The impact of smart device exposure on the self-help skills of early childhood learners

This study examined the impact of smart device exposure on the self-help skills of kindergarten learners at Dalaguete Central Elementary School for the school year 2025–2026. It aimed to determine how the use of smart technology affects learners’ independence in performing daily living tasks, including personal hygiene, dressing, feeding, toileting, classroom and home responsibilities, and safety awareness. A descriptive-correlational research design was employed, involving seventy-five (75) kindergarten learners. Data were collected through a parent questionnaire to assess learners’ smart device usage and a self-help skills checklist to evaluate their daily living abilities. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the findings, while Pearson’s correlation coefficient examined the relationship between smart device exposure and self-help skills. The findings showed that most learners displayed a proficient level of self-help skills, particularly in personal hygiene, dressing, toileting, and basic feeding. Some activities, such as meal preparation and following routines independently, were still developing. Statistical analysis revealed a negligible and non-significant correlation between smart device usage and self-help skills, suggesting that technology alone does not strongly influence independence. To address areas needing improvement, a Self-Help Skills Enrichment Plan was proposed, combining structured routines, guided practice, and simple technology tools, including educational videos, visual cues, and interactive stories. The plan aims to support learners in further developing independence, responsibility, and safety awareness throughout the school year.