The Impact of Screen Time and Mobile Dependency onCognition, Socialization and Behaviour Among Early Childhood Students During the Covid Pandemic- Perception of the Parents

• Autores: Genimon Vadakkemulanjanal Joseph, Agnes Thomas M, Sneha Elizabeth, Stephiya Vargheese, Jebin Thomas
• Localización: Digital Education Review, ISSN-e 2013-9144, Nº. 41, 2022, págs. 114-123
• Idioma: inglés
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• Resumen

  • Digital technology systems are adopted rapidly throughout the globe for the virtual learning process especially with the outbreak of the Covid-19 pandemic. Digital screen-based gadgets are integrated to provide a seamless interactive medium of learning even before the initiation of formal education. Studies on the technology use of younger children are critical as uncontrolled gadget use affects their developmental stages yet these studies are still in the infancy stage. This study analyses the psychoeducational impact of extended use of digital gadgets and mobile dependency on early childhood manifested through their cognition, socialization and behaviour. This descriptive study is based on the random responses of 511 parents about their young children of 3-6 years distributed at five civil districts of Kerala State. From the analysis, it is found that the extended use of digital gadgets influenced young children’s mobile dependency, socialization process, cognition and behaviour patterns. The young children exhibited alienation tendencies and behavioural deviations which are correlated to their screen time. Both male and female reported similar results. Significant differences were observed with respect to the age of the children and their parental characteristics. Their mobile dependency mediated their extended digital Screen Time to the Behaviour. Significant relation was predicted by extended Screen Time on Behaviour of the students with a partial sequential path through mobile Dependency, Cognition and Socialization. The study shed light on the urgency of parental care and implementation of a balanced gadget usage system to reduce the detrimental impacts of psychoeducational factors.