Recent studies indicate a steep rise in the amount of time children spend viewing screen media. Available literature suggests the impact this may have on their face to face human interaction with others in their environment, which, in turn, could impact their competence in communicative situations. This monograph describes a Doctoral research project undertaken to study how much time 4 to 6-year-old children spent viewing screen media, whether a difference in the time spent viewing any form of screen media was related to their communicative competence as suggested by the literature, and the strength of this relationship if it existed. Results reveal interesting insights into the somewhat contrasting impacts of media screen exposure/ viewing on different aspects of communicative development of preschool children.