Analisis dalam Penggunaan Screen Time terhadap Perkembangan Sosial dan Emosional pada Anak Usia 5-6 Tahun di TK Tunas Mekar Cimerak

Abstract

Nowadays, rapid technological developments have contributed to the advancement of media as part of innovation. This condition occurs in early childhood groups who tend to use gadgets. The study aims to explore the relationship between screen time and the social and emotional development of children aged 5-6 years. This study is a field study with a qualitative approach. Data were collected through observation, interviews, and documentation. The sampling technique used was purposive sampling. The data analysis methods employed in this study are as follows: Data Reduction, Data Presentation, and Drawing Conclusions. TK Tunas Mekar has a policy that aligns the use of digital devices with the developmental needs of young children. The use of digital devices is regulated to support learning, not as the primary tool, and always involves the active role of teachers and parental supervision. The use of digital devices in early childhood, including in kindergarten settings, is strictly limited and must align with age-appropriate recommendations. The content accessed must be educational, age-appropriate, and always supervised by parents or teachers. Based on interviews conducted by the researcher at TK Tunas Mekar, there are negative impacts of excessive screen time on various aspects of children's development, which indirectly or directly affect their learning outcomes. After observing changes in students' behavior related to increased screen time usage at Tunas Mekar Kindergarten, teachers noted that even though the usage occurred at home, it could still impact children during learning activities at school.