Enhancing Early Childhood Social-Emotional Well-Being Through

Quality Interactive Media

Devi Risma

, Yeni Solfiah

, Mastuinda

Eva Eriani

, Nanda Pratiwi

and Asfi Yanti We

Early Childhood Education Program, Riau University, Pekanbaru, Indonesia

Keywords: Interactive Media, Social-Emotional, Well-Being.

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1 INTRODUCTION

Children are the next generation of the nation, who

will continue civilization. They must grow and

develop optimally from the womb to produce a

comprehensive, intelligent child. The early years of

life are the foundation of human development.

Therefore, children from the womb and early

childhood must get good care from their environment

to meet the demands of the time when the child is

born.

Children born in the 21st century are known as

Alpha Generation children. Generation Alpha

consists of children born years above 2010. Alpha

generation children are children who, since birth,

have lived with the rapid development of digital

technology (McCrindle & Wolfinger, 2009; Rohimin,

2020). Gadgets are the fullest and closest part of a

child's life to the internet of all time (Purnama, 2018).

This very rapid technological advancement will affect

the lives of Alpha generation children, starting from

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learning styles, materials learned, and daily children's

associations. Space and time are no longer

boundaries; location factors no longer determine

association. If parents and other environments can

facilitate the needs of Generation Alpha children,

then children will become smarter than previous

generations. Alpha-generation children are children

born in a digital environment. Technology is a part of

everyday life influenced by parents, educators, and

other social interactions. The concept of connection

to digital is characteristic of Generation Alpha.

Bennett (McCrindle & Wolfinger, 2009); considers

that Alpha generation children have sophisticated

knowledge and skills with information technology

different from previous generations. Alpha

generation children were born in the age of screens

and multitasking. Conventional paper media began to

decrease, and glass screens became new media for the

dissemination of content that was kinesthetic, visual,

interactive, connected, and easy to carry. This

difference is most strongly felt in children's

Risma, D., Solﬁah, Y., Mastuinda, , Eriani, E., Pratiwi, N. and We, A. Y.

Enhancing Early Childhood Social-Emotional Well-Being Through Quality Interactive Media.

DOI: 10.5220/0014068700004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 24-32

ISBN: 978-989-758-788-7; ISSN: 3051-7702

educational expectations and experiences. This

situation laid the foundation for revolutionary

changes in upbringing and education.

People's lives have undergone profound lifestyle

changes along with technological developments. The

use of technological media is common to all societies

in different age groups and social contexts (Straker &

Pollock, 2005). Another opinion states that digital

media is the mainstream of fundamental aspects of

family life that have the potential to affect family

functioning both positively and negatively (Connell

et al., 2015). In children's lives, it is known that

computer and internet access at home for children

aged 7-11 years is also increasing (Wolf et al., 2009).

As is known, along with the times, society and

technology cause demands and challenges in life that

are also increasing. The use of interactive media has

become a routine activity in children's daily lives

(Guedes et al., 2020). The rapid development of

technology, especially gadgets, will certainly also

affect the interaction pattern in society. The pattern of

interaction in society is also getting weaker. When

gathering together in an activity, individuals are often

more interested in each other's gadgets than in

communicating with other individuals. This is also

seen in the family environment; parents are busier

with their gadgets than interacting with their children.

Even in general, children in early childhood are given

gadgets by their parents, so children are finally more

interested in playing with gadgets than playing

together with others. The negative impact of gadgets

outweighs the positive impact, especially in children's

emotional and social development. Especially if the

use of gadgets is not considered an aspect of child

development, this can be seen when children are

addicted to their gadgets, and then children will find

it difficult to escape from the interactive media it will

interfere with learning and sleep quality (Eisen et al.,

2021; Hood et al., 2021).

Digital technology is often conceptualized as

something beneficial or harmful to child

development. However, the debate about the potential

and dangers of digital media is increasingly sterile

and polarized. On the one hand, digital resources are

considered inappropriate for young children, can

interfere with development, and defy traditional

values and expectations about learning in the early

years of a child's life. On the other hand, the power of

mental work and ease of access to knowledge

resources can be provided by digital media, thus

offering guidance on managing digital media to be

safe for children. Nevertheless, in the development of

people's lives, children grow up in families where

digital resources are used as tools for organizing

household tasks, communication, and leisure. These

things have become a settled part of family and

community life (Green et al., 2021).

