The Academic Impact of Gadget Using Behavior Among Early Age Students

Abstract

Gadgets also sometimes have an influence in providing stimulation to children from an early age to adulthood. However, the use of this gadget has a tremendous influence, especially on young children. The design of this research uses qualitative methods with a phenomenological approach. This research aims to determine the dynamics of the academic impact of gadget use behavior on early childhood students. Research participants are people who respond or involve people or the community by providing information, support, energy, thoughts and materials and their responsibility for a decision that has been taken to  achieve a mutually determined goal. The use of gadgets in early childhood has a negative impact on their academic development. The first subject shows that children who are accustomed to using gadgets from the age of one year tend to be lazy about studying, lack social interaction, and focus only on gadget activities. This impact is also reflected in the child's difficulties in learning at school. When using gadget Intensive children will experience a decrease in academic achievement. The child even refuses to study on the grounds that he can learn through gadgets, which indicates that gadgets are considered the main source of knowledge. The use of gadgets in early childhood can be detrimental to their academic development, causing a lack of interest in learning, decreased achievement, and an inability to focus on conventional learning at school.

Keywords: Gadget Using Behavior; Early Age Students