Hubungan Durasi Screen Time dan Pendampingan Orang Tua (Co-viewing) dengan Perkembangan Bahasa Anak Prasekolah: Studi Cross-sectional di TK Negeri Pembina Mataram

Febrina Febrina; Rifa Atuzzaqiyah; Marie Yuni Andari

doi:10.59024/jikas.v4i4.2498

Authors

Febrina Febrina Universitas Mataram
Rifa Atuzzaqiyah Universitas Mataram
Marie Yuni Andari Universitas Mataram

DOI:

https://doi.org/10.59024/jikas.v4i4.2498

Keywords:

Co-viewing, Denver II, Language Development, Preschool Children, Screen Time

Abstract

The increasing use of digital devices among preschool children may influence language development, particularly when screen time is excessive and not accompanied by parental guidance. This study aimed to analyze the association between screen time duration, parental co-viewing, and language development among preschool children. This quantitative cross-sectional study was conducted at TK Negeri Pembina Mataram involving 63 children aged 5–6 years. Screen time duration and co-viewing data were collected using a parent-reported questionnaire, while children's language development was assessed using the Denver II screening tool. Data were analyzed using univariate, bivariate, and multivariate ordinal logistic regression analyses. Most children had screen time duration of 1–2 hours per day (52.4%) and were only sometimes accompanied during screen use (58.7%). Normal language development was found in 37 children (58.7%), while 26 children (41.3%) were categorized as suspect. Bivariate analysis showed significant associations between screen time duration, co-viewing, and language development. In multivariate analysis, co-viewing remained statistically significant (p=0.002), whereas screen time duration was not significant (p=0.142). Preschool children's language development is more closely related to parental co-viewing during screen time than to screen time duration alone.

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