https://ejournal.unib.ac.id/penapaud <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> UNIB Press en-US JURNAL PENA PAUD 2777-1377 <p>Authors who publish with this journal agree to the following terms:</p> <ol type="a"> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International </a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> https://ejournal.unib.ac.id/penapaud/article/view/44827 <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> Nur Hasanah Wd. Syamzahrah Astarin Astarin Dinar Salasatun Ashar Copyright (c) 1970 Nur Hasanah https://creativecommons.org/licenses/by-sa/4.0 2025-11-19 2025-11-19 6 2 178 189 10.33369/jpp.v6i2.44827