The Impact of Digital Device Use on the Social-Emotional Development of Young Children
DOI:
https://doi.org/10.26877/paudia.v15i2.3428Keywords:
Gadgets, Social-emotional Development, Early ChildhoodAbstract
Anxieties about how early exposure to electronic devices can affect children's emotional and social development are on the rise. The objective of this study is to investigate the relationship between screen time and the social and emotional development of four- to five-year-old kids in Cilincing, North Jakarta, who attend RA Muaz Islamic School. This research used a qualitative method using a case study strategy, relying on informants such as the principal, teacher, and parents. With deliberate selection, it zeroed down on a single child as the main case. Extensive observation, in-depth interviews, and diligent recording were used to collect the data. Evaluation followed using the interactive approach developed by Miles and Huberman. According to the findings, those who spend over two hours a day glued to their screens are less likely to interact with others, more prone to outbursts of anger and tantrums, and less likely to have emotional regulation issues. This research provides additional evidence that when parents and schools work together to restrict technology usage, it leads to better social-emotional development. School regulations regarding students' gadget usage are informed by this as well as efforts to improve digital literacy among families.
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