Abstract
In contemporary early childhood environments, digital screen exposure has become an omnipresent element, prompting significant inquiry regarding its impact on developmental milestones, particularly language acquisition. This study investigates the relationship between daily digital screen time and language development among preschool-aged children (3–5 years old), while examining the moderating role of maternal communication strategies. Utilizing a quantitative cross-sectional design, data were collected from 320 mother-child dyads using standardized expressive and receptive vocabulary assessments, detailed screen time tracking logs, and the Maternal Communication Strategy Scale. Bivariate correlation analyses revealed a statistically significant negative association between unguided solo screen exposure and both receptive (r = -0.36, p < .001) and expressive (r = -0.41, p < .001) language scores. However, hierarchical moderated regression demonstrated that maternal communicative strategies—specifically active co-viewing, conversational turn-taking, and open-ended scaffolding—significantly attenuated this inverse relationship. In environments where mothers actively engaged in joint media engagement and mediated screen content, the deleterious effects of screen time on child linguistic outcomes were neutralized. These findings highlight that maternal communication functions as a crucial buffer, offering actionable insights for modern parenting practices that aim to balance digital technology integration with rich, interactive language environments.
