The Correlation Between Screen Time Duration, Parental Factors, and Socioemotional Development in Children Aged 2–5 Years in the Working Areas of Kupang
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The digital era is marked by the growing use of gadgets among young children (ages 2–5). This trend is evident in both the duration of use and the number of users, which tend to increase each year. High screen time can lead to emotional, behavioral, and social interaction problems, especially when not supervised by parents. This study aims to determine the correlation between screen time duration, parental factors, and socioemotional development in children aged 2-5 years in the working areas of Kupang. An analytical, observational, cross-sectional design was employed, involving children aged 2–5 years in the working areas of Kupang. A total of 60 respondents were selected using consecutive sampling. Screen time duration was the independent variable, while socioemotional development was the dependent variable. Data were collected using a screen time questionnaire adapted from SMALLQ and the Strengths and Difficulties Questionnaire (SDQ), and subsequently analyzed using the Chi- Square test. Univariate analysis showed that 56.67% of children had excessive screen time (>60 minutes/day) and 30.00% experienced very high levels of socioemotional difficulties. Bivariate analysis revealed a significant correlation between screen time and socioemotional development (p = 0.003), with a higher risk among children with excessive screen time. However, the Linear-by-Linear Association test showed no significant linear trend (p = 0.071), suggesting that other factors are involved. This study also shows a significant association between parents’ highest educational level and children’s socioemotional development (p-value = 0.005). This finding is supported by the Linear-by-Linear Association test, indicating that screen time is not the only factor influencing children's socioemotional well-being. Other factors also contribute to children’s socioemotional development. These findings indicate that excessive screen time and parental factors may be associated with socioemotional difficulties in early childhood, highlighting the importance of monitoring digital media use during this developmental period.
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