Nujud Marzouq Aljohani & Najla Essa Albaiz
Department of Educational Psychology, College of Education, Taibah University, Madinah al-Munawwarah, Saudi Arabia
Department of Early Childhood, College of Education, King Saud University, Riyadh, Saudi Arabia
Volume: 17 | Issue: 4 | Pages: 197-211 | December 2025 | https://doi.org/10.54940/ep51153717 | PDF
Received:02/09/2025 | Received:15/11/2025 | Accepted:25/11/2025
Corresponding Author: [email protected]
Abstract
The study aimed to examine the impact of short video clips on the social and emotional development of kindergarten children from the perspective of parents. The descriptive survey method was employed, and the study was conducted on a sample of 105 parents in Riyadh who have children in kindergarten aged between 4 and 6 years. The findings revealed that short video clips have a significant impact on children’s social and emotional development, with a general mean score of 2.28 for social development and 2.11 for emotional development. The results also indicated that children tend to repeat phrases they hear in these clips during their interactions with others and display happiness while watching them. However, instances of anger and aggressive behavior were observed when children were prevented from viewing or attempting to imitate certain content. Accordingly, the study recommended the importance of parental presence during viewing, the provision of targeted content that enhances interaction skills, the activation of parental control, and the regulation of screen time. It also emphasized the need to develop awareness and guidance programs for parents.
Keywords
Short video clips, social development, emotional development, kindergarten child, early childhood
How to Cite
Aljohani, N. & Albaiz, N. (2025). The impact of short videos on kindergarteners’ social and emotional development from the parents’ perspective. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp197-211. https://doi.org/10.54940/ep51153717
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-