digital distractions: the link between screen time and speech development in iranian toddlers

Background :the rise of digital media has transformed children's interactions with their environment, raising concerns about its impact on early childhood development, particularly speech and language acquisition. objectives :this study examines the relationship between screen time and speech delays in iranian children aged 18 to 36 months, focusing on early media exposure before 12 months. methods :a cross-sectional study involved 192 children attending health centers in isfahan, selected through a multi-stage cluster sampling technique. data were collected using the ages and stages questionnaire (asqs) focusing on communication skills and a screen time checklist. participants were categorized based on asq outcomes, and statistical analyses, including t-tests and logistic regression, were conducted to assess associations between screen time and speech delay. results :the average screen time was 3.1 hours per day for children with speech delays, compared to 1.8 hours for those without. a statistically significant difference in mean screen time was observed (t (190) = 5.63, p < .001), with screen time identified as a significant predictor of speech delay [odds ratios (or) = 1.90, p < 0.001]. early media exposure was also associated with an increased risk. conclusions :prolonged screen time significantly correlates with speech delays in iranian children, highlighting the need for informed media consumption practices. these findings underscore the importance of developing public health guidelines to educate parents and caregivers on healthy screen time management during critical developmental periods, ultimately contributing to optimizing child health and development in the digital age.