Quantifying the Relationship Between Screen Time, Parent-Child Interaction, and Language Development in Early Childhood

Date of Submission

Spring 2025

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Tiffany Hines, PhD, CCC-SLP

Abstract

In today's digital age, technology has become an integral part of daily life, with children increasingly adept at using various devices. However, the rapid evolution of technology over the past two decades has raised concerns regarding screen time and its potential adverse effects on child development. Research indicates that excessive screen time is associated with deficits in language, cognitive, and social skills among children. Language development is primarily influenced through observation and interaction with adults, so parents play a critical role in nurturing their child's linguistic abilities. This quantitative study investigates the relationship between excessive screen time, limited parental interaction, and expressive language deficits in children. Results reveal a significant correlation between increased screen time and diminished verbal engagement from parents, which in turn is linked to reduced independent play and a smaller vocabulary in young children. These results highlight the urgent need for parents to minimize screen time to mitigate potential long-term impacts on language development.

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