Chapter I
INTRODUCTION
1.1 Background of the Study
In the past decade, mobile technology has become an integral part of daily life,
particularly for preschool-aged children. Research indicates that many young children
engage with smartphones and tablets for various purposes, including educational apps,
games, and videos (Papadakis et al., 2021). This rapid integration of mobile devices
into children's lives raises significant questions about parental perceptions of these
technologies and their implications for child development.
Globally, studies have shown that approximately 70% of parents have
installed apps for their children, with usage divided between educational (18.79%)
and entertainment (28.86%) purposes (iBOLIT, 2023). This early exposure can offer
numerous educational benefits, such as enhancing literacy, numeracy, and problem-
solving skills through interactive applications. Engaging with educational games can
foster cognitive development and instill a love for learning by making information
enjoyable and accessible (Maryville University, 2022). However, concerns about the
potential negative effects of excessive screen time are increasing. High levels of
mobile device usage have been associated with health issues like obesity and sleep
disturbances, as well as social challenges, including diminished face-to-face
interactions (iBOLIT, 2023).
The Pew Research Center reported that many parents of children under 12
noted that their child began interacting with smartphones before age five, with
approximately 31% indicating this engagement started before age two (Pew Research
Center, 2020). This early introduction to mobile technology underscores the
importance of understanding parental perceptions regarding its use, particularly
during the formative years critical for cognitive and social development.
Focusing on the local context, studies conducted in the Philippines have
examined parental perceptions of mobile technology use among preschool learners in
Caraga, Agusan Del Sur, specifically at the Bayugan Central Elementary School
SPED Center. This stage of development, from birth to around five years of age, is
marked by significant cognitive, social, emotional, and physical growth (Shonkoff &
Phillips, 2000). Research emphasizes that approximately 85% of a child's brain
develops during this critical period, laying the foundation for future learning and
growth (Children's Bureau, 2023). The early years are essential for developing critical
skills that influence a child's overall trajectory in life, including effective social
interaction and emotional management.
Parents play a pivotal role in shaping their children's experiences with
technology, and their perceptions can significantly influence how children interact
with mobile devices. While some parents acknowledge the educational benefits of
mobile technology, many express concerns about risks such as addiction and impaired
social skills (Genc, 2014; MJM, 2023). In the Caraga region, particularly Agusan del
Sur, research has highlighted similar worries regarding children's mobile technology
use. A study by the Department of Education in the region found that many parents
are concerned about the adverse effects of excessive screen time on their children's
academic performance and social interactions (Department of Education, Philippines,
2022). Local surveys revealed that a significant number of parents reported their
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children using mobile technology for more than four hours daily, prompting concerns
about potential developmental issues (Philippine Statistics Authority, 2023). These
findings align with global research, emphasizing the need for effective parental
strategies to manage children's technology use in a manner that promotes healthy
development while still allowing for educational benefits.
Parents face the challenge of balancing the advantages of mobile technology
with its associated risks. They must establish rules regarding screen time to prevent
unhealthy habits while still permitting their children to benefit from the educational
and social opportunities that technology can provide. However, existing research
offers limited insights into how parents manage their children's technology use,
particularly in contrast to earlier studies focused on traditional media like television
(Mayo Clinic, 2023).
Moreover, studies have indicated that parents may lack knowledge about the
developmental appropriateness of various apps and require guidance in selecting
suitable content for their children (Papadakis et al., 2021). This gap in understanding
highlights the necessity for research that explores parents' perceptions of mobile
technology use among preschool learners. By investigating these perceptions, the
current study aims to provide valuable insights for educators, app developers, and
policymakers to better support families in navigating the digital landscape (Kumar &
Mohite, 2018).
The Bayugan Central Elementary School SPED Center in Bayugan City,
Agusan Del Sur, Philippines, has been selected as the ideal location for this study due
to its unique focus on providing specialized education for children with special needs.
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As a pioneering institution in the region, the school offers a comprehensive program
tailored to meet the distinct requirements of its students (Department of Education,
2019). By conducting this research at the Bayugan Central Elementary School SPED
Center, the study aims to gain a deeper understanding of parental perceptions
regarding their children's mobile technology use. By exploring the perspectives of
parents, this study seeks to contribute to the growing body of research on the role of
mobile technology in special education, with a specific focus on the Philippine
context (Gonzales, 2017).
Addressing these important questions will enhance the understanding of
children's technology use and the effectiveness of parental strategies, ultimately
helping to mitigate the potential harms of early technology exposure. The findings
will be valuable for various stakeholders, including parents, educators, app
developers, and policymakers, as they navigate the complexities of raising children in
a digital world (Hinkley & Taylor, 2012; Livingstone & Helsper, 2008; Rideout,
2016).