Interactive media is a technology that responds to

the response between content and actions taken by its

users and allows dialogue and participation through

media use. On the other hand, interactive media also

allows responses to children's actions and can

facilitate more learning material. It is further known

that visual design, sound effects, and touchscreens on

interactive media can increase attachment or, vice

versa, can distance children from educational content

(Radesky et al., 2015). This will certainly have an

impact on child development.

Several previous studies have mentioned the

negative impact of digital media dependence on child

development. Based on the results of research

(Twenge & Campbell, 2018) showed that children

who spend much time in front of screens (television,

mobile phones, computers, etc.) more than 1 hour per

day show lower psychological well-being, including

lack of curiosity, lower self-control, more

distractions, more difficult to make friends, low

emotional stability, more difficult to maintain, and

inability to complete tasks. On the other hand, parents

also prefer children to play with gadgets because

children are calmer when playing with gadgets, so

parents can also do other activities. This leads to less

interaction between parent and child. This situation

explains if the child's social-emotional development

will become hampered.

One important development that will form the

basis for other developments is social-emotional

development. Social-emotional development is the

initial development that occurs in children compared

to other developments. Social-emotional

development occurs when the child is in the womb

through the relationship between mother and fetus,

thus causing differences in emotionality in newborns

due to differences in stress experienced by mothers

when the child is in the womb (Hurlock, 2011).

Social-emotional development is the foundation

of the development of an individual's personality. So,

it can be said that to have a good personality, the

social-emotional must also be well developed. When

social-emotional development develops well,

children are expected to have good social-emotional

well-being. It is known that the concept of social-

emotional well-being refers to the concept of social

and emotional development in children (Dacey et al.,

2016; Kelly et al., 2019). Children's social-emotional

development is certainly different from the emotional

development of adults. The emotional characteristics

of children are different from the emotional

Enhancing Early Childhood Social-Emotional Well-Being Through Quality Interactive Media

characteristics of adults. The child's social-emotional

development will affect the child's functioning and

well-being in the future. Conversely, stunted social

and emotional development will inhibit children's

functioning in family, school, and other environments

(Darling-Churchill & Lippman, 2016).

Considering the above problems, parental

involvement in children's education is very important

in reducing the negative impact of using digital

media. Parents must be able to accompany their

children in using media wisely because Alpha

generation children will continue to deal with

increasingly rapid technological changes.

Technological media will improve children's

language, cognitive, and fine motor development

(Nobre et al., 2020). The quality of media usage is a

parent's perspective to see the quality of interactive

media use in children, types of media and the purpose

of their use, interaction with others during the use of

these media, especially interactions with parents

(Nobre et al., 2020). If parents can appropriately use

digital media as a medium for children's education,

children's development will increase, including

social-emotional development that will support

children's social-emotional development. When

parents show behavior supporting the use of digital

media (gadgets), parents will adjust to the number and

type of scope of activities used by children to develop

capacity and activities using media so that digital

media use activities will be of quality (Nikken &

Schols, 2015). According to (Bagdi & Vacca, 2005),

the early childhood period is the foundation for how

well children perceive themselves, others, and their

world. Various positive emotional experiences

between caregiver and child are the basis for the

development of social-emotional well-being in

children. The development of social-emotional well-

being in children is a concern in early learning and the

success of children's schooling. In addition, education

and nurturing for children's growth and development

will be done optimally and balanced between school

and home education to achieve children's well-being.

In this study, the use of technology in quality will

be measured by instruments developed by (Nobre et

al., 2020). This instrument is used to measure the

quality of the use of technology media seen from the

perspective of parents, with aspects of; (1) media use

by parents, (2) time of media use/day in minutes, (3)

media type, (4) what do you use media for, (5) who

do you use the media with, (6) parental monitoring,

(7) purpose of use, (8) parent’s opinion of the media.

2 METHOD

This qualitative study surveys 52 research subjects,

including mothers who have early childhood. In this

study, quality technology will be measured by

instruments based on aspects developed by (Nobre et

al., 2020). Data collection was carried out by

providing 15 open-ended questions to determine the

opinions of research subjects about the quality of

interactive media use and social-emotional

development in children.

