Parental Mediation of Toddlers' Screen Time and Its Perceived Effects on Language Development in Indonesia and Australia

Abstract

This study explored parents' attitudes and strategies regarding their children's screen time. From parents' perspectives, it examined the effects of screen time on children's language development. Six mothers of children aged 12–36 months from Indonesia and Australia were recruited through purposive sampling, and data from interviews and observations were analyzed thematically using ATLAS.ti. The findings showed that parents selected entertainment and educational content according to their child's age, set and discussed screen-time rules, preferred interactive formats, and drew on government guidance. At the same time, their own device use also shaped how their children experienced screens. These patterns formed five themes: content, context, interactivity, technoference, and the macrosystem. Observations and interviews also showed children's progress in three language competencies, namely receptive language, expressive language, and vocabulary, with comprehension tending to develop ahead of expression. Parents perceived screen time as supporting language when content involved real human interaction and prompts to speak, and as a potential hindrance when content was fast-paced and overstimulating. These findings suggest that parents need accessible digital-parenting guidance that builds their digital literacy and encourages responsive interaction during children's media use. They point to the need for clearer national screen-time guidelines in Indonesia.