Hubungan Screen Time dalam Penggunaan Gadget Terhadap Interaksi Sosial dan Kemampuan Bahasa pada Anak Usia Prasekolah

The Relationship of Screen Time in Gadget Use on Social Interaction and Language Skills in Preschool Age Children

Abstract

Background: The rapid development of digital technology affects preschool-age children through the use of gadgets, which often causes excessive screen time and raises concerns about the development of social interactions and language skills at a crucial period. Objectives: This study aims to analyze the relationship between screen time and social interaction and language skills in children aged 4-6 years. Methods: The research used quantitative correlational methods, with respondents as many as 66 children in kindergarten and RA. Analysis was carried out using the Spearman correlation test and multivariate ordinal regression. Results: results show that in kindergarten, screen time is weakly positively correlated with social interaction (r=0.356) but negatively with language ability (r=-0.414). Meanwhile, in RA, screen time was negatively correlated with social interaction (r=-0.410) but positively with language ability (r=0.491). Multivariate analysis showed that screen time significantly influenced both variables, with varying impacts depending on age and parenting. Conclusions: in conclusion, there is a significant relationship between screen time on social interaction and language skills. Directed use of gadgets supports social interaction and language skills, but if it is not directed it can reduce social interaction and language skills. Therefore, parental assistance is very important.