<![CDATA[This study investigates the impact of gadget usage on social skills development in preschool-age children (3-6 years). Despite increasing digital device prevalence in early childhood, empirical evidence regarding their effects on social competence remains limited and contested. This quantitative research employed a correlational design with 120 preschool children from six kindergartens in urban and suburban areas. Data were collected through structured observations using the Social Skills Rating System (SSRS) and parental questionnaires assessing daily gadget usage duration, types, content quality, and parental mediation practices. Statistical analysis revealed a significant negative correlation (r = -0.68, p < 0.001) between daily gadget usage exceeding 2 hours and social skills scores, particularly affecting cooperation, assertion, self-control, empathy, and responsibility dimensions. Hierarchical regression demonstrated screen time explained 34% variance beyond demographic factors, emerging as the strongest predictor (B= - 58 p < 0.001). Children with excessive gadget exposure (>3 hours/day) demonstrated 47% lower peer interaction quality and 39.8% reduced social skills compared to minimal users (<1 hour/day). Entertainment applications produced stronger negative effects (r = -74) than educational content (r = -18), while parental mediation provided partial protective benefits (B = .27) without eliminating risks. Findings suggest excessive gadget use during critical developmental periods impedes face-to-face social interaction opportunities essential for social skills acquisition. Implications include developing evidence-based screen time guidelines limiting preschool usage to under 2 hours daily, integrating social-emotional learning curricula, educating parents about developmental risks and mediation strategies, and promoting balanced digital-physical play environments prioritizing interpersonal experiences during sensitive developmental windows.]]>
