The Behavioral Impact of Excessive Technology Exposure among Early Childhood Learners

This study examined the behavioral impact of excessive technology exposure among early childhood learners aged 3–8 years in Valencia City, Bukidnon. Using a quantitative correlational design, data were collected from 30 parents through the SCREENS-Q and the Strengths and Difficulties Questionnaire (SDQ). The study identified commonly used digital devices, measured average daily screen time, and assessed behavioral development across four domains: conduct difficulties, hyperactivity/inattention, peer difficulties, and prosocial behavior. Findings revealed that smartphones and televisions were the most frequently used devices, with an average screen time of 7.10 hours per day, exceeding recommended limits. Behavioral assessment indicated elevated levels of difficulties in conduct, hyperactivity, and peer interaction, while prosocial behavior was moderately developed. Correlational analysis using Spearman’s rho showed a significant and very strong positive relationship between screen time and conduct difficulties, hyperactivity, and peer difficulties, and a very strong negative relationship with prosocial behavior (p < .001). This study presents preliminary evidence into the relationship of screentime across the four domains (conduct difficulties, hyperactivity/inattention, peer difficulties, and prosocial behavior), suggesting that increased screen exposure is associated with higher behavioral difficulties and lower prosocial skills. Anchored in Social Learning Theory and Displacement Theory, the findings imply that excessive screen use may influence children’s behavior through modeling and reduced engagement in developmentally appropriate activities, highlighting the need for regulated screen use.

Screen time, conduct difficulties, hyperactivity, peer difficulties, prosocial behaviuor

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