Screen Dependency and Oral Language Development of Kindergarten Children

Abstract

 This study investigated the relationship between unregulated screen time and the language and literacy skills of 40 Kindergarten learners at Tagjaguimit Elementary School, City of Naga, Cebu, during the 2025–2026 school year. Utilizing a descriptive-correlational design, the research examined parental profiles, learners' daily screen habits, and their developmental outcomes. Data were gathered through adapted survey questionnaires, teacher-completed checklists, and classroom observations, then analyzed using weighted means and Pearson correlation coefficients. The findings reveal that parent-respondents are predominantly young to middle-aged, lower-income earners with high school education, which may influence their supervision of digital device access. Learners generally engage in moderate screen time, averaging 1–2 hours daily, primarily for educational purposes and entertainment. While learners demonstrate strong foundational skills, such as letter recognition and following directions, notable gaps persist in expressive and higher-order tasks, including storytelling, vocabulary use, and sentence construction. Statistical analysis yielded negligible positive correlations between unregulated screen time and language ($r = 0.220$) or literacy ($r = 0.208$) skills, indicating that screen duration alone does not significantly impact these competencies. The study concluded that the quality and purpose of digital engagement are more critical than quantity. It recommended the implementation of guided digital learning programs, parental workshops on purposeful screen use, and targeted interventions focusing on expressive language skills. These measures aim to bridge developmental gaps and ensure technology serves as a constructive tool for early childhood education within the semi-rural community setting.