Questions asked in the research subjects were: (1)

Does your child use digital media/gadgets?; (2) If so,

has the child been given his gadget or used the

parents' property?; (3) What digital media is used by

the child?; (4) Do parents limit the time of daily use

of gadgets? How? (5) What do children use the

gadgets for? (6) Who do children use digital media

with? (7) How do parents assist/supervise the use of

gadgets in children?; (8) What is your purpose in

giving gadgets to children?; (9) What do you think

about using gadgets in children?; (10) At what age do

you think children should be given digital media?;

(11) What content/things can children learn more

from gadgets than the experiences children get in the

real world every day?; (12) When children have

problems with emotional regulation, is using gadgets

good to calm their emotions?; (13) Do you think

gadgets can develop all aspects of child

development?; (14) What do you think is the impact

of gadget use on children's social-emotional

development?; (15) Do you think your child has

started to get hooked on gadgets? If so, why and how

can it be overcome? How is the daily emotional

social? Data analysis is carried out by collecting,

reducing, presenting, and making conclusions.

3 RESULT

Based on the data collection results, several findings

were obtained related to the quality of interactive

media use and its relation to social-emotional

development in early childhood. In describing the

study results, researchers present a brief profile of the

data analysis results for each question asked in data

collection.

 Does your child use digital media/gadgets?

ICECE 2025 - The International Conference on Early Childhood Education

Figure 1: Children used interactive media.

The diagram illustrates that most children (74%) of

the study subjects have used interactive media in

daily activities

 Has the child been given his gadget or used

the parents' property?

Figure 2: Do the children already have own interactive

media.

The results showed that children still use interactive

media owned by parents (95%). However, some

children have been given interactive media by their

parents (5%).

 What digital media does the child use?

Figure 3: Types of Interactive Media Use.

The interactive media children use is mostly mobile

phones, which is 88%. Other children use

tablets/ipads (5%), and all types as much as 7%.

 Do parents limit the time spent using gadgets

every day? How?

Table 1: Data Time Restriction Data and How to Limit

Time for Using Interactive Media.

Screen time

limitations

Access control methods

1. Weekends

2. Afternoon

3. School

holidays

4. Time with

certain rules

(5 minutes –

2 hours)

1. Only when it is necessary to

use (complete tasks,

communication, etc.)

2. Confiscate interactive media

if it violates the rules

3. The existence of rules

4. Using a password that only

parents know

5. Switch with another

ame

 What are the gadgets used by children for

Table 2: Purpose of Use Interactive Media.

Interactive media deployment strategies

1. Study (work on assignments)

2. Entertainment (playing games, watching,

listening to music)

3. Communication with family, school

1. Lesson apps

 Who do children often use digital media

with?

Figure 4: With whom to Use.

 How do parents assist/supervise the use of

gadgets in children?

Table 3: Parental control.

Parental control

1. Engage and accompany when using

2. Limit usage time

3. Choose a watch type

4. Set settings for apps that can be opened

5. Does not provide a data plan

6. Media interactive held by parents

7. Be consistent in appl

rules

 What is your purpose in giving gadgets to

children?

Enhancing Early Childhood Social-Emotional Well-Being Through Quality Interactive Media

Table 4: Data Time Restriction Data and How to Limit

Time for Using Interactive Media.

Purpose of use media interactive

1. supports learning

2. entertainment

3. play

4. rewards

5. understand technology

6. so as not to be curious

7. communication

8. adding insight

9. study online

10. so that the child can be quiet

11. so that parents can carr

out activities at home

 What is your purpose in giving gadgets to

children?

Table 5: The opinions regarding the use of interactive media.

Positive Ne

ative Neutral

1. technological

progress

2. positive if

supervised

and directed

(there are

rules and

according to

age)

3. enhance

knowledge

4. entertainment

5. useful for

learning

6. important for

development

1. addicted

2. don't play outside

the house

3. speech delay

4. radiation

5. impairs eye

function

6. does not

communicate and

interact with the

environment

7. less useful

8. difficult to arrange

9. increase expenses

for purchasing

internet packages

10. not focused on

completing the

tas

1. unavoidable

because

everyone

uses

2. If children

are not given

interactive

media, it's

actually not

a problem.

• At what age do you think children should be

given digital media

Figure 5: What age should start using Interactive Media.

