Abstract:
The COVID-19 pandemic has significantly altered the learning environment for primary school
students, with increased reliance on digital devices for education and communication. This
research investigates the impact of digital device usage on childhood cognitive development,
specifically among primary school student’s post-pandemic, from the perspective of parents. The
study explores how prolonged screen time has affected cognitive skills such as attention, memory,
problem-solving, and creativity in children. Using a mixed-methods approach, the research
combines quantitative surveys and qualitative interviews to gather data from a diverse sample of
parents. The survey, designed to assess the amount of screen time, types of digital content used,
and parents’ perceptions of their children’s cognitive development, is complemented by in-depth
interviews to capture more nuanced views. The study also examines the role of educational tools
versus unstructured screen time, with an emphasis on parental awareness and content curation.
The findings suggest that while parents acknowledge the benefits of educational technology in
supporting learning, there are growing concerns about excessive screen time contributing to
attention deficits and delays in executive functions. The research highlights the importance of
balanced digital usage and emphasizes the need for parental guidance in curating appropriate
content to mitigate risks and maximize the cognitive benefits of digital tools for young learners.
These insights provide valuable recommendations for parents, educators, and policymakers to
foster a healthier digital learning environment in the post-pandemic era.
