DIGITAL PARENTING: THE ROLE OF PARENTAL MEDIATION IN CHILDREN'S SCREEN TIME AND COGNITIVE DEVELOPMENT

In today's digital age, children are increasingly exposed to screen-based technologies that can influence their cognitive development both positively and negatively. This study explores the role of parental mediation in managing children's screen time and its perceived impact on cognitive functions such as attention, memory, and language development. Adopting a qualitative, phenomenological research design, semi-structured interviews were conducted with 15 parents of children aged 4 to 12 in Keffi, Nasarawa State, Nigeria. The thematic analysis revealed four major themes: patterns of screen time usage, parental mediation strategies, perceived cognitive outcomes, and barriers to effective mediation. Findings indicate that active mediation characterized by discussion, co-viewing, and guidance was associated with enhanced vocabulary, improved recall, and greater focus. Conversely, passive or unregulated screen time was linked to reduced attention span and difficulty concentrating. Parents also reported challenges such as digital illiteracy, fatigue, and peer influence that limited their ability to monitor screen use effectively. The study highlights the need for targeted digital literacy programs, culturally relevant parenting support, and policy initiatives that emphasize the cognitive implications of screen exposure. These findings underscore the critical role of informed parental involvement in optimizing children's cognitive development in a media-saturated environment.