Balancing screen time and social interactions : South African caregivers' experiences

Abstract

This study explored the experiences of caregivers regarding the impact of screen time on the social interactions of children in the intermediate phase (grades 4–6). Guided by Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Social Interaction Theory, the research employed a qualitative, interpretivist approach using a case study design. Semi-structured interviews were conducted with six caregivers. Findings revealed both positive and negative effects of screen time, especially during the COVID-19 pandemic, highlighting the importance of balance and healthy digital habits. The study recommends educational programmes for caregivers and policy development to guide appropriate screen use and support children’s social development.