Penggunaan Gawai dan Perubahan Regulasi Perilaku Anak Usia Dini pada Lingkungan Homeschooling di United Kingdom

Abstract

The development of digital technology has transformed parenting and early childhood learning patterns, including in families practicing homeschooling abroad. This study aims to analyse the relationship between the intensity of gadget use and emotional regulation, learning concentration, and social behaviour of 6-year-old children in the context of homeschooling in Liverpool, England. The method used is a literature review combined with reflective case study based on daily observation.

The findings indicate that high-duration gadget use without control may be associated with increased aggressive behaviour, attention difficulties, and challenges in emotional regulation (Cerniglia et al., 2021; Skalická et al., 2019). However, guided and educational-based gadget use can also enhance vocabulary, curiosity, and children’s cognitive understanding (Madigan et al., 2020). On the other hand, physical activity has been shown to play an important role in improving children’s focus and emotional stability.

This study identifies a paradox in gadget use within homeschooling contexts, where screen time serves both as a learning necessity and a developmental risk factor when not properly managed. This research contributes to early childhood education and counselling studies by highlighting the dynamics of digital technology use in cross-country homeschooling contexts.