The Perception of Parents on Screen Time Usage and Social Communication Skills Among Lemikura Sub-City Pre-School Children, Addis Ababa
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Date
2025-06
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Addis Ababa University
Abstract
The primary objective of this study was to find out the association between screen time usage
and language development among preschool children in the Lemikura sub-city. A correlational
research design was employed, utilizing the Social Communication Skill-Pragmatics Checklist
(SCS) and a Digital Screen Exposure Questionnaire as research instruments. Four preschool
were selected using random sampling, and participants (parents) were identified through a table
of random numbers to ensure specific individuals were included in the sample. Data were
collected from these four schools, all located within the Werda three cluster of the Lemikura sub-
city. The study involved 165 parents, of whom 90 were male and 75 were female. The findings
shows a negative linear relationship between screen time usage and language development, with
a correlation coefficient of -.418. This indicates that as screen time increases, language
development tends to decrease, and vice versa. However, the study found no statistically
significant difference in the mean of the screen time exposure across different levels of Parent
Education Status. Similarly, no statistically significant difference was found in the mean of
dependent variable (screen time usage) across different levels of Parent Economic Status.
Furthermore, the analysis of gender differences in screen time usage and language development,
showed no statistically significant differences across all three variables analyzed -Total Social
Communication Skills, Total Digital Screen Exposure scores, and average daily screen time -
this study found no statistically significant differences between male and female preschool
children. In conclusion, evidence suggests that excessive screen time in children may negatively
impact their language development. The study suggest that parents should actively and
thoughtfully manage their children's exposure to screens. This involves setting clear, consistent
boundaries, establishing routines that limit media consumption, and, critically, prioritizing
direct interaction and real-world experiences.