1.2 Literature Review
In today’s digital age, smartphones have become an integral part of daily life.
Nowadays, everyone uses a smartphone, from the elderly, to adults, and even
children. Smartphones are not only used by young adult people, but also commonly
used by children, including pre-school pupils. (Utami,2024). At Bayugan Central
Elementary School SPED Center, understanding parents' perceptions of mobile
technology use among preschool learners is crucial. This literature review explores
how parents view the benefits and challenges of mobile devices in their children's
education.
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Torres-Diaz (2021) found that parents view mobile devices positively,
particularly as educational tools. Parents appreciate how these devices can teach
essential skills like language, numeracy, and cognitive development. They perceive
mobile technology as a way to enhance early childhood learning, making it more
interactive and accessible when used effectively in educational contexts.
Berkert (2021) highlights that many parents recognize the value of mobile
devices in providing educational content tailored to children's developmental needs.
They believe apps focused on literacy, numeracy, and problem-solving skills can
significantly aid learning and development during the preschool years. Additionally,
parents appreciate the potential of these devices to foster creativity and engagement.
Activities such as digital drawing, educational gaming, and communicating with
distant family members are seen as ways to promote creative expression and social
connection.
Collins (2024) found that some parents view mobile devices as practical tools
for daily routines. They find that these devices help keep children occupied during
challenging moments, such as long car rides or while managing household tasks. This
utility is seen as a way to maintain smoother and less stressful daily routines.
Despite the perceived benefits of mobile technology for preschool learners,
several studies reveal parental concerns regarding its impact on children. Lange
(2017) found that parents were apprehensive about the early use of mobile technology
due to potential developmental risks. They highlighted concerns about the impact of
excessive screen time on language development, particularly the possibility of
delayed speech or cognitive issues when mobile devices are used without parental
guidance. While parents acknowledged the advantages of mobile technology, they
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emphasized the need for moderation and active parental involvement to mitigate these
risks.
Dreyer et al. (2018) reported that parents were anxious about their children’s
dependence on mobile devices, which they believed could harm their focus, reduce
physical activity, and hinder interpersonal relationship skills. Parents expressed
concerns that overreliance on mobile technology for entertainment or education could
diminish creativity, decrease social engagement, and disconnect children from real-
world experiences.
Karikoski (2023) highlighted similar issues, with parents observing that
prolonged use of mobile technology among preschoolers could distract them from
essential educational activities and negatively affect their attention spans. Parents also
noted a decline in their children’s face-to-face communication and socialization skills
due to frequent device use. Furthermore, extended screen time was associated with
health concerns such as eye strain, poor posture, and reduced physical activity.
Parents stressed the importance of balancing screen use with non-digital activities to
ensure holistic development.
Locally, Arifin and Din (2023) concluded that some problems Filipino parents
face in the use of mobile technology for preschoolers. Parents fear that exposure to
too much mobile technology would distract their child from his or her necessary
education activities and have adverse effects on his or her attention span. Other
parents also fear that constant exposure to technologies would ruin their children's
socialization and face-to-face communication with others. Of course, long screen time
can result in health issues, in addition to fear that can lead to eye strain and poor
posture, among other issues. There are also concerns about dependency on technology
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by children, which may generally decrease their participation in non-screen activities.
Lastly, there is apprehension that their children will find content inappropriate or
harmful. These perceptions point to the need to balance and supervise mobile
technology use in support of healthy early childhood development.
1.3 Statement of the Problem
The study aims to understand the perceptions of parents of preschool learners
at the Bayugan Central Elementary School SPED Center regarding their children's
mobile technology use and to identify potential gaps in knowledge and support needs.
Specifically, this study aims to address the following questions:
1.2.1 What is the demographic profile of the parents in terms of:
[Link] Age
[Link] Sex
[Link] Educational Attainment
[Link] Occupation
1.2.2 Parents’ and Preschool Student Mobile Technology Use:
[Link] Frequency of Parents and Preschool Learners Mobile Technology Use
[Link] Duration of Parents and Preschool Learners Mobile Technology Use
[Link] Types of Content Accessed by Children on Mobile Devices and Parent
Usage Patterns
1.2.3 Awareness of Mobile Technology of the Preschool Learners
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[Link] Benefits of mobile technology use among preschool learners
[Link] Risks associated with mobile technology use among preschool
learners
1.2.4 What concerns do parents have about the use of mobile technology in
preschool?