Parents' opinions about what age children should

be given interactive media vary in a range that is not

too far between. Most people aged 6-12 years (38%)

are the most appropriate time to provide interactive

media to children. Furthermore, 33% consider that at

an early age (0-6 years) can be given the use of

interactive media. As many as 29% of parents think

that the provision of interactive media should start at

the age of over 12 years

 What content/things can children learn more

about from gadgets than from the experiences

they get in the real world every day?

Table 6: Content Interactive Media.

Interactive media-specific learning content

unavailable in ph

sical environments

1. Games

2. Knowledge (ex: about flora and fauna)

3. Watch videos through the app

4. Learn

5. School application

 When children have problems with emotional

regulation, is using gadgets good for calming

their emotions?

Figure 6: Can Using Interactive Media, Calm Children.

Based on the data in the picture above, it is known

that 77% of respondents disagree with the opinion

that using interactive media is good for calming

children's emotions. Provision of interactive media,

according to AR, "Children are more difficult to

control." ND states that when interactive media is

used as a tool to calm children, they will become

"addicted, angry if told to stop eating, playing, etc.".

However, 23% of parents agree that interactive media

can calm children as long as it is supervised and

agreed with the child.

 Do you think gadgets can develop all aspects

of child development?

ICECE 2025 - The International Conference on Early Childhood Education

Figure 7: Can interactive media develop aspects of

children's development.

From the picture, it is known that 61% of parents

disagree that interactive media can develop all aspects

of child development. Respondent P stated, "Teachers

need to be role models in real life and understand the

nature of children." Meanwhile, 29% of respondents

agree that using interactive media is done under

parental supervision and wisely. RT respondents

stated that "only certain developmental stimulations,

children do not move actively." Moreover, 10% of

respondents are neutral. The use of interactive media

can have a positive or negative impact depending on

the use.

 What do you think is the impact of gadget use

on children's social-emotional development?

 Do you think your child has started to get

addicted to gadgets? If so, why and how to

solve it? How is the daily emotional social?

Based on the picture, it is known that according to

respondents, 40% of children are addicted to using

interactive media, and 60% of respondents say their

children are not addicted.

Table 7: Impact Interactive Media for Social Development.

Positive Ne

ative

1. The child can still

be controlled

2. Children have a

lot of knowledge

and broad insight

1. Unstable emotions (irritable,

unruly)

2. Low socialization skills of

children (difficulty interacting,

not caring about the

environment)

3. The child becomes

individualistic and selfish

4. Have an introverted personality

5. Likes to dramatize

circumstances

6. The child becomes addicted

7. Children have poor morals

(lack of manners)

8. Language development is not

good

9. Don't like to read books

10. Children don't want to thin

Figure 8: Parental perceptions of children's interactive

media addiction.

Table 8: Characteristics of Addiction and how to Overcome

It.

Characteristics of

Addiction

Intervention Strategies

1. Children don't care

when spoken to

while playing

2. The child's emotions

are unstable

(irritable, do not

accept being

reprimanded,

insomnia)

3. If you see another

child using

interactive media,

join the prompt: It is

difficult to advise on

the basis of using to

learn.

1. Create rules and

sanctions according

to mutual agreement

(example: interactive

media is taken, gives

a strong reprimand, is

asked to stop using,

and scolds when it

exceeds the time of

agreement)

2. Accompany when

using

3. Provide

understanding and

prohibit the use of

interactive media for

reasons of eye health.

4. Buy new toys

5. Invite worship

6. Interactive media is

given a password, not

given an internet

package, and gives a

reason if the battery

has run out.

4 DISCUSSION

The role of parents in mediating the use of digital

media is crucial. The study results show that most

children use interactive media from their parents in

their daily activities. Although there is still little

research on the use of shared media between children

and parents, the results of these studies show evidence

that the shared use between parents and children in

technology media will have a positive impact, such as

Enhancing Early Childhood Social-Emotional Well-Being Through Quality Interactive Media

improving family relationships, self-efficacy, and

increasing expertise in the use of technology media

(Connell et al., 2015). In addition, technological

media is necessary to support parental engagement

(Lewin & Luckin, 2010). Interactive media

(smartphones and tablet computers) have become an

integral part of many parents and children's lives,

becoming an important part of parent-child

attachment, with these interactions associated with

physical, mental, and social outcomes, although

evidence on the relationship between interactive

media use and attachment to parents has not been

reviewed by many researchers (Hood et al., 2021;

Lewin & Luckin, 2010)

Historical perspectives on technology initiatives

involving parents in children's education have proven

impactful. This illustrates that the need to develop

parents' knowledge and understanding of how best to

use technology media to achieve parental engagement

goals impacts children's success in learning.

