THE IMPACT OF SCREEN TIME ON CHILDREN'S LANGUAGE DEVELOPMENT: PERSPECTIVES OF PRE-SCHOOL PARENTS IN MALE', MALDIVES

The proliferation of digital media has sparked global concern regarding its developmental impact on early childhood. While extensive literature exists on Western populations, empirical evidence from the Maldivian context remains scarce. This study investigates the relationship between screen time and language development among preschool children in Malé, focusing on the mediating role of parental involvement. Adopting a quantitative exploratory survey design, the study utilized a sample-to-item ratio method to target a population of 8,848 preschool children. Data were collected from 141 parents via a structured questionnaire distributed through Google Forms. Statistical analysis, including descriptive and inferential tests, was performed using SPSS to examine variables such as screen duration, content type, and parental mediation strategies. Findings indicate that while most participants reported minimal independent screen use (TV, mobile gadgets, and tablets), there was a high prevalence of established household rules and active supervision. Regression analysis reveals that screen time has a significant positive impact on children's language development (p < .05) when supported by active parental involvement. Conversely, unsupervised or passive consumption did not yield similar linguistic benefits. This research concludes that screen time is not inherently detrimental but serves as a catalyst for language acquisition when integrated with high-quality, age-appropriate content and proactive parental engagement. These results suggest a shift in pedagogical focus from absolute screen restriction to "digital co-viewing." This study provides a foundation for educators and policymakers in the Maldives to develop evidence-based guidelines for healthy digital habits in early childhood.