Authors : Dr. Sohaib; Dr. Jehanzeb Khan; Dr. Rida Khan; Dr. Yousaf Mujahid; Dr. Hanadi Shad; Dr. Asfandyar Khan; Dr. Saad Ali; Dr. Ammad Ali

Volume/Issue : Volume 8 - 2023, Issue 10 - October

Google Scholar : https://tinyurl.com/3xa5zyy5

Scribd : https://tinyurl.com/5yms326p

DOI : https://doi.org/10.5281/zenodo.10070848

Abstract : Background Examining the potential effects of screen time on pre- school children's developmental milestones is the main goal of this study. This study aims to identify significant relationships between exposure to screen time and several developmental features. To better understand the possible effects of screen time on children's development, the study focuses on aspects like age, parental education levels, types of electronic devices used, duration of outside activities, and behavioral issues.Methods This cross sectional study was conducted after ethical approval from jan 2022to dec 2022 at lady reading hospital Peshawar. Informed consent was taken from the parents who were willing for giving the information. Data from a sample of pre-school children was gathered and categorized based on age, parental education levels, types of electronic devices (mobile, tablets, TV), length of outdoor activities, and behavioral indicators (social problems, attention problems, obey problems, aggressive behavior, and sleep disturbances). For each category of the variables, frequencies and percentages were determined. P-values were calculated using the relevant statistical methods in order to assess the significance of the relationships between screen time consumption and developmental milestones. Those who were not willing and children with congenital development were excluded from the study. All data was analyzed through spss-24 ver.Results Age groups, parental education levels, electronic device kinds, length of outdoor activity, and behavioral characteristics all showed unique distributions in the analysis. Age (p = 0.05), use of electronic devices (p = 0.03), social issues (p = 0.04), attention issues (p = 0.02), aggressive behavior (p = 0.03), and sleep disturbances (p = 0.01) all had notable p-values, which may indicate a link between screen time and developmental milestones in preschoolers. Maximum ratio 54 (56.25%) of those aged 6 and older and less than 6 (6.25%) of those aged 2-4. While the father education high ratio was in the educated group and 23 (23.95%) less in the uneducated group, the mother education high ratio was in the uneducated 42 (43.75%) and less in the educated group 17 (17.70%). Low 8(8.3%) ratio & high 56(58.33%) ratio in electronic equipment. The majority of children's behaviors included: disrupt sleep 72 (75%); social difficulties 51 (53.12%); aggression 67 (69.79%); and obey problem orders 57 (59.37%).Conclusion This study emphasizes the importance of assessing screen time exposure and its potential effects on pre-school children's developmental milestones. The researchhighlights possible connections between screen time and developmental characteristics, especially in relation to social issues, attention issues, aggressive behavior, and sleep disruptions. These findings are essential for educators, careers, and health professionals to devise methods that support pre-school children's balanced and healthy developmental trajectories and make educated decisions about media usage. To understand the underlying processes of these correlations and to design successful interventions that promote the best developmental outcomes in this young age group, more study is necessary. The secret to a better future is having decent social skills, paying attention, and obeying your parents. Digital media Overuse affects children's development in addition to disrupting their sleep.

Keywords : Developments, Skills, Social Behavior, Electronic Devices, Aggressiveness.