IMPACT OF DIGITAL SCREEN TIME ON LANGUAGE DEVELOPMENT IN 2–5-YEAR-OLD CHILDREN: THE MEDIATING ROLE OF PARENT–CHILD INTERACTION

Abstract

Digital screen exposure is increasingly common among young children and may adversely affect early language development. This study examined the impact of digital screen time on language development in children aged 2–5 years and the mediating role of parent–child interaction. A cross-sectional design was employed, involving 250 children and their primary caregivers recruited from preschools in Karachi, Rawalpindi, and Islamabad. Standardized questionnaires were completed by parents to assess digital screen exposure, parent–child interaction, and language development. Results indicated that digital screen exposure was negatively correlated with parent–child interaction (r = −.76, p < .01) and language development (r = −.35, p < .01), whereas parent–child interaction was positively associated with language development (r = .57, p < .01). Mediation analysis revealed that parent–child interaction partially mediated the relationship between digital screen exposure and language development (B = −.07, β = −.57, 95% CI [−.71, −.45]), with the direct effect remaining significant (c’ = .03, p = .001). These findings underscore that excessive screen use can negatively influence language outcomes, but supportive parent–child engagement may buffer this effect. Encouraging interactive communication and limiting screen time may therefore promote early language acquisition in children.