DIGITAL EXPOSURE, PARENTS MODELING BEHAVIOR, AND MINDFULNESS PRACTICES: IMPLICATIONS TO KINDERGARTNERS' SOCIO-EMOTIONAL SKILLS

Amid rapid technological advancements, understanding the factors that influence children’s socio-emotional development is increasingly crucial. This study examined the relationship between digital exposure, parental modeling behavior, mindfulness practices, and socio-emotional skills among kindergartners in Bukidnon, Philippines. Employing a descriptive-correlational design, data were collected from 144 kindergartners, their parents, and teachers. The results revealed that children had a moderate level of digital exposure, primarily through watching online videos; a high level of mindfulness, particularly in emotional regulation; and strong parental modeling, especially in terms of emotional responsiveness. Children’s socio-emotional skills were generally rated high, especially in building relationships and expressing themselves. Canonical correlation analysis indicated that both digital exposure and mindfulness practices had significant effects on socio-emotional skills, while parental modeling behavior showed minimal impact. These findings underscore the growing influence of media and internal self-regulation over traditional parenting models. The study recommends incorporating mindfulness strategies in early childhood education and updating parental approaches to better support children’s socio-emotional development in a digitally connected environment.