Evaluation of screen use in preschool children from the perspective of parents and teachers

The purpose of this study is to evaluate the effects of intensive screen use during the preschool period on children's development from the perspectives of parents and teachers. The study addresses the impact of screen addiction on children's cognitive, emotional, behavioral, and social development. The research was conducted using a qualitative design based on a phenomenological approach. Semi-structured interviews were carried out with 15 parents and 21 teachers selected through purposive sampling. The data were analyzed using thematic analysis. According to the findings, children with high levels of screen exposure exhibited attention deficits, difficulties in anger management, lack of empathy skills, and increased aggressive behaviors. Eating habits formed in front of screens negatively affected nutritional patterns, and problems such as difficulties falling asleep and night terrors emerged. However, some parents expressed that screen time contributed positively to language development, acquisition of conceptual knowledge, and access to educational content. These views were more frequently voiced in rural areas. In conclusion, intensive screen use has multifaceted effects on child development, but when used in a limited and controlled manner, it can also offer educational benefits. Therefore, it is recommended to strengthen school-family collaboration, enhance guidance services, and develop media literacy-supporting strategies at the policy level.