Technology can support family-school relationships,

as well as parental engagement itself. The potential of

technology in connecting home and school, for

example, through laptops and other digital media, is:

(a) To change the role and status of homework and

expand learning opportunities; (b) To transfer work

between home and school, and access school intranet

and learning platforms anywhere and anytime; (c) To

improve communication between school and home;

and (d) To enhance academic achievement through

increased parental involvement. This opinion also

aligns with the research results that found that

children use interactive media for learning,

entertainment, communication with family and

school, and various learning applications (Lewin &

Luckin, 2010).

Children need personalized and adaptive activities

with immediate feedback from the tasks they

complete, whether as part of a class, as a small group

or as an individual. Relevant home activities to

support parental engagement need to be prepared and

organized. Children also need the ability of parents to

share and discuss their activities at school (Wolf et

al., 2009). From the research subjects, it is known that

limiting the time of use is very important in assisting

the use of interactive media in children's activities.

These restrictions and rules vary from parent to parent

by limiting time, type of viewing, use only when there

are parents, setting application settings, and

consistency in applying interactive media usage rules

(Guedes et al., 2020).

Children's behavior and values are learned based

on their interaction with the social environment.

Initial learning is done at home; these behaviors and

values will be carried over to the school environment.

Positive emotional experiences between parent and

child will be important in developing social-

emotional well-being in infants and children. A sense

of "healthiness" in well-being will lead to resilience,

which will support the child's ability to interpret,

experience, manage, and cope effectively with joyous

and distressing events in the child's life (Bagdi &

Vacca, 2005). The research data also showed that

most subjects agreed that using interactive media can

support children's emotional development with good

parental and environmental supervision. The

influence of interactive media on child development

is highly dependent on the social context of its use

and the type of activity carried (Hadders-Algra, 2020)

The family environment is an important predictor

of child development because a good family will

create a supportive environment, strong stimuli to

support development and provide good learning

materials (Black et al., 2017). So, it can be said that

parents remain the most important socialization

agents in children's lives, including parent-child

interactions, and the use of interactive media can

affect further child development (Skaug et al., 2018).

Early experience with technology has a major and

positive influence on a child's school performance

and digital skills at a later stage of development

(Hurwitz & Schmitt, 2020). On the other hand, there

are concerns that children's time using digital media

can replace other activities that can further educate

and enrich children's development (Hurwitz &

Schmitt, 2020). Excessive use of interactive media

can lead to dependence, compulsive use, and social

interaction difficulties (Lewin & Luckin, 2010).

However, some researchers argue that if used

properly, it can be a source of stimulation for child

development. Children who watch television are

consistently negatively associated with academic

outcomes, but computer use for school is consistently

positively associated with academic outcomes (Tang

& Patrick, 2018).

When parents show behavior supporting the use

of digital media (gadgets), parents will adjust to the

number and type of scope of activities used by

children to develop capacity and activities using

media so that digital media use activities will be of

high quality. In addition, education and nurturing for

children's growth and development will be done

optimally and balanced between school and home

education to achieve children's well-being (Nikken &

Opree, 2018; Nikken & Schols, 2015).

ICECE 2025 - The International Conference on Early Childhood Education

5 CONCLUSIONS AND

IMPLICATIONS

The use of interactive media is undeniable in children.

Most early childhood children have been introduced

to parents' interactive media, especially smartphones.

Parents have different ways to limit the use of

interactive media. Interactive media are used for

learning, entertainment, and communication. When

children use interactive media, parents are involved

and accompany them, so they know about their

children's activities with interactive media. Parents

have different opinions about providing interactive

media to children. Most parents state that children

should be given interactive media when they are

school-age (6-8 years) to support their learning.

However, most parents disagree that using interactive

media can develop all aspects of child development,

only certain aspects, because children do not move

actively. In addition, most parents state that the use of

interactive media brings a negative impact that is

greater than the positive impact, which can cause

addiction in children.

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