Evaluating the role of digital media in language development among pre-schoolers: An observational study

Authors

  • Ramisetty Uma Mahesh Associate Professor, Department of Paediatrics, Narayana Medical College, Nellore, Andhra Pradesh, India https://orcid.org/0009-0009-0124-4254
  • Tumati Kedarnath Reddy Assistant Professor, Department of Paediatrics, Narayana Medical College, Nellore, Andhra Pradesh, India
  • Haarika V Assistant Professor, Department of Paediatrics, Narayana Medical College, Nellore, Andhra Pradesh, India https://orcid.org/0000-0002-2502-7918
  • Chandra Sekhar G Associate Professor, Department of Paediatrics, Narayana Medical College, Nellore, Andhra Pradesh, India https://orcid.org/0009-0001-3490-0328

DOI:

https://doi.org/10.3126/ajms.v15i2.59871

Keywords:

Digital Media, Preschool Education, Language Development, Screen Time, Parental Involvement.

Abstract

Background: Digital media consumption is prevalent among pre-schoolers, but its impact on language development remains unclear.

Aims and Objectives: This study investigates the effects of different types of digital media on pre-school children’s language outcomes.

Materials and Methods: A total of 100 pre-school-aged children (mean age 4.2±0.5 years; 51% male) were observed for 12 months. Digital media exposure was categorized into educational interactive, educational passive, and non-educational content, with average screen time being 1.5±0.45 h daily. Language development was assessed using the Preschool Language Scale-5 (PLS-5) at baseline and 12-month follow-up.

Results: At the 12-month follow-up, the study participants exhibited an average Total Language Score (TLS) increase from 100±10 to 107±12. Interactive educational app users showed significant language improvements (TLS: 112±10; P<0.05), exceeding gains seen in passive educational (TLS: 104±10) and non-educational content users (TLS: 102±12). Vocabulary size, expressive language, and receptive language improvements were highest in the interactive group (20%, 15%, and 10%, respectively). Behavioral assessments indicated enhanced use of complex sentences and turn-taking skills in the interactive group. Parental co-viewing correlated with higher TLS gains across all groups, with the most pronounced benefit in the interactive group (9 points vs. 6 without co-viewing). Interactive app users also exhibited higher cognitive (40%) and emotional engagement.

Conclusion: Our study emphasizes the positive influence of interactive educational apps on pre-schoolers’ language development, with notable gains and augmented outcomes through parental involvement. This highlights the value of guided media use in early childhood education.

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Published

2024-02-01

How to Cite

Ramisetty Uma Mahesh, Tumati Kedarnath Reddy, Haarika V, & Chandra Sekhar G. (2024). Evaluating the role of digital media in language development among pre-schoolers: An observational study. Asian Journal of Medical Sciences, 15(2), 58–63. https://doi.org/10.3126/ajms.v15i2.59871

Issue

Vol. 15 No. 2 (2024)

Section

Original Articles

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Copyright (c) 2023 Asian Journal of Medical Sciences

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