SPEECH-LANGUAGE PATHOLOGISTS’ PERSPECTIVES ON THE IMPACT OF EXCESSIVE SCREEN TIME ON RECEPTIVE, EXPRESSIVE, AND PRE-LINGUISTIC SKILLS DEVELOPMENT IN PRESCHOOL CHILDREN IN LAHORE, PAKISTAN

Abstract

The rapid growth of digital technology and increased use of electronic devices among young children have transformed early childhood experiences worldwide. Excessive screen time has become a growing concern due to its potential influence on communication and language development during the critical preschool years. This study investigated Speech-Language Pathologists’ (SLPs) perspectives on the impact of excessive screen time on pre-linguistic, receptive, and expressive language development among preschool children in Lahore, Pakistan. A quantitative descriptive research design was employed, and data were collected from 138 Speech-Language Pathologists and Speech Therapists using a validated 27-item Likert-scale questionnaire. Data were analyzed using descriptive statistics through SPSS version 26. Findings revealed a strong professional consensus regarding the negative effects of excessive screen exposure across multiple domains of language development. Pre-linguistic difficulties included reduced joint attention, eye contact, and turn-taking, while receptive language deficits involved attention, memory, auditory processing, and vocabulary comprehension. Expressive language challenges included reduced vocabulary use and limited communication initiation. Participants strongly emphasized the importance of parent-child interaction, early intervention, and awareness programs. The study concludes that excessive screen time significantly hinders language development and highlights the need for culturally relevant parental guidance and intervention strategies in Pakistan.