Exposition aux écrans et développement du comportement verbal chez les enfants de 2 à 4 ans étude menée à Yaoundé Cameroun

Abstract

This study titled: "Screen Exposure and Language Development in Children Aged 2 to 4: A Study Conducted in Yaoundé, Cameroon", explores the relationship between screen use and language delays in early childhood. The study was motivated by observations made during a Master's internship at the "La Gaieté" nursery school, where several children showed significant language difficulties, such as the inability to form two-word phrases, initiate or sustain conversations, describe actions, or use age appropriate syntax despite public efforts to support early childhood cognitive and social development in Cameroon. Grounded in B.F. Skinner’s (1957) Verbal Behavior Theory, which posits that language is acquired through social reinforcement and interaction, this study seeks to determine whether screen exposure hinders this learning process. The central research question is: What is the relationship between screen exposure and language development in children aged 2 to 4? The general hypothesis proposes that screen exposure affects language development, with two specific operational hypotheses: HO1: Exposure to non-interactive screens (e.g., television) negatively affects language development. HO2: Exposure to interactive screens (e.g., tablets, smartphones, and computers) also has a negative impact. A quantitative method was used, involving 105 children from the Public Nursery School of Cité Verte in Yaoundé, selected via purposive sampling. Data were collected using the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) by Sundberg (2008) and Malo’s (2020) screen exposure calendar. Results showed a significant negative correlation between language development and exposure to television, tablets, and smartphones. No significant link was found with computer use. These findings partially confirm the hypotheses and support the idea that excessive screen exposure is associated with delayed language development. In conclusion, this study highlights the importance of managing screen time in young children to support healthy language acquisition.