Effect of using screen time in developing children’s speech and language: Bangladesh context

Abstract

In the current digital age, the impact of screen time on children's daily lives has increased dramatically. Its impact is vital in developing children's language and communication skills. Since children's language and language development occurs from birth to the early years, screen time has become important for their language, social skills, and mental development. It is essential to investigate the impact of screen time on the development of children's language and communication skills in Bangladesh, as the trend of screen time use in this country is increasing daily. This study aimed to determine the impact of screen time on children aged 03-08 years and their language development. This study was conducted on 50 children aged between 03 and 08. It analyzed children's screen time using patterns, content categories (educational, entertainment, and interactive), and linguistic effects. The participants were parents, teachers, child psychologists, and linguists contributing to children's screen time and language development from different perspectives. In addition, the participants were asked to answer various relevant questions through a survey questionnaire, which provided information about children's screen use. The study analyzed the type and duration of screen time use, the impact of their use on children's language development, and the relationship between the type of content and its linguistic impact. The study was conducted using a mixed research method, where data was collected through questionnaires and observations. According to the study results, various effects of screen time use were observed in children. Interactive, educational games and cartoons were preferred among children aged 03-08. Such content helps children to develop linguistic skills and actively participate. Children aged 06-08 are more interested in video games and YouTube videos, and their interest in creating social media content is increasing among them. Children have been shown to have more excellent linguistic skills with educational content, such as word repetition, asking questions, and participating in linguistic activities. Children's passive behavior in entertainment content such as cartoons or games does not improve language skills much but can cause emotional reactions (e.g., laughter, frustration). Children aged 03-05 have improved vocabulary and sentence structure by interacting with educational content. Children aged 06-08 display more content-based dialogue, but their conversations lack structure. This study revealed that children's screen time usage profoundly impacts their language development, physical condition, and emotional responses. When interactive and encouraging children to actively participate, educational content enhances children's language skills and social communication abilities. However, entertainment content encourages passive viewing and can negatively impact language development. The study suggests that parents should be more careful about screen time and iv maintain a balance in the use of digital content. Children should be drawn to content that promotes education and social development, significantly improving their language skills. In addition, teachers and other caregivers have an important role to play in managing screen time. Governments and social institutions should promote digital educational content and develop guidelines for screen time management so that children can achieve healthy language and physical development in the digital age. The results of this study provide new perspectives on screen time use among children in Bangladesh and lay a solid foundation for future research.