MEDIA EXPOSURE AND PARENTAL MEDIATION: IMPLICATIONS ON KINDERGARTNERS' DEVELOPMENTAL SKILLS

As digital technologies permeate communication channels, concerns arise regarding the media's influence on young minds. This study investigated if the different types and durations of media affect cognitive, socio-emotional, language, and physical skills, as well as how parental mediation influence these developments. A total of 100 kindergartners who are enrolled in a public school under the Division of Iligan City school year 2023-2024 participated in the study. The study employed a descriptive–correlational research design and used frequency, percentage, mean, and regression analysis. The Early Childhood Care and Development Checklist and a modified parental mediation questionnaire served as the primary research instruments. Findings revealed that the kindergartners’ media exposures and parental mediation do not significantly influence their developmental skills. The kindergartners primarily used media for educational and entertainment purposes, with most spending 1-3 hours weekly, although a significant number also engaged for 7-9 hours per week. The developmental skills of the children were generally highly advanced across all measured domains, indicating effective educational practices. Parental mediation was found to be moderate, often involving setting boundaries and providing guidance rather than engaging in shared media activities. The study's significance extends to various stakeholders. Parents gain insights into media's effects on child development, aiding in making informed decisions about media consumption. Kindergarten teachers can adapt teaching strategies to integrate media effectively into the curriculum. School administrators can develop evidence-based programs and policies to enhance students' developmental skills. Additionally, the study offers a foundation for future research on media exposure and parental mediation.