PERKEMBANGAN BAHASA ANAK DENGAN DURASI SCREEN TIME BERLEBIH DALAM PRESPEKTIF GURU: STUDI DESKRIPTIF di TK BA AISYIYAH 02 PASURENAN

Abstract

Language development is a crucial aspect of the golden age of children aged 3–5 who are heavily influenced by environmental interactions. However, the current trend in device usage raises concerns regarding screen time duration that exceeds the recommendation limit. This research aims to describe language development in children with excessive screen time duration through the perspective of teachers at Aisyiyah Kindergarten 02 Pasurenan. The method used is qualitative descriptive with data collection techniques through structured interviews with class teachers and direct observation of the learning process. Research results show significant differences in communication patterns; children with high screen time intensity tend to be more silent, insulative, and only respond to one word. There was also an ecolalia phenomenon in which children imitate foreign terms from videos without understanding their meaning, as well as a decrease in focus when interacting directly. This study concluded that collaboration between teachers and parents in limiting screen duration as well as increasing interactive activities such as role-playing is essential to optimizing children's expressive and receptive language abilities.