What children watch on digital screens, and how actively they engage with the content, may matter more for their language development than the amount of time they spend on devices, according to a University of Dhaka study.
The research, conducted among 50 children aged three to eight in Bangladesh, found marked differences between children using educational and interactive applications and those who mainly watched cartoons or YouTube videos.
The study, titled Effect of using screen time in developing children's speech and language: Bangladesh context, was carried out by Md Zahid Hossain Khan of the Department of Communication Disorders at the University of Dhaka under the supervision of Professor Hakim Arif.
Researchers also identified limited parental involvement in children's screen use. Only 20% of parents or guardians were consistently present while children used screens, while 30% actively managed their screen time.
The study covered 50 children and an equal number of parents and caregivers in Dhaka, Chattogram and Tangail. Researchers used a mixed-method approach combining questionnaires with direct observation of each child during 30 minutes of screen use.
The survey found that 40% of the children spent three to four hours a day using screens, while 20% spent more than four hours. Mobile phones were used by 90% of the children, television by 70% and tablets by 50%.
Entertainment dominated their viewing habits. Eighty per cent watched cartoons and other entertainment programmes, while 60% were described as using screens passively.
But researchers said the children's behaviour differed according to the kind of content they consumed and whether they interacted with it.
Among children aged three to five, those using educational and interactive applications repeated new words, asked questions and showed improvements in constructing sentences during the observations.
Children who mainly watched cartoons or YouTube videos, by contrast, showed less inclination to speak, according to the study. Researchers also observed that some became stubborn or cried when asked to stop watching.
Children aged six to eight were able to speak at length about the programmes they watched, although researchers found weaknesses in their sentence structure.
Zahid Hossain Khan said conversation remained central to children's language acquisition because language develops through interaction rather than passive exposure.
“Two-way conversation is a primary prerequisite for language learning, whereas screens render communication one-way,” he said.
When a parent or guardian watches alongside a child and discusses what is happening on screen, Khan said, the experience can become part of the learning process rather than simply passive screen use.
The findings suggest that focusing only on the number of hours children spend on screens may overlook important differences in how digital media affect language learning. The nature of the content, children's participation and interaction with adults were significant factors identified by the research.
Half of the parents and caregivers surveyed believed excessive screen use harmed children's language development, while 60% reported a reduction in vocabulary. At the same time, 60% believed screens could help children learn language when used appropriately.
Professor Saiful Alam Chowdhury of the University of Chittagong said the research pointed to the need for age-appropriate screen-time limits, greater availability of high-quality educational content in Bangla and training for parents, guardians and teachers.
The study also recommends government-led awareness programmes on children's use of digital devices.
Dr. Hakim Arif, the research supervisor and a professor in the Department of Communication Disorders, said children's increasing exposure to screens had become a significant challenge to healthy development.
He said there had been little long-term scientific examination of the issue in Bangladesh and that the study could contribute to addressing that research gap.
