Abstract
The study investigated parents' assessment of the utilization of technology and the learning outcomes of preschoolers, focusing on the cognitive and social-emotional learning outcomes of preschoolers aged 3–4 years in Dalipuga, Iligan City. The research employed a descriptive-correlational research design involving 109 parent respondents from seven Daycare Centers. The study examined the relationship between learners' profiles—specifically screen time duration, parental or teacher guidance, and prior familiarity with technology—and their engagement with educational apps, cartoons, and educational videos. Results revealed that educational apps and structured video content, particularly when presented by adults, had a positive influence on preschoolers' cognitive and social-emotional development. Prior exposure to digital tools also demonstrated a significant relationship with improved learning outcomes. Conversely, unstructured or excessive screen time, particularly through entertainment-focused content, showed limited educational benefit. The findings highlighted the importance of content quality, adult involvement, and developmental appropriateness in digital engagement. This study contributed valuable localized insights into early childhood education in the Dalipuga, Iligan City, Philippines setting and offered recommendations for parents, educators, and policymakers regarding the responsible integration of technology in early learning environments.