1.4 Conceptual Framework
INPUT
DEMOGRAPHIC PROFILE
Age, Sex, Relationship with the Child, Occupation
MOBILE TECHNOLOGY USE PATTERNS
Frequency of use by parents and preschool learners, Duration of use, Types of
content accessed on mobile devices
AWARENESS OF MOBILE TECHMOLOGY
PROCESS 8
DATA GATHERING
Administering open-ended questionnaires.
OUTPUT
FINDINGS
Parents Perceptions of Preschool Learners’ Mobile Technology Use
RECOMMENDATIONS
To support healthy mobile technology use in early childhood education, schools,
and community organizations should educate parents, develop clear guidelines,
promote interactive learning, encourage active monitoring by parents, and
conduct further research on its long term effects.
Figure 1 presents a conceptual framework using the Input-Process-Output
(IPO) model to investigate parental perceptions of mobile technology use among
preschool learners. The Input section includes the demographic characteristics of
participants, such as age, sex, relationship to the child, and occupation, which help in
understanding diverse perspectives. It also covers mobile technology use patterns,
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detailing the frequency, duration, and types of content accessed by both parents and
preschool learners. Additionally, it highlights parents' awareness of mobile
technology, focusing on its educational benefits and associated risks. The Process
section outlines the methodology for the research, which includes data gathering,
administering questionnaires, organizing the responses, and analyzing the data. This
systematic approach enables a comprehensive understanding of the inputs. Finally, the
Output section summarizes the anticipated results of the study, including the findings
report, recommendations for parents and educators, and contributions to existing
literature on mobile technology in early childhood education. This framework serves
to clarify how inputs interact to produce meaningful insights that inform stakeholders
about mobile technology's role in preschool settings.
1.5 Significance of the Study
The findings of this study will redound to the benefit of the following:
Parents. Understanding their perceptions can help parents make informed
decisions about managing their children's mobile technology use, addressing
concerns about its effects on development.
Educators. Findings can guide educators in developing curricula that align
with parents' beliefs, ensuring that technology is used effectively to enhance
learning.
App Developers. Insights into parental concerns and preferences can inform
the creation of educational apps that are safe, engaging, and beneficial for
preschool learners.
Policymakers. The study can provide data to shape policies that protect
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children from potential online risks while promoting positive technology use
in educational settings.
Future Researchers. This research can serve as a basis for exploring the
long-term effects of mobile technology on child development and family
dynamics, filling existing gaps in the literature.
1.6 Scope and Delimitation
The study aims to understand parents' perceptions of preschool learners'
mobile technology use at the Bayugan Central Elementary School SPED Center. The
scope of this research includes examining the perceptions of parents regarding their
children's engagement with mobile technology. Specifically, it seeks to understand
how parents perceive their children's mobile technology use at home, whether they
view mobile technology as beneficial or detrimental to education, their concerns about
inappropriate content, and the strategies they implement to manage their children's
technology usage.
The study mainly looks at what parents think about their children's education,
leaving out the opinions of teachers and the children themselves. Since it focuses
specifically on the Bayugan Central Elementary School SPED Center, the results may
not apply to other schools or age groups, especially those outside of preschool. The
research uses a qualitative approach, which means it digs deep into parental views,
but this method might make it harder to measure or compare results numerically.
Because of these specific focuses, the findings may not be easily applied to other
groups or situations.
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1.6 Definition of Terms
BCESSC - stands for Bayugan Central Elementary School Sped Center,
where the research is being conducted.
Digital World - The digital world refers to the interconnected environment
created by digital technologies, including the internet, social media, and digital
communication tools. It encompasses online interactions and information
exchange.
Early childhood education - refers to educational programs and services
designed for young children from birth to age 8 that aim to promote healthy
development, learning, and well-being.
Excessive Screen Time - defined as the prolonged use of screens, including
televisions, computers, and smartphones, leading to negative impacts on
physical and mental health.
Mobile technology - refers to the use of handheld devices such as
smartphones, tablets, and laptops to access and manage information,
communicate, and learn.
Preschool learners - refer to young children aged 3-5 years old who are
enrolled in preschool or early childhood education programs.
Parental perception - refers to the way parents think about or view their
child's use of mobile technology.
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Social Behavior - includes any behavior that involves interaction with other
individuals, including cooperation, conflict, and communication. It is often
influenced by cultural norms and psychological factors.
Social Interaction - refers to how people communicate, respond, and engage
with one another. It encompasses both verbal and non-verbal communication
and forms the foundation for building relationships and understanding social
norms.
Mobile Technology Use - Mobile technology use refers to the utilization of
portable electronic devices, such as smartphones, tablets, and laptops, to
access information, communicate, and perform various tasks.
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