https://ejournal.unib.ac.id/penapaud/issue/feed 2025-09-19T12:03:12+00:00 Melia Eka Daryati penapaud@unib.ac.id Open Journal Systems <p>PENA PAUD: A multidisciplinary early childhood education research journal published in December 2020 by the Early Childhood Teacher Education Program of the Faculty of Teacher Training and Education, University of Bengkulu. JOURNAL PENA PAUD is published twice a year (June and December). The articles published are research articles on early childhood education related to educational services and the community. This journal publication aims to disseminate conceptual thoughts or ideas and research results that have been achieved in educational services that have not been published in other print or online media.</p> https://ejournal.unib.ac.id/penapaud/article/view/44827 2025-09-19T12:03:12+00:00 Nur Hasanah nurhasanah_paud@uho.ac.id Wd. Syamzahrah Astarin Astarin wdsyamzahrahastarin@uho.ac.id Dinar Salasatun Ashar dinarsalasatunashar@uho.ac.id

<p>Increased screen time (ST) in children aged 5–6 years has various effects on their emotional development. Excessive ST can hinder children's ability to recognize and control their emotions. This study aims to explore the meaning and impact of screen time (ST) on children's emotional regulation. The study employed a descriptive qualitative approach, utilizing interviews and observation techniques with six parents who have young children. Informants were selected using purposive sampling with the following criteria: (1) parents with different educational backgrounds (high school and bachelor's degree) to see variations in perceptions of ST and children's emotional regulation; (2) parents whose children routinely used ST for 5–8 hours per day; and (3) communicative parents, namely mothers and fathers of children aged 5–6 years who were willing to participate in the study. The results showed that parents perceived ST as a means of entertainment, learning, and calming their children. These findings were obtained through a thematic analysis of interview transcripts and observations, which revealed three primary meanings. ST evoked ambivalent emotional reactions: children displayed positive responses, such as happiness, joy, calmness, and imitative behavior, when using ST; however, they also showed adverse reactions, including anger, tantrums, sadness, or bargaining, when ST was stopped. Excessive use without time limits can weaken children's ability to control their emotions. ST management strategies are implemented by setting time limits, determining goals, and considering the child's condition. These findings show that ST plays a dual role in children's emotional regulation.</p>

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