THE RELATIONSHIP BETWEEN DIGITAL DEVICE USE AND LANGUAGE DEVELOPMENT AMONG PRESCHOOL CHILDREN AGED 5–6 YEARS

Juppri Bacotang

doi:10.51200/ijelp.v9i1.7631

Authors

Juppri Bacotang Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Malaysia

DOI:

https://doi.org/10.51200/ijelp.v9i1.7631

Keywords:

digital device use, language development, preschool children, screen time, early childhood education

Abstract

The increasing use of digital devices among young children has raised concerns regarding its possible association with early language development. This study examined the relationship between digital device use and language development among preschool children aged 5 to 6 years in Kota Kinabalu, Malaysia. A quantitative survey design was employed involving 80 parents and 7 teachers
from private kindergartens. Parents completed a questionnaire on children’s digital device use, while teachers assessed language development of 80 children in listening and speaking domains using a rating scale. Data were analysed using descriptive statistics and Pearson correlation analysis. The findings showed that children’s overall digital device use was at a moderate level (M = 2.50, SD = 0.342), while language development was rated at a good level for listening (M = 3.80, SD = 0.37) and speaking (M = 3.41, SD = 0.659). Pearson correlation analysis indicated a very weak and non-significant relationship between digital device use and language development (r = .097, p = .394). These findings suggest that digital device use, as measured in this study, was not significantly associated with preschool children’s listening and speaking development. The study contributes local evidence to early childhood education by highlighting the need to examine not only the amount of digital device use but also the quality, purpose, and context of use in future research. Practical implications include the importance of guided, age-appropriate, and purposeful digital engagement among preschool children.

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