A Convergent Parallel Mixed-Methods Study of Screen Time and Social Behaviors in Early Childhood

Abstract

ABSTRACT Using a convergent parallel mixed methods design, the present study examined children’s screen time and social behaviors through parents’ perceptions. The participants were 113 children and their parents for the quantitative strand and 42 randomly selected parents for the qualitative strand of the study. Parents reported on children’s social behaviors and screen time in the quantitative strand, and semi-structured interviews were conducted with parents in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an open-coding system; following that, the quantitative and qualitative results were collaboratively discussed. Using cluster analyses, children were categorized into two groups (positive and relatively social negative behaviors) that reflect their social behaviors during peer play context. Qualitative analyses identified parents’ perceptions of their children’s social behavior and screen time. Accordingly, qualitative results consistently supported the two groups categorized in the quantitative strand. In addition, parents’ use of screen-related strategies was related to children’s positive social behaviors. Findings from the current study suggest that considering children’s engagement with screen time may contribute to a greater understanding of children’s social behaviors.