The Impact of Screen Usage on the Speech Development of Preschool Students at Barangay Francisco De Castro, GMA, Cavite

Abstract

The rise of digital devices has made screen exposure common among young children, raising concerns about its effects on early speech development. Early language skills are essential for educational success. This study aims to examine the impact of screen usage on expressive language among preschoolers in Barangay Francisco De Castro, GMA, Cavite, in line with Sustainable Development Goal #4: Quality Education. Using a quantitative approach, data were collected through purposive sampling and a validated survey questionnaire employing a 4-point Likert scale to measure screen usage patterns and speech development indicators. The instrument demonstrated good reliability (Cronbach’s Alpha: 0.878 for speech development, 0.846 for screen usage). Descriptive statistics and Spearman’s rho correlation analyses were conducted to explore relationships between screen time variables and expressive language performance. Findings revealed that screen use does not hinder expressive language. Notably, the age at first screen exposure correlated significantly with speech development (r = 0.253, p = 0.048), indicating that earlier exposure may affect language acquisition. However, total screen time and content type showed no significant association with speech performance. The timing of initial screen exposure is a key factor influencing early speech development. Parents and educators should focus on delaying early screen introduction to promote optimal language growth in preschool children.