dependence (T2). The greatest impact on young children’s time management is the supervision dimension of parent media monitoring (T2); the greatest impact on young children’s interpersonal and health is the supervision and restriction dimensions of parent media monitoring (T2); there is no significant impact on children’s life conflicts; The greatest impact on children’s emotional management is the supervision dimension of parental media monitoring(T2). (5) In the longitudinal results, parental media monitoring (T1)has a significant negative predictive effect on children's media dependence (T2) one year later. The four dimensions of parent media monitoring (T1)all have a significant negative impact on the four dimensions of young children’s media dependence (T2). Among them, the most important impact on child management is the limited dimension of parent media monitoring (T1); The greatest impact on health is the supervision dimension of parent media monitoring(T1); the most important impact on children’s life conflict is the restriction dimension of parent media monitoring(T1); the greatest impact on young children’s emotional management is the restriction of parent media monitoring (T1) And supervision dimensions.

In order to give full play to the positive promotion and guiding role of parental media monitoring on preschool children’s media dependence, and to cultivate good media usage habits for preschool children, firstly, parents should first make a personalized media monitoring plan based on the degree of children’s media dependence,and secondly use parental media monitoring strategies reasonably to improve children’s media dependence.