Unregulated Screen Time on Kindergarten’s Language and Literacy Development

Abstract

This study investigated the relationship between unregulated screen time and the language and literacy skills of kindergarten learners. Utilizing a descriptive-correlational research design, the study examined the profile of parent-respondents in terms of age, gender, educational attainment, occupation, and income, as well as the learners’ average daily unregulated screen time, observed language skills, and observed literacy skills. Data were collected through parent survey questionnaires and teacher-rated language and literacy checklists adapted from established instruments, using a 5-point Likert scale. Random sampling aided by Slovin’s formula was employed, and data were analyzed using Microsoft Excel and Pearson’s r at the 0.05 level of significance. Results revealed that learners spent an average of 1–2 hours per day on unregulated screen activities, primarily for educational and entertainment purposes. Language skills were moderately observed and showed a negligible, non- significant relationship with screen time. In contrast, literacy skills were observed at a higher level and demonstrated a weak but significant positive relationship with unregulated screen time. The findings suggest that moderate and purposeful screen exposure may support early literacy development when guided by appropriate content and parental supervision.