Parents’ gatekeeper role in screen time control: a phenomenological study of parents’ lives

The rapid integration of digital technologies into children’s lives has made parents critical gatekeepers of screen time. While prior research has focused on quantitative associations between screen use and developmental outcomes, less is known about parents’ lived experiences in regulating screen time within sociocultural contexts. This study explored strategies parents of 6–9 years old elementary school-aged children use to manage screen time and how they experience this role. A descriptive phenomenological design was used. Semi-structured interviews were conducted with 18 parents (11 women, 7 men) across diverse regions of Turkey, averaging 34.5 min. Data were analyzed using Phenomenological Thematic Analysis. Rigor was ensured through bracketing, member checking, peer debriefing, and an inter-coder agreement of 92%. Analysis revealed four interrelated themes: (1) Digital Gatekeeping in the Digital Age, where parents act as “modern-day gatekeepers,” structuring screen time through rules, content supervision, and alternative activities; (2) Emotional Battleground, highlighting emotional negotiations parents face due to children’s resistance, tantrums, and intra-family inconsistencies; (3) The Digital Double Bind, illustrating the paradox of protecting children from cognitive, emotional, and physical harm while avoiding social exclusion; and (4) Authority Beyond the Home, emphasizing schools and teachers as “strategic allies” legitimizing household rules and reinforcing parental authority. Digital parenting extends beyond behavioral control into complex emotional labor shaped by family dynamics and sociocultural factors. Managing screen time requires negotiation, planning, and collaboration between families and schools. Results highlight the need for systemic support to foster children’s self-regulation and conscious digital citizenship.