Excessive Screen Time and Language Development Among School-Aged Children in Emerging Digital Societies

Chidinma Blessing Offor¹, Olasupo O. Ariyibi²

¹ Researcher, Science and Technology Education, Lagos State University, Lagos, Nigeria.

² Lecturer, Science and Technology Education, Lagos State University, Lagos, Nigeria

Abstract

The rapid expansion of digital technologies has transformed the social and educational environments in which children develop. In contemporary societies, digital devices such as smartphones, tablets, televisions, and computers have become integral components of children’s daily lives. While digital technologies offer opportunities for learning and information access, concerns have been raised regarding the potential developmental consequences of prolonged exposure to screen-based media. This study examines the relationship between excessive screen time and language development among school-aged children in emerging digital societies. The study adopts a descriptive survey design and relies on teacher observations and parental reports to assess children’s language outcomes, including vocabulary acquisition, reading fluency, and expressive communication skills. Findings indicate that prolonged exposure to screen-based media is associated with lower language development outcomes among children who engage extensively with digital devices. The study concludes that while technology can support learning when used appropriately, excessive screen exposure may limit opportunities for verbal interaction and language practice, which are necessary for optimal cognitive development. The study recommends balanced digital engagement, parental supervision, and increased emphasis on literacy-based activities to enhance children’s language development.    

Keywords: Screen time, Language development, Cognitive development, Literacy skills, Children, Digital media

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