Reducing the negative impact of screen time on preschoolers’ speech competence: a practical intervention model = Снижение негативного влияния экранного времени на речевую компетентность дошкольников: практическая модель вмешательства

Abstract

This study examines the impact of excessive screen time on preschoolers’ speech development and proposes a practical intervention model implemented in Israel. Using a quasi-experimental design with 200 children aged 3–6, the research highlights concerning trends: 95% of participants used gadgets daily, 35% starting by the age of two, and 27.5% of parents reported negative effects of gadgets on their children’s verbal expression. Pre-test results showed a modest level in storytelling skills (the control group: 7.45 and the intervention group: 6.69 mean scores). The intervention involved collaborative efforts between teachers and parents, including structured screen time limits, educational apps, and workshops. and increased parental engagement (88.5% adopted screen time rules). Challenges included low workshop attendance, addressed via Zoom sessions. The study underscores the need for balanced technology use, digital literacy training for parents, and longitudinal research to assess long-term effects. The model advocates for community-wide strategies to foster healthy language development in the digital age.