Infancy is the key stage, when a baby’s brain is wide open to new experiences that will influence all the rest of its later life. The infant is a vibrant and seemingly unlimited source of energy. Babies thus represent the inner dynamo of humanity, ever fuelling the fires of the human life cycle with new channels of psychic power (Armstrong, 2008). Infants apparently come into the world pre-programmed to like and seek pleasurable sensations such as sweetness, and to avoid or escape from unpleasant simulation, such as loud noises, bright lights, strong odors, and painful stimuli (Cohen & Gelber, 1975). Most of all babies are designed to be sociable. They prefer human voices to other sounds and human faces to most other patterns (Fantz, 1963). Babies not only respond to, but also interact with, their care-givers. High speed films studies of synchronically- gazing, vocalizing, touching and smiling of mothers and infants are closely coordinated (Martin, 1981). In general, developmental psychologists currently studying what babies can do are becoming even more impressed with how precocious (smart for their age) they are. They seem to be equipped to accomplish three basic task of survival: sustenance (feeding), maintenance of contact with people (for protection and care), and defence against harmful stimuli (withdrawing from pain or threat (von Hofsten & Lindhagen, 1979). Young children’s acquisition of language is one of the most remarkable achievements of the human species. In the span of few years, with little instruction, and often spite of faulty information (for example, parents talking “baby talk”), young children become superb linguistics by the age of 6, the average child is estimated to understand 14,000 words (Templin, 1957). When adults speak to infants and young children they use a special form that differs from adult speech- an exaggerated, high-pitched intonation that is unusual in adult speech- known as motherese (Glucksberg & Danks, 1975). There are four stages in natural language learning. First is the babbling stage. Because babbling consists of syllable-like sequences such as “mamama” and “bububu”, it sounds somewhat language-like. Specifically this suggest that a baby babbles all sounds in languages, and the repertoire is eventually narrowed down to the sounds to found in the language he or she is exposed to (Mowrer, 1960). The one word speech, the beginning of “true” speech occur sometime near the end of the first year, as the child’s first recognizable words begin to appear (Clark, 1973). The two-word stage. Children begin combining words into two-word utterances around 18 months of age (Braine, 1976). The telegraphic-speech stage. Beyond the two-word stage, speech become telegraphic: filled with short, simple sentences, using many content words (mostly nouns and verbs) but lacking tense endings and plurals. Imitation is not essential to grammatical learning. Similarly, approval and correction cannot fully explain why children acquire grammatical rules. Parents tend to correct children’s utterances on the basis of their truth value rather than their accurate grammatically quality. Children come to the language acquisition situation with biologically predetermined mental structures that facilitate the comprehension and production of speech by limiting the hypothesis they generate about the grammar of language (Chomsky, 1975). Language emerges and evolves at particular periods that correspond more closely with physical and cognitive maturation than with particular learning experiences- always assuming opportunities to interact with speaking humans (Lenneberg, 1969). The way in which the processes of knowing- perceiving, reasoning, imagining and problem solving- evolve is referred to as cognitive development. Jean Piaget viewed intellectual growth as a process of adaptation (adjustment) to the world. This happens through: assimilation which is using an existing schema to deal with a new object or situation. Accommodation, this happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. And equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation). Piaget also discussed the stages of development. Sensorimotor Stage is the stage of infancy. During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment. Because they don't yet know how things react, they're constantly experimenting with activities such as shaking or throwing things, putting things in their mouths, and learning about the world through trial and error. The later stages include goal-oriented behaviour which brings about a desired result. (Piaget, 1952) A child competent in language and cognitive skills would still be deficient without corresponding social and emotional development. Children do not thrive solely by becoming smart: they must form relationships with other people and they must be in touch with their own feelings. Socialization is defined as the lifelong process of shaping an individual’s behavioural patterns, values, standards, skills, attitudes, and motives to conform to those regarded as desirable in a particular society (Hetherington & Parke, 1975). An exclusively child-oriented world peopled by children and women, filled with bright plastic things and pictures of animals and fairy tale characters, is a very limited and artificial world in which to spend forty to fifty hours a week. Instead a best child care