Durasi layar dan regulasi emosi pada anak usia dini
Keywords:
Screen Time, Emotion Regulation, Eealy Childhood, Digital Media, Socio-emotional DevelopmentAbstract
The advancement of digital technology has increased the use of electronic devices among children aged 0–8, making screen time an inseparable part of daily life. While digital media offers benefits—such as serving as a learning tool and a means of relaxation—excessive use without supervision risks altering socio-emotional development, particularly regarding emotional regulation skills in early childhood. Research by Wulandari & Sary (2024) indicates that screen time exposure can impact emotional development; children may become more prone to anger, prioritize screen time over toys provided by their parents, and experience changes in language development. During this period, children undergo growth across various developmental domains, including physical-motor, cognitive, religious and moral values, language, arts, and socio-emotional development. One skill that develops rapidly during this time is emotional regulation. Emotional regulation is defined as an individual's ability to recognize, understand, control, and express emotions appropriately in response to the situation at hand (Febrinati et al., 2021, as cited in Rahmayunita, 2026). Excessive use of digital media can reduce the time children spend interacting face-to-face with parents, teachers, and peers (Sangadi et al., 2024). Excessive screen time can have various negative impacts on a child's socio-emotional development (Karambe et al., 2026). Frequent use of digital devices can diminish psychological well-being and limit opportunities for active play, socializing with peers, and communicating with family members. Such conditions can hinder the development of empathy, cooperation skills, communication skills, and the ability to manage emotions.
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