The Role of Child-Parent Interaction and Screen Time on Speech and Language Development in Children with Speech and language Delay: A Case of Five Speech Therapy Clinics
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Date
2024-10
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Addis Ababa University
Abstract
The purpose of the study is to know the role of child-parent interaction and screen time on the speech and language development of speech and language delayed children aged two-six years receiving speech therapy service at five speech therapy clinics in Addis Ababa. The study utilized both quantitative and qualitative data collection approaches. Quantitative data was collected through parent/caregiver questionnaires evaluating the frequency and quality of parent-child interaction, screen time duration, while qualitative data was collected through interviews further examined parent-child communication patterns and types and content of screen-based activities that the child engaged. The findings revealed that higher levels of child-parent interaction, such as parent engagement in conversation with their child and parent spending time with their child were positively associated with speech and language development. In contrast, increased passive screen time was correlated with poorer performance on measures of speech, vocabulary, and grammar development. These results underscore the importance of creating enriched, interactive communication environments to support optimal speech and language acquisition in young children. The study concludes with key recommendations, including establishing evidence-based screen time guidelines, prioritizing content quality over medium, promoting active parent-child engagement, and expanding longitudinal research to inform policy, educational practices, and the design of children's digital media, in order to catalyze interdisciplinary collaborations that address the challenges of screen use and foster language-rich interactions to nurture children's communication skills in the critical early years.
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role of child-parent interaction