The Relationship Between Gadget Use and Social Emotional Development in Preschool Children in Atep Village
DOI:
https://doi.org/10.70524/wxf1en52Keywords:
GADGET, PRESCHOOL CHILDREN, SOCIAL-EMOTIONAL DEVELOPMENTAbstract
GADGET USE AMONG PRESCHOOL-AGED CHILDREN HAS INCREASED ALONGSIDE TECHNOLOGICAL ADVANCEMENT; HOWEVER, THIS RAISES CONCERNS REGARDING ITS IMPACT ON CHILDREN'S SOCIAL AND EMOTIONAL DEVELOPMENT. THIS STUDY AIMS TO ANALYZE THE RELATIONSHIP BETWEEN GADGET USE AND SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL-AGED CHILDREN IN ATEP VILLAGE, LANGOWAN SELATAN DISTRICT. THE RESEARCH EMPLOYED A QUANTITATIVE APPROACH WITH A CROSS-SECTIONAL DESIGN. THE POPULATION CONSISTED OF 90 PARENTS WHO OWNED GADGETS AND HAD CHILDREN AGED 2 TO 4 YEARS. A TOTAL OF 73 RESPONDENTS WERE SELECTED USING THE SLOVIN FORMULA WITH A 5% MARGIN OF ERROR AND PURPOSIVE SAMPLING TECHNIQUE. THE RESEARCH INSTRUMENTS INCLUDED A GADGET USAGE QUESTIONNAIRE AND A SOCIAL-EMOTIONAL DEVELOPMENT QUESTIONNAIRE. DATA WERE ANALYZED USING THE SPEARMAN RHO TEST. THE RESULTS SHOWED A SIGNIFICANT RELATIONSHIP BETWEEN GADGET USE AND CHILDREN'S SOCIAL-EMOTIONAL DEVELOPMENT (P-VALUE = 0.001 < Α = 0.05). MOST CHILDREN CATEGORIZED WITH POOR GADGET USE EXHIBITED ABNORMAL SOCIAL-EMOTIONAL DEVELOPMENT. THIS STUDY EMPHASIZES THE IMPORTANCE OF ACTIVE PARENTAL INVOLVEMENT IN MONITORING THE DURATION, FREQUENCY, AND CONTENT OF GADGET USE TO SUPPORT THE OPTIMAL SOCIAL AND EMOTIONAL DEVELOPMENT OF CHILDREN.
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Copyright (c) 2026 Stevani Debora Wauran, Ellen Timmerman, Diana Sigarlaki (Author)
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