The role of social media in language development and social interaction among children aged 5–8 years

Abstract

This qualitative study explores the role of social media in language development and social interaction among children aged 5–8 years in Dhaka, Bangladesh. The children are exposed to short reels, Youtube videos, gaming platforms and other interactive social media platforms which may influence their language development and interaction style. Semi-structured In-depth Interviews (IDIs) were conducted with five parents (P1–P5) and five teachers (T1–T5), and four children were observed using observation checklists in their natural house settings to support data triangulation. The collected data were analyzed thematically to identify recurring patterns and the perceived influence of social media on language and social interaction. The findings reflect a shift in their communication patterns where children use coded language and gesture-based communication. Both parents and teachers expressed concern regarding social media dependency and its influence on pronunciation, sentence formation, and communication style. Teachers observed reduced attention span and quick transitions between tasks, along with clustering and exclusion among children. Positive influences were also reported by both parents and teachers, where educational content can encourage effective learning and create a new identity with shared knowledge. The study highlights the importance of balanced parental mediation and contextualised pedagogical practices along with the need for digital literacy awareness among parents and teachers. It contributes to the understanding of evolving linguistic practices in a multilingual urban environment.