emphasizes a focus on natural experience, ones that have meaning in the life of the center such as cleaning, food preparation, caring for other people, animals, and plants, rather than on artificial, contrived experiences (Feldman, 2001). Young children need a safe world rich with opportunities to actively explore and enjoy: to see, hear, feel, touch and move, a world where a child “is encouraged to venture, rewarded for venturing his own acts, and sustained against distractions or premature interferences in carrying them out.” Infants and toddlers are sensory-motor beings. They explore the world with their senses and their developing motor skills (Bruner, 1973) A tablet computer, commonly shortened to tablet, is a mobile computer with a touchscreen display, circuitry and battery in a single device. Tablets come equipped with sensors, including cameras, a microphone and an accelerometer, and the touchscreen display uses finger or stylus gestures substituting for the use of computer mouse and keyboard. They usually feature on-screen, pop-up virtual keyboards for typing. Tablets may include physical buttons for basic features such as speaker volume and power, and ports for network communications and battery charging. Tablets are typically larger than smartphones or personal digital assistants at 7 inches (18 cm) or larger, measured diagonally. Like it or not, technology is a massive part of most youngsters day-to-day lives. In fact, most toddlers seem to know how to swipe a screen on a smartphone and most young children know how to access the answer to a question by completing a Google search on it instead of asking their parents. This may add to the age old problem that parents have that their children think they ‘don’t know anything’, especially as the younger generation are getting more and more tech savvy (Llomas, 2014) The phenomenon of the iPad, and touch screen technology in general, has served to reinforce this trend across all age groups but perhaps most notably among young children and toddlers. iPads rate higher in the childproof department than a laptop, so parents are more inclined to let their small children use them. There is no keyboard to spill gooey food onto, no mechanical parts to snap off, and the touch screen is easy for clumsy little fingers to use. An added bonus is that it fits nicely in a diaper bag. New apps catering to the under-five set are developed every day; many of which (Baba Black Sheep and Wheels on the Bus) are digital variations of timeless kid classics. IPads are also replacing the messy hassle of painting and other art projects with no-muss-no-fuss art apps. The ever-expanding digital platform is a booming industry. When used effectively, technology in the classroom can engage students in ways that traditional teaching methods cannot. “Technology gives us wheels for the mind.” (Chen, n.d). The digital transition in the classroom is well underway and more and more educators are embracing the shift. Access to technology is considered as integral to the 21st century classroom as textbooks, if not more so. According to Harvard professor, “the challenge is to rethink not what is taught but how teachers empower students to use that information.” (Murnane, n.d). Indeed, technology is an incredible tool that can be tailored to meet individual learning styles and promote collaboration, a vital skill for the 21st century. A relatively established mainstay in high schools and universities, technology is also aggressively embraced in pre-school and early primary grades, thanks in large part to tablet technology and its kid-friendly interface. (Margian, n.d). Although well-researched television programs such as Sesame Street or Blue’s Clues can promote early academic skills in preschool-aged children, children, 30 months cannot learn from television and videos as they do from real-life interactions.2 Interactive media, on the other hand, allow for contingent responses to children’s actions and thus may facilitate more retention of taught material. For example, socially contingent media (i.e., with appropriate content, timing, and intensity) such as videophone apps are just as effective as real-life encounters in teaching language to 24 month olds, 3 but otherwise, published research on whether infants and toddlers can learn from interactive screens is scant. The findings of this study will redound to the benefit of the society considering that technology plays an important role in young children today. This study will also be beneficial to parents in knowing the advantages and disadvantages of technology for their children. By understanding the needs of the children and benefits of quality education, this research be assured of a competitive advantage. Moreover, this research will provide recommendations on how technology is an aid in the learning and development of infants and toddlers. Moreover, this study will also serve as a future reference for researchers on the subject of technology and young children. The study will focus on the benefits and ill effects of using gadgets. This research will discuss how tablet computers, smartphones affect children’s health and how technology develops children’s skills. It will also give advices on how to balance the physical activity and screen time. The researcher will only conduct surveys to parents with a child aged 0-3 at Malolos, Bulacan.