Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 3 (2025)

Relationship Between Gadget Usage and Eye-Hand Coordination of Preschoolers

Antoinette Beduya | Charlene Cariliman | Josephine Entia | Charmine Ruth Geraldez | Lejane Taac Taac | Helen Revalde

Discipline: Education

 

Abstract:

The integration of touchscreen gadgets into preschoolers' daily routines has raised concerns about their developmental effects, particularly on motor skills. While interactive applications may enhance visual-motor integration, excessive unregulated use could limit opportunities for physical play. This study examined the relationship between gadget usage and the eye-hand coordination of preschoolers in selected elementary schools in Dalaguete, Cebu, during the 2024–2025 school year. Using a descriptive-correlational design, 60 parents and 60 teachers assessed children's gadget use and motor skills via a structured questionnaire. Results indicated that gadget engagement was rated as "Engaged" by parents (M = 3.55, SD = 0.17) and "Moderately Engaged" by teachers (M = 3.33, SD = 0.31). Eye-hand coordination ranged from "Proficient" to "Well Developed" (aggregate means = 3.79–4.43), with strengths in pencil grip and object manipulation. Correlation analysis revealed a weak but significant positive relationship between gadget usage and eye-hand coordination for both parents (r = 0.262, p = 0.043) and teachers (r = 0.288, p = 0.026). These findings highlight the importance of considering both home and school contexts when evaluating young children's digital engagement. The study underscores the need for parent–teacher collaboration to promote balanced, developmentally supportive gadget use, and offers an intervention plan integrating structured physical activities with responsible technology use in early education.



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