This master's thesis examines parents' views on the impact of digital technologies on preschool children's speech, language and communication development, as well as their knowledge of and adherence to professional guidelines on children's use of digital technologies. The theoretical part presents basic concepts, characteristics of development in the preschool years, as well as recommendations, roles and attitudes of parents in relation to children's use of digital technologies. It also focuses on the risks of inappropriate use of digital technologies and the conditions under which digital technologies can have a positive impact on children's development. The empirical part is based on a survey conducted using an online questionnaire among parents of preschool children in Slovenia. The questionnaire included demographic data, the extent and type of use of digital technologies, knowledge and adherence to professional guidelines, a Likert scale with statements about the impact of digital technologies on children's speech, language and communication, and questions about parents' awareness and need for additional information on this topic.
The results show that parents are more reluctant to embrace digital technology, agreeing most with the statements that digital technology cannot replace face-to-face human interaction and that children should spend more time talking and playing than using digital technology. Many parents also point out the negative effects of excessive use of digital technologies, while very few parents believe that early acquisition of digital skills at pre-school age is beneficial. More than half of parents recognise the potential positive impact of interactive and age-appropriate content when used under adult supervision and guidance. The findings also show that TV continues to be the most common form of digital technology use among preschoolers, with most reporting brief daily contact or sharing with adults. More than three quarters of respondents say they are at least partially familiar with professional guidelines, while the majority express a need for additional information on this topic.
The results suggest that parents are aware of the importance of balanced use of digital technologies and would like additional information on the impact of digital technology use on children's speech, language and communication and on the appropriate use of digital technologies with pre-school children. There is also a need to improve the availability of clear, practical and concise guidance for parents, to raise awareness of parental facilitation strategies and to emphasise the importance of interactive and high quality digital content.
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