Association Between Excessive Screen Time and Language Delay in Preschool Children
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Abstract
Background: Language is a fundamental medium for expression and comprehension of complex ideas and is acquired from early childhood through both receptive and expressive forms, such as spoken words or sign language. The initial years of life are critical for language development, and the rise of digital device usage during this period prompts an investigation into its potential impact.
Objective: This study aims to explore the connection between excessive screen time and language delay in preschool children, a subject of increasing relevance in the digital age.
Methods: A cross-sectional approach was taken, gathering data from the caregivers of 318 preschool children in Lahore, using the Ages and Stages Questionnaires-3 (ASQ-3) to measure developmental milestones. SPSS version 23 was employed for statistical analysis.
Results: The study included 318 participants, with a gender distribution of 218 females (68.6%) and 100 males (31.4%). In terms of device usage, 209 children (65.7%) used mobile phones, while 91 (28.6%) watched television, and 18 (5.7%) played video games. Regarding screen time duration, 65 children (20.4%) used devices for 1-3 hours, 105 (33.0%) for 3-6 hours, 113 (35.5%) for 6-9 hours, and 35 (11.0%) for more than 9 hours. Notably, for children with over 9 hours of screen time, only 27% met their language developmental milestones at 33 months, which reduced with age, culminating in just 20.1% meeting milestones by 60 months.
Conclusion: The study's findings suggest a significant negative correlation between excessive screen time and language development in preschool children, with a clear trend of decreasing milestone achievement with increased screen time. This highlights the need for strategic interventions to manage screen time in early childhood.
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