Lived Experiences and Psychological Impacts of Digital Babysitting on Parents and Children in Pakistan

Abstract

The increasing reliance on digital devices for childcare has emerged as a global concern, with limited evidence from South Asian contexts. This was aimed to explore the lived experiences and psychological impacts of Pakistani parents who rely on digital babysitting to manage childcare. A phenomenological qualitative design was employed, utilizing semi-structured, in-depth interviews. Purposive sampling was used to recruit parents who had experience using digital devices for childcare. A total of 15 parents participated in the study, comprising 11 mothers (73.3%) and 4 fathers (26.7%). The participants were predominantly from urban areas (86.7%), while 13.3% resided in rural areas. Regarding age, 53.3% of participants were aged 20–29 years, 40.0% were aged 30–39 years, and 6.7% were aged 40 years or above. In terms of educational attainment, the majority (86.7%) had completed graduation, while 6.7% had postgraduate education and 6.7% had matriculation-level education. Interviews were conducted in English, audio-recorded, and thematically analyzed using Braun and Clarke’s six-step framework. Eight key themes were identified during the analysis: (1) Early Digital Immersion, (2) Screens as a Parenting Tool, (3) Guilt, Stress, and Ambivalence, (4) Erosion of Family Bonding, (5) Developmental and Behavioral Strains, (6) Cultural and Familial Influences, (7) Pathways Beyond Screens, and (8) Barriers to Screen Reduction. In conclusion, parents in Pakistan use digital babysitting as a coping mechanism. According to Pakistani parents, gadgets have driven their children away from them, but they also provide them relief as the child gets busy and doesn't disturb them. The more usage of these gadgets is developing behavioral issues in children from a very young age. This study will help to provide culturally related intervention plans.