Abstract:

The aim of our research was to explore the extent to which smart device use is present in the lives of preschool-aged children, the activities for which these devices are applied, and parents’ perceptions of their impact on children’s development. We conducted group activities and clinical interviews with both children and their parents in order to gain a complex picture of device use in early childhood. Our findings indicate that contact with smart devices occurs as early as 2–3 years of age, and their use soon becomes integrated into children’s everyday lives. Device use was reported as being almost daily, particularly during leisure time, with children showing a clear preference for entertainment-related activities such as watching cartoons and playing games. Children’s responses consistently demonstrated a high level of familiarity with various digital devices, including smartphones, tablets, and computers, which they reported using actively and confidently. Parental interviews confirmed this trend, indicating that smart device use in this age group is not an occasional phenomenon, but rather a routine aspect of family life. While the children’s accounts highlighted the enjoyment and engagement associated with device use, the parents provided more nuanced perspectives. Some parents emphasized the potential benefits of smart devices, such as the enrichment of vocabulary, stimulation of curiosity, and opportunities for foreign language acquisition, particularly through exposure to digital storytelling. At the same time, several parents expressed concerns regarding the possible negative consequences of excessive use, such as reduced social interaction, weakened emotional regulation, and limitations in the development of communication skills. Taken together, these findings underscore both the opportunities and the risks associated with early smart device use. On the one hand, digital technologies may support cognitive and linguistic development; on the other, unregulated and excessive use may hinder children’s balanced growth. Therefore, our results point to the importance of conscious and supervised device use, guided by clear rules and age-appropriate content. Furthermore, it is essential to provide children with alternative activities–such as reading, drawing, or interactive play-that can complement digital experiences and foster holistic development. Our study thus contributes to the growing body of literature on digital childhood by highlighting the dual role of smart devices in shaping children’s communication and overall development. 

Keywords: smart device use, preschool children, speech development, media use, parental attitudes. 

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