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Screen Time vs. Speaking Time: A Qualitative Comparison of Speech Development in Toddlers with Different Gadget Use Patterns
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Abstract
Purpose – This study investigates how different gadget use patterns affect toddler speech develop-ment, addressing concerns about passive screen time limiting verbal interaction opportunities.
Design/methods/approach – A qualitative case study design was used to gain in-depth insights into children’s behavior in their social context. Participants were selected purposively based on parental reports of gadget use. Inclusion criteria were toddlers aged 1 year 8 months to 4 years (M = 2.75 years) with typical development and no diagnosed disorders. Exclusion criteria included neurological conditions and prior speech-language therapy. The final sample consisted of 16 toddlers (7 girls, 9 boys), categorized into intensive users (frequent, prolonged exposure to non-interactive content) and limited users (gadgets used mainly for calls or video chats with relatives). Data collection included semi-structured parent interviews (30–45 minutes), naturalistic observation, and developmental screenings by a licensed child psychologist. Validity was ensured through triangulation and member checking. Data were analyzed using thematic analysis involving coding, categorization, and theme development.
Findings – Thematic analysis identified three key themes: rich verbal interaction fosters early speech, passive screen exposure hinders language acquisition, and early or unsupervised gadget use disrupts developmental timing. Children with limited gadget use developed age-appropriate speech, used spontaneous verbal expressions, and required no speech therapy. In contrast, toddlers with intensive gadget use showed limited vocabulary, reduced responsiveness, and in many cases required speech therapy. These developmental disparities were closely linked to differences in caregiver interaction, content type, and exposure duration.
Research implications/limitations – This study offers contextual insight from Indonesia using triangulated qualitative methods, though its small sample limits generalizability. Broader, mixed-method studies are recommended.
Practical implications – The findings emphasize limiting passive gadget use and encouraging active verbal interaction. Parenting programs and early education should promote language-rich environments and conscious media use. Digital tools should support interactive, not passive, use. Early intervention, including parental involvement and therapy, is essential.
Originality/value – This study adds to the discourse on early media exposure by offering practical insights for parents, educators, and policymakers to support toddlers’ speech development.
Paper type Research paper
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1. Introduction
In the current digital era, the use of gadgets such as smartphones, tablets and other electronic devices has become an inseparable part of everyday life(Rashid Said Al Mushaiqri & Sulistio, 2024). This technology not only affects adults(Krisnana et al., 2022)(Sarla, 2019), but is also increasingly used by children, even from an early age(Setiani, 2020)(Wahyuningtyas et al., 2022). Many parents perceive gadgets as educational tools that support learning and development, encouraging early exposure. However, recent studies show that excessive use is linked to negative outcomes such as poor social interaction, reduced physical activity, and academic decline(Kuriakose et al., 2020). This is supported by the many applications and digital content which are claimed to be able to help children's cognitive development and motor skills(Vicky et al., 2023).
However, despite the various benefits offered, there is growing concern about the negative impact of excessive gadget use on children, especially in terms of speech and language development(Maulana, 2020). Direct interactions and verbal communication with parents or caregivers are often replaced by time spent in front of a screen. The lack of real verbal stimulation and social interactions that are important for language development can be marginalized due to children's too much engagement with digital devices(Brushe et al., 2024). This fact raises the question of whether early and passive screen exposure contributes to delays in expressive and receptive language development during the critical period of early childhood. Previous research has shown that children who spend too much time in front of screens tend to experience delays in their speech development(Nugraha et al., 2019)(Pasaribu et al., 2023). With the increasingly widespread use of gadgets among children, it is important to understand in more depth how this technology can affect their language and speech development, so as to provide better guidance for parents and educators in regulating the use of gadgets for children.
Speech development in early childhood is a very important aspect of development. Speech is not only a means of communication(Weng & Qin, 2021), but also the foundation for children's cognitive and social development(Forrester, 2013)(Heald & Nusbaum, 2014). Through the ability to speak, children can express their thoughts, needs and feelings, as well as interact with their surrounding environment. The ability to communicate effectively helps children understand and interpret the world around them, which in turn encourages the development of other cognitive skills, such as problem solving and critical thinking(Haslett & Samter, 2020).
In addition, good speech development is closely related to academic achievement later in life. Children who have well-developed speech skills tend to adapt more easily to formal learning environments, such as at school. They excel at understanding instructions, participating in class discussions, and mastering basic literacy skills, such as reading and writing. In other words, optimal speech development in early childhood can provide a strong foundation for academic success and lifelong learning(Cronin et al., 2020).
Furthermore, speech development also plays a central role in the development of social and emotional relationships. Children who have good speaking skills are better able to build and maintain relationships with peers and adults. They can communicate effectively, resolve conflicts, and express emotions in healthy ways(Rautakoski et al., 2021). In contrast, children with speech delays often face challenges in social interactions, which can impact their self-esteem and emotional health. Therefore, ensuring proper speech development from an early age is very important to support the child's overall development, both cognitively, academically and socially-emotionally(Irwin et al., 2002)(Wren et al., 2023).
As the use of gadgets becomes more widespread among children, educators, psychologists and parents are starting to express concerns about the potential negative impacts they may have(Liza et al., 2023)(Yohana & Mulyono, 2021). Gadgets, although offering a variety of educational benefits(Griffith et al., 2022)(Wanti et al., 2023)(Winarto et al., 2020), can also reduce important verbal interactions between children and parents or caregivers. The face-to-face interactions that play an important role in language learning and the development of communication skills(Neff & Martin, 2023)are often replaced by time spent in front of a screen(Stieger et al., 2023). Children who are more exposed to gadgets tend to spend less time talking and interacting with the people around them, which can have a negative impact on the development of their speech skills(Maulana, 2020).
In addition, child psychologists have noted an increase in the number of cases of speech delays associated with excessive use of gadgets. Children who spend too much time in front of screens often have difficulty developing a broad vocabulary and the ability to form complex sentences. The content offered by gadgets, although perhaps educational, often does not provide the verbal stimulation necessary for optimal language development. The lack of dynamic two-way interaction, which usually occurs in face-to-face conversations, can limit children's opportunities to practice and improve their speaking skills(Putri et al., 2025).
This concern is also reinforced by a number of studies showing a correlation between excessive use of gadgets and delayed language development. These studies found that children who were exposed to a lot of gadgets tended to show lower speech abilities compared to those who engaged in more social and verbal interactions(Pasaribu et al., 2023). These
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