Chiba, Jenita2025-07-162025-07-162025-092025-03*S2025http://hdl.handle.net/2263/103399Mini Dissertation (MSW (Play Therapy) (Play-based interventions))--University of Pretoria, 2025.This study investigates caregivers' views of screen time’s effects on the social interactions of South African children in the intermediate phase (ages 9-12). The research is driven by concern regarding increased screen time exacerbated by the COVID-19 pandemic. An interpretivist approach was employed, utilising a descriptive and explorative design to gain an in-depth understanding of caregivers' views. Data were collected using qualitative methods, including semi-structured interviews with a purposively selected sample of caregivers. The thematic analysis was guided by the principle of trustworthiness, encompassing credibility, transferability, dependability, and confirmability. Ethical considerations were rigorously complied with to ensure participants’ safety and the integrity of the research. The key findings highlight the complicated dynamics of screen time within families. While digital devices offer children educational content, communication mechanisms, and entertainment, caregivers noted significant challenges. These include reduced family interaction, conflict, and potential screen time addiction. Particularly during the pandemic, screen time played a dual role in facilitating learning and maintaining social connections, but also contributed to weakened family bonds and over-reliance on devices. The study underscores the critical role of caregivers in screen time management. Caregivers suggested structured routines, participation in extracurricular activities, and establishing clear house rules to balance screen time and other social and developmental activities. Effective screen time management supports healthier relationships within families and ensures children’s social skills are nurtured despite their engagement with technology. In conclusion, the findings suggest a balanced approach that promotes screen time while reducing its negative effects. By offering guidance on strategies for screen time management, this study provides a valuable resource for social workers, educators, and caregivers aiming to enhance children's social interactions in the digital age. Future research should explore how socio-economic factors influence screen time dynamics and the long-term implications for children’s development.en© 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDSustainable Development Goals (SDGs)Intermediate phase learnerCaregiverScreen timeSocial interactionMiddle childhoodMini Dissertationu18004670https://doi.org/10.25403/UPresearchdata.29580686