Communication Behavior and Screen Time Pathology of Children in Islam Alam Nusantara Kindergarten

Abstract

This qualitative research aims to dissect the pathological impact of excessive screen time on the decline of children's learning achievements at TK Islam Alam Nusantara Bandung, as well as to analyze the sociological root causes within the domestic sphere. Utilizing a descriptive case study design based on Urie Bronfenbrenner’s Ecological Systems Theory and Joyce Epstein’s Framework of Six Types of Involvement, primary data were collected through triangulation techniques consisting of in-depth interviews with the Headmaster and Homeroom Teachers, structured observations of children's classroom behavior, and documentation studies of developmental anecdotal records. The findings reveal a behavioral deconstruction in children, manifested as a shortened attention span due to the instant dopamine cycles triggered by gadgets, linguistic anomalies (digital echolalia) stemming from linear one-way communication patterns, emotional dysregulation (extreme tantrums) as a form of media withdrawal effect, and chronic physical fatigue resulting from melatonin suppression caused by frequent late-night gadget usage. This communication pathology is rooted in domestic parenting dysfunction, where working parents commodify gadgets as "electronic babysitters" for post-work stress relief (parental uses and gratifications), coupled with a trust issue among urban parents regarding neighborhood safety that triggers media literacy bias (the front stage vs. back stage of parenting). In conclusion, this study successfully formulates a draft for a Collaborative Screen Time Standard Operating Procedure (SOP) based on the synergy between the Curriculum Team and the School Psychologist. This draft is accompanied by a Quarterly Developmental Evaluation Questionnaire (3-Month Cycle) instrument designed to realign mesosystem relationships and sustainably restore the psychophysical functions and the natural growth disposition (fitrah) of children.