The Perception Of Prospective Early Childhood Education Teachers On The Impact Of Screen Time On Children's Development In The Digital Era

Abstract

This study examines how prospective Early Childhood Education (ECE) teachers perceive the impact of screen time on children’s development in today’s digital era. The research aims to understand how future educators interpret both the potential benefits and the challenges that digital media brings to early learning. A qualitative descriptive approach was used, with data collected through semi-structured questionnaires and in-depth interviews involving prospective ECE teachers from several teacher education institutions. The findings show that most participants hold a balanced and reflective view of screen time. They do not see digital media as inherently harmful but rather as a valuable learning resource when used appropriately, under adult supervision, and aligned with the developmental needs of children. Many participants highlighted the advantages of interactive educational media-such as learning videos and digital games—that can foster children’s cognitive growth, language skills, and creativity.At the same time, the participants expressed genuine concerns about the negative effects of excessive and unsupervised screen exposure, including reduced social interaction, lower physical activity, and shorter attention spans. These insights reflect an awareness of the need for balance and responsible media use, emphasizing the shared role of teachers and parents in shaping healthy digital habits. Overall, the study stresses the importance of embedding digital literacy and pedagogical technology skills into teacher training programs. By doing so, future educators will be better equipped to guide children in using technology responsibly and meaningfully to support holistic development.