Abstract:
The exposure and use of digital devices and screen-time has become an integral part of families' lives (Anuradha, 2019:105). The COVID-19 pandemic restricted people’s movement and social interactions (October et al., 2021:221). The strict restrictions have contributed to a shift in where people became more reliant on technology to keep in touch with family and friends as well as employers moving to online platforms and systems for work purposes. Schools in South Africa also promoted online schooling in order to keep up with the school’s curriculum. With the restricted movements and the shift to online platforms for work and school, children’s social interactions were greatly impacted (Wiederhold, 2020:481).
The research study aimed to explore and describe the experiences of caregivers on how screen-time affects the social interaction of their intermediate-phase children. A qualitative research design was used, which was exploratory, and used an interpretivist lens, this assisted in describing the unique perspectives of caregivers. Using an instrumental case study design, allowed the research to gain an in-depth insight into each case. In total six participants, comprised of caregivers were selected for the study using non-probability sampling, specifically purposive sampling. The participants were interviewed using a semi-structured interview guide, which assisted the researcher in engaging in open and meaningful discussions with the participants.
The study’s main conclusions revealed valuable insights into how caregivers and their children in the intermediate phase handle screen-time, education, and social interactions. The findings reveal that caregivers had a collective understanding of the definition of screen-time aligning with the literature. Caregivers actively set limits on screen-time acknowledging the importance of monitoring online experiences. COVID-19 increased screen-time posing challenges to social interactions. Despite some mainstream concerns about screen-time, most caregivers acknowledged that it was integral to everyday life, but more awareness could be taught around the differences between active and passive screen-time. A further finding was that parenting styles significantly influence screen-time and the various approaches impact how children engage with their devices. Lastly it was discovered that caregivers mainly felt responsible for education during online schooling.
