Does increase in screen time have an effect on the pragmatic language development of preschoolers?

Abstract

Screen time has become increasingly prevalent in young children's lives, raising concerns about its effects on language and social communication development. While excessive screen use is linked to language delays, little is known about its impact on pragmatic language skills, particularly in the Indian context. This study examined the effects of screen time on language and pragmatic development in preschool children with language disorder (CLD) compared to typically developing children (TDC). Sixty children aged 3–5 years and their caregivers participated, divided equally into CLD and TDC groups. Data on screen time practices were collected using a Screen Time Questionnaire developed by the authors. Results showed that CLD had significantly higher daily screen time than TDC peers, with 80% of CLD children exposed to active screen use before age two. Parents of CLD children reported lower interactive screen engagement and fewer screen time restrictions. Increased screen time in the CLD group was negatively correlated with receptive and expressive language abilities. Additionally, 43% of children in the CLD group exhibited inadequate pragmatic skills, with significant associations observed between higher screen time and poorer pragmatic abilities. These findings highlight that excessive and unstructured screen time, especially without parental mediation, may adversely affect both language development and pragmatic communication skills in young children, underscoring the importance of monitoring screen use and promoting quality parent–child interactions.