A parental perspective on the impact of screen exposure on speech development in early childhood

Abstract

This qualitative study explores parental perspectives on how screen exposure affects speech development in children aged 1 to 5 years in Uttara, Dhaka, Bangladesh. Through 2 focus group discussions and 8 personal interviews conducted online with parents the research investigates whose children attend preschool at home or have recently started English medium schooling, parental observations, concerns, and management strategies regarding children's screen use. The research finding shows that children in the study spent between 2 to 5 hours daily on screens, substantially exceeding WHO and AAP recommended guidelines. Parents identified limited vocabulary, difficulty forming sentences, and the "screen talk" phenomenon (reciting content without functional communication) as primary concerns. The study moreover identifies four thematic patterns: displacement of verbal interaction by passive screen engagement, the "digital babysitter" phenomenon, educational content as a double-edged sword, and cultural/familial influences on screen use. Contributing factors included urban living constraints, parental work schedules, and limited awareness of developmental guidelines. The research highlights a significant gap between parental awareness of screen time risks and their ability to implement effective restrictions, particularly in joint family contexts. These findings underscore the need for culturally tailored interventions addressing the unique challenges faced by Bangladeshi families.