Screened Beginnings: Unveiling the Media-Mindscape Nexus in Daycare Infants Aged 0–3

Abstract

In the digital age, infants and toddlers are increasingly exposed to screen media, even within structured environments such as daycare centers. This qualitative study explores the subtle relationship between media exposure and early mental health development in children aged 0–3 years, focusing on the lived experiences and perceptions of daycare caregivers, parents, and child mental health professionals. Using Interpretive Phenomenological Analysis (IPA), the research investigates how screen-based interactions are integrated into daily routines, the motivations behind their use, and the perceived emotional and behavioral outcomes for infants. Findings suggest that while some caregivers view media as a tool for soothing or educational engagement, others express concern over its potential to displace critical caregiver-child interactions, echoing the displacement hypothesis (Wan et al., 2021). Moreover, the study highlights a cultural ambivalence among parents, who often balance guilt with practicality in media use decisions (Hill et al., 2016). Mental health professionals emphasize the importance of co-viewing and developmental appropriateness, aligning with current pediatric guidelines (American Academy of Pediatrics [AAP], 2016). This research contributes to the growing discourse on early childhood digital exposure by centering voices from caregiving ecosystems and advocating for developmentally informed media practices in daycare settings.